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Journal of Computer Assisted Learning

April 2018 Volume 34, Number 2


A. Kirschner Paul

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Table of Contents

Number of articles: 10

  1. Performance, cognitive load, and behaviour of technology-assisted English listening learning: From CALL to MALL

    Chi‐Cheng Chang, Clyde A. Warden, Chaoyun Liang & Pao‐Nan Chou

    This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental... More

    pp. 105-114

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  2. Attending to structural programming features predicts differences in learning and motivation

    Eben B. Witherspoon, Christian D. Schunn, Ross M. Higashi & Robin Shoop

    Educational robotics programs offer an engaging opportunity to potentially teach core computer science concepts and practices in K–12 classrooms. Here, we test the effects of units with different... More

    pp. 115-128

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  3. Determinants of college students' use of online collaborative help-seeking tools

    Lu Ding & Erkan Er

    Research has noted the effectiveness of online tools (e.g., discussion boards) for supporting help seeking among class members. However, help seeking is not necessarily warranted via online... More

    pp. 129-139

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  4. Learning from instructional animations: How does prior knowledge mediate the effect of visual cues?

    I. Arslan‐Ari

    The purpose of this study was to investigate the effects of cueing and prior knowledge on learning and mental effort of students studying an animation with narration. This study employed a 2 (no... More

    pp. 140-149

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  5. Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system

    Gi‐Zen Liu, Hui‐Ching Lu, Vivien Lin & Wei‐Chen Hsu

    With the increased use of digital materials, undergraduate writers in English as a foreign language (EFL) contexts have become more susceptible to plagiarism. In this study, the researchers... More

    pp. 150-161

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  6. Read, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise

    Kristina Cordero, Miguel Nussbaum, Valentina Ibaseta, María José Otaíza & Pablo Chiuminatto

    Many researchers and educators believe that reading and writing instruction needs to change in order to reflect the multimodal, technological, interactive nature of communication today. To date,... More

    pp. 162-173

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  7. Differences in pre-service teachers' knowledge and readiness to use ICT in education

    Teemu Valtonen, Jari Kukkonen, Sini Kontkanen, Kati Mäkitalo‐Siegl & Erkko Sointu

    The aim of this paper is to provide insights into differences between pre-service teachers based on the areas of technological pedagogical content knowledge (TPACK) and the areas of theory of... More

    pp. 174-182

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  8. Exploring students' flow experiences in business simulation games

    I. Buil, S. Catalán & E. Martínez

    Business simulation games are a motivational and engaging tool for teaching business management. However, relatively little is known about what factors contribute to their success. This study... More

    pp. 183-192

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  9. Multimodal teaching analytics: Automated extraction of orchestration graphs from wearable sensor data

    L.P. Prieto, K. Sharma, Ł. Kidzinski, M.J. Rodríguez‐Triana & P. Dillenbourg

    The pedagogical modelling of everyday classroom practice is an interesting kind of evidence, both for educational research and teachers' own professional development. This paper explores the usage ... More

    pp. 193-203

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  10. Impact of information incongruity and authors group membership on assimilation and accommodation

    J. Moskaliuk & C. Matschke

    Learning is a complex process that can be differentiated into assimilation and accommodation. The Internet enables both types of learning through collaboration. There is, however, little research... More

    pp. 204-210

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