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Education and Information Technologies

2017 Volume 22, Number 6

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Table of Contents

Number of articles: 27

  1. Examining the Impact of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students in Hong Kong

    Barley S. Y. Mak, Alan C. K. Cheung, Xin Guo, Philip C. Abrami & Anne Wade

    The current paper examined the effects of A Balanced Reading Approach for Children Always Designed to Achieve Best Results for All (ABRA), a web-based literacy programme developed by the the Centre... More

    pp. 2671-2691

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  2. Effects of Computer-Aided and Blended Teaching Strategies on Students' Achievement in Civic Education Concepts in Mountain Learning Ecologies

    Olugbenga Adedayo Ige & Dipane Joseph Hlalele

    The need to enhance students' learning outcomes has become integral in secondary schools in developing countries due to increased students enrollment. Research has shown that the strategies... More

    pp. 2693-2709

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  3. The Value of Using ICT in the Education of School Students with Learning Difficulties

    Tas Adam & Arthur Tatnall

    This article argues that whatever the 2015 OECD report says about the value of ICT in relation to PISA results, our research has shown that using ICT in the education of students with Learning... More

    pp. 2711-2726

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  4. Access and Perceived ICT Usability among Students with Disabilities Attending Higher Education Institutions

    Tali Heiman, Catherine S. Fichten, Dorit Olenik-Shemesh, Noam S. Keshet & Mary Jorgensen

    An increasing number of students with disabilities are attending higher education. These students might face various difficulties coping with academic skills and with learning methods compared to... More

    pp. 2727-2740

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  5. What Effect Does Flipping the Classroom Have on Undergraduate Student Perceptions and Grades?

    Kathleen K. Molnar

    There is a lack of consensus of the effects on student perceptions and performance in flipping the classroom and its possible value over the traditional face-to-face (FTF) classroom approach. This ... More

    pp. 2741-2765

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  6. Use of Digital Game Based Learning and Gamification in Secondary School Science: The Effect on Student Engagement, Learning and Gender Difference

    Amna Khan, Farzana Hayat Ahmad & Muhammad Muddassir Malik

    This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals... More

    pp. 2767-2804

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  7. A Praxeological Perspective for the Design and Implementation of a Digital Role-Play Game

    Eric Sanchez, Réjane Monod-Ansaldi, Caroline Vincent & Sina Safadi-Katouzian

    This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and... More

    pp. 2805-2824

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  8. Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

    Krishnashree Achuthan, Saneesh P. Francis & Shyam Diwakar

    Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering... More

    pp. 2825-2855

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  9. "What I Learn Is What I Like." How Do Students in ICT Supported Problem-Based Learning Rate the Quality of the Learning Experience, and How Does It Relate to the Acquisition of Competences?

    Antonia Scholkmann

    Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation... More

    pp. 2857-2870

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  10. Evaluating the Potential of Teacher-Designed Technology-Based Tasks for Meaningful Learning: Identifying Needs for Professional Development

    Ann George & Martie Sanders

    With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how... More

    pp. 2871-2895

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  11. What Do Upper Secondary School Teachers Want to Know from Research on the Use of ICT and How Does This Inform a Research Design?

    Anders D. Olofsson, J. Ola Lindberg & Göran Fransson

    This study investigates what teachers taking part in a longitudinal research project on the use of ICT for teaching and learning in three upper secondary schools in Sweden want to learn more about.... More

    pp. 2897-2914

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  12. Viewing the Changing World of Educational Technology from a Different Perspective: Present Realities, Past Lessons, and Future Possibilities

    Martie Sanders & Ann George

    This review paper focuses on likely reasons for the rhetoric-reality gap in the use of educational information and communication technology. It is based on the assumption that the present... More

    pp. 2915-2933

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  13. Exploring the Use of the ICT in Supporting Dyslexic Students' Preferred Learning Styles: A Preliminary Evaluation

    FatimaEzzahra Benmarrakchi, Jamal El Kafi, Ali Elhore & Sara Haie

    Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and... More

    pp. 2939-2957

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  14. Wikipedia as a Platform for Impactful Learning: A New Course Model in Higher Education

    Shani Evenstein Sigalov & Rafi Nachmias

    In January 2014, 62 students graduated from the first for-credit course dedicated to Wikipedia. Learning focused on improved consumption of information, and collaborative construction of knowledge ... More

    pp. 2959-2979

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  15. Technology Enhanced Learning in Programming Courses--International Perspective

    Mirjana Ivanovic, Stelios Xinogalos, Tomáš Pitner & Miloš Savic

    Technology enhanced learning (TEL) is increasingly influencing university education, mainly in overcoming disadvantages of direct instruction teaching approaches, and encouraging creativity,... More

    pp. 2981-3003

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  16. An Online Authoring Tool for Creating Activity-Based Learning Objects

    Jeong Yong Ahn, Gil Seong Mun, Kyung Soo Han & Sook Hee Choi

    As higher education increasingly relies on e-learning, the need for tools that will allow teachers themselves to develop effective e-learning objects as simply and quickly as possible has also been... More

    pp. 3005-3015

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  17. LTSA Conformance Testing to Architectural Design of LMS Using Ontology

    Souvik Sengupta & Ranjan Dasgupta

    This paper proposes a new methodology for checking conformance of the software architectural design of Learning Management System (LMS) to Learning Technology System Architecture (LTSA). In our... More

    pp. 3017-3035

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  18. The Effect of Badges on the Engagement of Students with Special Educational Needs: A Case Study

    Ourania Sitra, Vangelis Katsigiannakis, Charalampos Karagiannidis & Sofia Mavropoulou

    This paper addresses the perceived benefits from gamification in the context of special education. It presents the findings of a study evaluating the effects of a specific gamification element ... More

    pp. 3037-3046

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  19. Online Formative Assessments in a Digital Signal Processing Course: Effects of Feedback Type and Content Difficulty on Students Learning Achievements

    J. Petrovic, P. Pale & B. Jeren

    This study aimed to investigate the effects of using online formative assessments on students' learning achievements. Using a quasi-experimental study design with one control group (no formative... More

    pp. 3047-3061

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  20. Smartphones Usage in the Classrooms: Learning Aid or Interference?

    Muhammad Anshari, Mohammad Nabil Almunawar, Masitah Shahrill, Danang Kuncoro Wicaksono & Miftachul Huda

    Many educational institutions, especially higher education institutions, are considering to embrace smartphones as part of learning aids in classes as most students (in many cases all students) not... More

    pp. 3063-3079

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