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ORCIDComputers & Education, Volume 207
Volume 207, December 2023
- Christian Hartmann
, Younes Orli-Idrissi, Laura Claudia Johanna Pflieger, Maria Bannert:
Imagine & immerse yourself: Does visuospatial imagery moderate learning in virtual reality? 104909 - Changqin Huang, Yaxin Tu, Zhongmei Han, Fan Jiang, Fei Wu, Yunliang Jiang:
Examining the relationship between peer feedback classified by deep learning and online learning burnout. 104910 - Chih-Chan Cheng, Ya-Ting Carolyn Yang:
Impact of smart classrooms combined with student-centered pedagogies on rural students' learning outcomes: Pedagogy and duration as moderator variables. 104911 - Xiao-Li Zheng, Jun Huang, Xiao-Han Xia, Gwo-Jen Hwang, Yun-Fang Tu, Yi-Pin Huang, Feng Wang:
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns. 104920 - Morris Siu-Yung Jong:
Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning. 104921 - Pooja Megha Nagar, Victoria Talwar:
The role of teacher support in increasing youths' intentions to disclose cyberbullying experiences to teachers. 104922 - Selina Mayer, Martin Schwemmle:
Teaching university students through technology-mediated experiential learning: Educators' perspectives and roles. 104923 - Tingting Wang, Shan Li, Chengyi Tan, Jianhua Zhang, Susanne P. Lajoie:
Cognitive load patterns affect temporal dynamics of self-regulated learning behaviors, metacognitive judgments, and learning achievements. 104924 - Suvadeep Mukherjee, Björn Rohles, Verena Distler, Gabriele Lenzini, Vincent Koenig:
The effects of privacy-non-invasive interventions on cheating prevention and user experience in unproctored online assessments: An empirical study. 104925 - Zhuo Zhang, Yukiko Maeda, Timothy J. Newby:
Individual differences in preservice teachers' online self-regulated learning capacity: A multilevel analysis. 104926 - Cathrine E. Tømte, Cathrine Pedersen, Frida F. Vennerød-Diesen, Stephan Daus:
Early and late adopter effects between schools in a one-to-one computer initiative. 104927 - Jessica Andrews-Todd, Yang Jiang, Jonathan Steinberg, Samuel L. Pugh, Sidney K. D'Mello:
Investigating collaborative problem solving skills and outcomes across computer-based tasks. 104928 - Ella Anghel, Joshua Littenberg-Tobias, Matthias von Davier:
What I wanted and what I did: Motivation and engagement in a massive open online course. 104929 - Gustav Bøg Petersen, Valdemar Aksel Stenberdt, Richard E. Mayer, Guido Makransky:
Collaborative generative learning activities in immersive virtual reality increase learning. 104931 - Laura Miccoli, María Ángeles Peña Arias, Julio Santiago:
A network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample. 104932 - Kasia Banas, Tobias Thejll-Madsen, Anita Tobar Henriquez, Eva Murzyn:
Attitude and peer norm predict how students use lecture recordings. 104933 - Mohammed Saqr, Sonsoles López-Pernas, Leonie V. D. E. Vogelsmeier:
When, how and for whom changes in engagement happen: A transition analysis of instructional variables. 104934 - Robert M. Klassen, Hui Wang, Jade V. Rushby:
Can an online scenario-based learning intervention influence preservice teachers' self-efficacy, career intentions, and perceived fit with the profession? 104935 - Costanza Ruffini, Christian Tarchi, Chiara Pecini:
Which executive functions affect text comprehension and writing in paper and digital mode? An investigation in primary school children. 104936 - Martin Senkbeil:
How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports. 104937
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