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British Journal of Educational Technology, Volume 51
Volume 51, Number 1, January 2020
- Sara Hennessy, Manolis Mavrikis, Carina Girvan, Sara Price
, Niall Winters:
Editorial. 5-9
- Paul J. Mensink
Student access of online feedback is modified by the availability of assessment marks, gender and academic performance. 10-22 - Alison E. Kay, Judy Hardy, Ross K. Galloway:
Student use of PeerWise: A multi-institutional, multidisciplinary evaluation. 23-35 - Beyin Chen
Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank-based collaborative practice system. 36-52 - Joan Manuel Marquès Puig, Thanasis Daradoumis
Fruitful student interactions and perceived learning improvement in DSLab: A dynamic assessment tool for distributed programming. 53-70 - Niels Bonderup Dohn
Students' interest in Scratch coding in lower secondary mathematics. 71-83 - Pekka Mertala
Young children's perceptions of ubiquitous computing and the Internet of Things. 84-102 - Xiao-Li Zheng, Hoi-Soo Kim, Wen-Hua Lai, Gwo-Jen Hwang
Cognitive regulations in ICT-supported flipped classroom interactions: An activity theory perspective. 103-130 - Tom Lowrie
Experience, represent, apply (ERA): A heuristic for digital engagement in the early years. 131-147 - Shao-Chen Chang, Ting-Chia Hsu
Effects of applying a VR-based two-tier test strategy to promote elementary students' learning performance in a Geology class. 148-165 - Jo Bird
"You need a phone and camera in your bag before you go out!": Children's play with imaginative technologies. 166-176 - Matjaz Debevc
Solfeggio learning and the influence of a mobile application based on visual, auditory and tactile modalities. 177-193 - Hanneke Theelen
Virtual internships in blended environments to prepare preservice teachers for the professional teaching context. 194-210 - Di Xu, Danny Glick, Fernando Rodriguez, Bianca Cung, Qiujie Li, Mark Warschauer:
Does blended instruction enhance English language learning in developing countries? Evidence from Mexico. 211-227 - Fereshte Goshtasbpour
Look who's talking: Exploring instructors' contributions to Massive Open Online Courses. 228-244 - Ruiqi Deng
Learner engagement in MOOCs: Scale development and validation. 245-262 - Insung Jung, Jihyun Lee
A cross-cultural approach to the adoption of open educational resources in higher education. 263-280 - Jason Power, Raymond Lynch, Oliver McGarr:
Difficulty and self-efficacy: An exploratory study. 281-296 - Isabel Buil
Engagement in business simulation games: A self-system model of motivational development. 297-311
Volume 51, Number 2, March 2020
- Sue Cranmer
Disabled children's evolving digital use practices to support formal learning. A missed opportunity for inclusion. 315-330 - Tobias Ley
Knowledge structures for integrating working and learning: A reflection on a decade of learning technology research for workplace learning. 331-346 - Edward Wakelam
The potential for student performance prediction in small cohorts with minimal available attributes. 347-370 - Anu Kajamaa
Teacher interventions in students' collaborative work in a technology-rich educational makerspace. 371-386 - Joey R. Fanfarelli:
Impact of narrative and badging on learning and engagement in a psychology learning game. 387-419 - Insook Han
Immersive virtual field trips in education: A mixed-methods study on elementary students' presence and perceived learning. 420-435 - Martina Benvenuti
Enhancing wayfinding in pre-school children through robot and socio-cognitive conflict. 436-458 - Hans van der Meij, Sabine Veldkamp, Henny Leemkuil:
Effects of scripting on dialogues, motivation and learning outcomes in serious games. 459-472 - Andrzej Radecki
Interactive sonification of images in serious games as an education aid for visually impaired children. 473-497 - Carolyn J. Heinrich
The potential and prerequisites of effective tablet integration in rural Kenya. 498-514 - Yining Zhang
Motivational profiles and their correlates among students in virtual school foreign language courses. 515-530 - Suzannie K. Y. Leung
Video art as digital play for young children. 531-554 - Jiyoon Jung
Course-level modeling of preservice teacher learning of technology integration. 555-571 - Hugh McFaul
A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. 572-589 - Amr ElShaer, Diogo Casanova
Students' perceptions of the value of electronic feedback - Does disciplinary background really matter? 590-606
Volume 51, Number 3, May 2020
- Kenneth Y. T. Lim
Beyond observation and interaction: Augmented Reality through the lens of constructivism and constructionism. 609-610 - Kristin Altmeyer, Sebastian Kapp
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses - Theoretical background and empirical results. 611-628 - Sebastian Habig
Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality. 629-644 - Stan Lester
Some pedagogical observations on using augmented reality in a vocational practicum. 645-656 - Chih-Hung Chen
AR videos as scaffolding to foster students' learning achievements and motivation in EFL learning. 657-672 - Kenneth Y. T. Lim
Semiotics, memory and augmented reality: History education with learner-generated augmentation. 673-691 - Xieling Chen
Fifty years of British Journal of Educational Technology: A topic modeling based bibliometric perspective. 692-708 - Rustam Shadiev
Review of research on mobile-assisted language learning in familiar, authentic environments. 709-720 - Chiu-Lin Lai
Trends of mobile learning: A review of the top 100 highly cited papers. 721-742 - Min Young Doo
The effects of openness, altruism and instructional self-efficacy on work engagement of MOOC instructors. 743-760 - Kate Wilkinson, George Dafoulas, Hemda Garelick
Are quiz-games an effective revision tool in Anatomical Sciences for Higher Education and what do students think of them? 761-777 - Garry Falloon
From simulations to real: Investigating young students' learning and transfer from simulations to real tasks. 778-797 - Jamie McGann, Johann Issartel, Lucy Hederman
Hop.Skip.Jump.Games: The effect of "principled" exergameplay on children's locomotor skill acquisition. 798-816 - Mei-Rong Alice Chen
Effects of a concept mapping-based flipped learning approach on EFL students' English speaking performance, critical thinking awareness and speaking anxiety. 817-834 - José C. León-Jariego
Building the role of ICT coordinators in primary schools: A typology based on task prioritisation. 835-852 - Michael Hammond
What is an ecological approach and how can it assist in understanding ICT take-up? 853-866
Volume 51, Number 4, July 2020
- Taciana Pontual Falcão
Applications of learning analytics in Latin America. 871-874 - Sdenka Zobeida Salas-Pilco
Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers. 875-891 - Cristian Cechinel
Mapping Learning Analytics initiatives in Latin America. 892-914 - Isabel Hilliger
Towards learning analytics adoption: A mixed methods study of data-related practices and policies in Latin American universities. 915-937 - Tom Broos
Coordinating learning analytics policymaking and implementation at scale. 938-954 - Filipe D. Pereira
Using learning analytics in the Amazonas: understanding students' behaviour in introductory programming. 955-972 - Julio Guerra
Adaptation and evaluation of a learning analytics dashboard to improve academic support at three Latin American universities. 973-1001 - Tinne De Laet
Adoption and impact of a learning analytics dashboard supporting the advisor - Student dialogue in a higher education institute in Latin America. 1002-1018 - Cecilia Ávila
Evaluation of a learning analytics tool for supporting teachers in the creation and evaluation of accessible and quality open educational resources. 1019-1038 - Anat Cohen
Hybrid learning spaces--Design, data, didactics. 1039-1044 - Peter Goodyear
Design and co-configuration for hybrid learning: Theorising the practices of learning space design. 1045-1060 - Liat Eyal
Design patterns for teaching in academic settings in future learning spaces. 1061-1077 - Gerti Pishtari
Learning design and learning analytics in mobile and ubiquitous learning: A systematic review. 1078-1100 - Suvi Kauppi
I still miss human contact, but this is more flexible - Paradoxes in virtual learning interaction and multidisciplinary collaboration. 1101-1116 - Yotam Hod
Fostering highly engaged knowledge building communities in socioemotional and sociocognitive hybrid learning spaces. 1117-1135 - Yuqin Yang, Qianqian Chen, Yawen Yu, Xueqi Feng, Jan van Aalst:
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building. 1136-1154 - John Cook, Yishay Mor
Three cases of hybridity in learning spaces: Towards a design for a Zone of Possibility. 1155-1167 - Ling Wu
Developing young children's empathic perception through digitally mediated interpersonal experience: Principles for a hybrid design of empathy games. 1168-1187 - Dawn Bennett, Elizabeth Knight
The role of hybrid learning spaces in enhancing higher education students' employability. 1188-1202 - Jun Xiao, Hong-Zheng Sun-Lin, Tzu-Han Lin, Mengyuan Li, Zhimin Pan, Hsu-Chen Cheng:
What makes learners a good fit for hybrid learning? Learning competences as predictors of experience and satisfaction in hybrid learning space. 1203-1219 - Alice Veldkamp
Escape boxes: Bringing escape room experience into the classroom. 1220-1239 - Kylie Peppler
Editorial: Advancing posthumanist perspectives on technology-rich learning. 1240-1245 - Varpu Mehto
Epistemic roles of materiality within a collaborative invention project at a secondary school. 1246-1261 - Kevin Leander
Critical literacy for a posthuman world: When people read, and become, with machines. 1262-1276 - Mary P. Sheridan, Amélie Lemieux
Intra-active entanglements: What posthuman and new materialist frameworks can offer the learning sciences. 1277-1291 - Kristiina Kumpulainen
Sociomaterial movements of students' engagement in a school's makerspace. 1292-1307 - Jun Oshima
Analysis of students' ideas and conceptual artifacts in knowledge-building discourse. 1308-1321 - Sara Sintonen
From an experimental paper to a playful screen: How the essence of materiality modulates the process of creation. 1322-1333 - Ron Eglash
Decolonizing posthumanism: Indigenous material agency in generative STEM. 1334-1353 - Hung-Ming Lin
A review of using partial least square structural equation modeling in e-learning research. 1354-1372 - Alison Fields:
Embedding librarians in online tertiary classrooms: A new model for learner support. 1373-1385 - Hsiu-Ling Huang, Gwo-Jen Hwang
Learning to be a writer: A spherical video-based virtual reality approach to supporting descriptive article writing in high school Chinese courses. 1386-1405 - Teresa Schaefer
The dynamics of online learning at the workplace: Peer-facilitated social learning and the application in practice. 1406-1419 - Chih-Lun Chou, Min-Ling Hung, Chia-Wen Tsai
Developing and validating a scale for measuring teachers' readiness for flipped classrooms in junior high schools. 1420-1435
Volume 51, Number 5, September 2020
- Mutlu Cukurova
The promise and challenges of multimodal learning analytics. 1441-1449 - Kshitij Sharma
Multimodal data capabilities for learning: What can multimodal data tell us about learning? 1450-1484 - Lucrezia Crescenzi Lanna
Multimodal Learning Analytics research with young children: A systematic review. 1485-1504 - Andrew Emerson, Elizabeth B. Cloude
Multimodal learning analytics for game-based learning. 1505-1526 - Jennifer K. Olsen
Temporal analysis of multimodal data to predict collaborative learning outcomes. 1527-1547 - Charlotte Larmuseau
Multimodal learning analytics to investigate cognitive load during online problem solving. 1548-1562 - Byungho Ahn, Jason M. Harley
Facial expressions when learning with a Queer History App: Application of the Control Value Theory of Achievement Emotions. 1563-1576 - Muhterem Dindar
What does physiological synchrony reveal about metacognitive experiences and group performance? 1577-1596 - Milica Vujovic
Round or rectangular tables for collaborative problem solving? A multimodal learning analytics study. 1597-1614 - Xavier Ochoa
Controlled evaluation of a multimodal system to improve oral presentation skills in a real learning setting. 1615-1630 - Marc Beardsley
Enhancing consent forms to support participant decision making in multimodal learning data research. 1631-1652 - Xusen Cheng, Jianshan Sun, Alex Zarifis
Artificial intelligence and deep learning in educational technology research and practice. 1653-1656 - Shanyong Wang, Haotian Yu, Xianfeng Hu, Jun Li:
Participant or spectator? Comprehending the willingness of faculty to use intelligent tutoring systems in the artificial intelligence era. 1657-1673 - Shixuan Fu
The affordances of AI-enabled automatic scoring applications on learners' continuous learning intention: An empirical study in China. 1674-1692 - Fen Qin, Kai Li, Jianyuan Yan:
Understanding user trust in artificial intelligence-based educational systems: Evidence from China. 1693-1710 - Jianshan Sun, Jie Geng, Xusen Cheng, Mingyue Zhu, Qiyu Xu, Yunli Liu:
Leveraging personality information to improve community recommendation in e-learning platforms. 1711-1733 - Wei Xu, Yuhan Zhou:
Course video recommendation with multimodal information in online learning platforms: A deep learning framework. 1734-1747 - Penelope Jane Standen, David J. Brown
An evaluation of an adaptive learning system based on multimodal affect recognition for learners with intellectual disabilities. 1748-1765 - Jewoong Moon
Automatic assessment of cognitive and emotional states in virtual reality-based flexibility training for four adolescents with autism. 1766-1784 - Shuang Geng, Ben Niu, Yuanyue Feng, Miaojia Huang
Understanding the focal points and sentiment of learners in MOOC reviews: A machine learning and SC-LIWC-based approach. 1785-1803 - Hsiu-Ping Yueh
AI and robotics in reshaping the dynamics of learning. 1804-1807 - Sdenka Zobeida Salas-Pilco
The impact of AI and robotics on physical, social-emotional and intellectual learning outcomes: An integrated analytical framework. 1808-1825 - Yuqin Yang, Yanwen Long, Daner Sun
Fostering students' creativity via educational robotics: An investigation of teachers' pedagogical practices based on teacher interviews. 1826-1842 - Geng Sun, Jiayin Lin, Jun Shen
Refinement and augmentation for data in micro open learning activities with an evolutionary rule generator. 1843-1863 - Josef Guggemos
Humanoid robots in higher education: Evaluating the acceptance of Pepper in the context of an academic writing course using the UTAUT. 1864-1883 - Hsiu-Ping Yueh
Reading with robot and human companions in library literacy activities: A comparison study. 1884-1900
Volume 51, Number 6, November 2020
- David John Lemay
Constructivist educational technology: Re-examining the foundations and state of the literature. 1905-1906 - Reza Feyzi-Behnagh
An examination of constructivist educational technologies: Key affordances and conditions. 1907-1919 - Jason M. Harley
Examining physiological and self-report indicators of empathy during learners' interaction with a queer history app. 1920-1937 - Liyan Wang, Feng-Kuang Chiang
Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering-related attitudes. 1938-1959 - Yuqin Yang, Yang Du, Jan van Aalst, Daner Sun
Self-directed reflective assessment for collective empowerment among pre-service teachers. 1960-1980 - Matt Bower
Immersive virtual reality in education. 1981-1990 - Bian Wu
Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis. 1991-2005 - Anna Flavia Di Natale
Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. 2006-2033 - Ruixue Liu
Effects of an immersive virtual reality-based classroom on students' learning performance in science lessons. 2034-2049 - Esther Z. Barsom
Cardiopulmonary resuscitation training for high school students using an immersive 360-degree virtual reality environment. 2050-2062 - Morris Siu-Yung Jong
Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography. 2063-2078 - Guido Makransky
Can an immersive virtual reality simulation increase students' interest and career aspirations in science? 2079-2097 - Gustav Bøg Petersen
The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education. 2098-2114 - Sara Klingenberg
Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment. 2115-2138 - Kun-Hung Cheng
Students' motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. 2139-2158 - Carolin Pletz, Bernd Zinn:
Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis. 2159-2179 - Michelle Lui
Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring. 2180-2198 - Kevin Gonyop Kim
Using immersive virtual reality to support designing skills in vocational education. 2199-2213 - Matt Bower
Reasons associated with preservice teachers' intention to use immersive virtual reality in education. 2214-2232 - Meng-Tzu Cheng, Wei-Yu Huang, Mei-En Hsu:
Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game-based learning environment. 2233-2251 - Chronis Kynigos, Marianthi Grizioti
Modifying games with ChoiCo: Integrated affordances and engineered bugs for computational thinking. 2252-2267 - Di Wu, Liqin Yu
Parents' profiles concerning ICT proficiency and their relation to adolescents' information literacy: A latent profile analysis approach. 2268-2285 - Elena Fraj-Andrés
Reducing resistance to repeating a wiki activity: What can teachers do? 2286-2305 - Hager Khechine
The adoption of a social learning system: Intrinsic value in the UTAUT model. 2306-2325 - Laura A. Outhwaite
Language counts when learning mathematics with interactive apps. 2326-2339 - Eva Hamhuis, Cees Glas, Martina R. M. Meelissen:
Tablet assessment in primary education: Are there performance differences between TIMSS' paper-and-pencil test and tablet test among Dutch grade-four students? 2340-2358 - Enlin Bin, A. Y. M. Atiquil Islam
A study of Chinese technical and vocational college teachers' adoption and gratification in new technologies. 2359-2375 - Marko Niemelä, Tommi Kärkkäinen, Sami Äyrämö
Game learning analytics for understanding reading skills in transparent writing system. 2376-2390 - Sanna Järvelä, Dragan Gasevic, Tapio Seppänen, Mykola Pechenizkiy
Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning. 2391-2406 - Rafael Alarcón
Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators. 2407-2421 - Maja Lebenicnik, Andreja Istenic Starcic
Examining the contemporary digital divide of university students with specific reference to students with special educational needs. 2422-2441 - Hsueh-Hua Chuang, Ching-Lin Shih, Ming-Min Cheng:
Teachers' perceptions of culturally responsive teaching in technology-supported learning environments. 2442-2460 - Lu-Ho Hsia, Gwo-Jen Hwang
From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students' dance performance, self-efficacy and task load in flipped learning. 2461-2477 - Kristine Ludvigsen
Behind the scenes: Unpacking student discussion and critical reflection in lectures. 2478-2494 - Ruo-Yu Li
Key factors and network model for location-based cultural mobile game design. 2495-2512 - Scott W. T. McNamara
Content acquisition podcasts' impact on preservice teachers' understanding of language and disability. 2513-2528 - Joyce Hwee Ling Koh
Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. 2529-2543 - Fengfeng Ke
Virtual reality simulation-based learning of teaching with alternative perspectives taking. 2544-2557 - Hengtao Tang
Understanding K-12 teachers' intention to adopt open educational resources: A mixed methods inquiry. 2558-2572 - Anastasiya Kapuza
The network approach to assess the structure of knowledge: Storage, distribution and retrieval as three measures in analysing concept maps. 2573-2590
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