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British Journal of Educational Technology

May 2017 Volume 48, Number 3

Editors

Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 11

  1. The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation

    Jerry Chih‐Yuan Sun, Yu‐Ting Wu & Wei‐I Lee

    The purpose of this study was to investigate the effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. OpenCourseWare was integrated into the flipped ... More

    pp. 713-729

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  2. Interactions and learning outcomes in online language courses

    Chin‐Hsi Lin, Binbin Zheng & Yining Zhang

    Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may... More

    pp. 730-748

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  3. Attributes of digital natives as predictors of information literacy in higher education

    Andrej Šorgo, Tomaž Bartol, Danica Dolničar & Bojana Boh Podgornik

    Digital natives are assumed to possess knowledge and skills that allow them to handle information and communication technologies (ICT) tools in a “natural” way. Accordingly, this calls for the... More

    pp. 749-767

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  4. Classification framework for ICT-based learning technologies for disabled people

    Marion Hersh

    The paper presents the first systematic approach to the classification of inclusive information and communication technologies (ICT)-based learning technologies and ICT-based learning technologies ... More

    pp. 768-788

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  5. An investigation of the effects of programming with Scratch on the preservice IT teachers’ self-efficacy perceptions and attitudes towards computer programming

    Erman Yukselturk & Serhat Altiok

    The purpose of this study was to analyze the effects of programming with Scratch on the views of preservice Information Technology (IT) teachers towards computer programming. The study sample... More

    pp. 789-801

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  6. Navigating the challenges of delivering secondary school courses by videoconference

    Nicole Rehn, Dorit Maor & Andrew McConney

    The purpose of this research is to unpack and learn from the experiences of teachers who deliver courses to remote secondary school students by videoconference. School districts are using... More

    pp. 802-813

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  7. Interactive print: The design of cognitive tasks in blended augmented reality and print documents

    Larysa Nadolny

    The combination of print materials and augmented reality in education is increasingly accessible due to advances in mobile technologies. Using familiar paper-based activities overlaid with digital ... More

    pp. 814-823

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  8. Are augmented reality picture books magic or real for preschool children aged five to six?

    Rabia M. Yilmaz, Sevda Kucuk & Yuksel Goktas

    The aim of this study is to determine preschool children's attitudes towards augmented reality picture books (ARPB), their story comprehension performance (SCP) and the relationships between these ... More

    pp. 824-841

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  9. Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students’ performance and attitudes

    Varvara Garneli, Michail Giannakos & Konstantinos Chorianopoulos

    Research into educational technology has evaluated new computer-based systems as tools for improving students’ academic performance and engagement. Serious games should also be considered as an... More

    pp. 842-859

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  10. The effect of surprising events in a serious game on learning mathematics

    Pieter Wouters, Herre Oostendorp van, Judith Vrugte ter, Sylke vanderCruysse, Ton Jong de & Jan Elen

    The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments... More

    pp. 860-877

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  11. Using humorous images to lighten the learning experience through questioning in class

    Yueh‐Min Huang, Ming‐Chi Liu, Chia‐Hung Lai & Chia‐Ju Liu

    Teachers often use in-class questions to examine the level of understanding of their students, while these also enable students to reorganize their acquired knowledge. However, previous studies... More

    pp. 878-896

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