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British Journal of Educational Technology, Volume 48
Volume 48, Number 1, January 2017
- Carina Girvan, Sara Hennessy, Manolis Mavrikis, Sara Price
, Niall Winters:
BJET Editorial November 2016. 3-6
- Renee Hobbs
Teacher motivations for digital and media literacy: An examination of Turkish educators. 7-22 - Tugba H. Ozturk, Vivien Hodgson:
Developing a model of conflict in virtual learning communities in the context of a democratic pedagogy. 23-42 - Yeu-Ting Liu, Aubrey Neil Leveridge
Enhancing L2 vocabulary acquisition through implicit reading support cues in e-books. 43-56 - Yanyan Sun
Learning outside of classroom: Exploring the active part of an informal online English learning community in China. 57-70 - Enayat Rajabi, Salvador Sánchez-Alonso
A linked and open dataset from a network of learning repositories on organic agriculture. 71-82 - Maartje Bakhuys Roozeboom, Gillian C. Visschedijk, Esther Oprins:
The effectiveness of three serious games measuring generic learning features. 83-100 - Yu-Shan Chang, Si-Yi Chen, Kuang-Chao Yu, Yih-Hsien Chu, Yu-Hung Chien:
Effects of cloud-based m-learning on student creative performance in engineering design. 101-112 - Aljaz Zrnec, Dejan Lavbic
Social network aided plagiarism detection. 113-128 - Oguz Ak
Comparing 2D and 3D game-based learning environments in terms of learning gains and student perceptions. 129-144 - Sofie J. Cabus, Carla Haelermans
SMART in Mathematics? Exploring the effects of in-class-level differentiation using SMARTboard on math proficiency. 145-161 - Emma Mercier
Student interactions and the development of ideas in multi-touch and paper-based collaborative mathematical problem solving. 162-175 - Karen M. Scott
Using mobile devices for learning in clinical settings: A mixed-methods study of medical student, physician and patient perspectives. 176-190 - Andrew Manches, Lydia Plowman:
Computing education in children's early years: A call for debate. 191-201 - Young Hoan Cho
Effectiveness of collaborative learning with 3D virtual worlds. 202-211 - James Hartley, Guillaume Cabanac
What can new technology tell us about the reviewing process for journal submissions in BJET? 212-220
Volume 48, Number 2, March 2017
- Mohamed Ali Khenissi, Fathi Essalmi, Mohamed Jemni
Unobtrusive monitoring of learners' interactions with educational games for measuring their working memory capacity. 224-245
- Meng-Tzu Cheng, Yu-Wen Lin, Hsiao-Ching She
Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning. 246-263 - José Ramón Calvo-Ferrer
Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. 264-278 - Sylvester Arnab
Towards a trans-disciplinary methodology for a game-based intervention development process. 279-312 - Stefan Karolcík, Elena Cipková
Quality parameterization of educational resources from the perspective of a teacher. 313-331 - Fei Gao, Lan Li:
Examining a one-hour synchronous chat in a microblogging-based professional development community. 332-347 - Chih-Ming Chen, Jung-Ying Wang, Chih-Ming Yu:
Assessing the attention levels of students by using a novel attention aware system based on brainwave signals. 348-369 - Rebecca Stratling
The complementary use of audience response systems and online tests to implement repeat testing: A case study. 370-384 - Kamakshi Rajagopal
Recommending peers for learning: Matching on dissimilarity in interpretations to provoke breakdown. 385-406 - Matt Bower
Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. 407-430 - Yifei Wang, Stephen Petrina, Francis Feng:
VILLAGE - Virtual Immersive Language Learning and Gaming Environment: Immersion and presence. 431-450 - Michael J. Taylor, David Taylor, Ivo Vlaev, Sarah Elkin:
Virtual worlds to support patient group communication? A questionnaire study investigating potential for virtual world focus group use by respiratory patients. 451-461 - Jo Tondeur
Developing a validated instrument to measure preservice teachers' ICT competencies: Meeting the demands of the 21st century. 462-472 - Nguyet A. Diep
Who or what contributes to student satisfaction in different blended learning modalities? 473-489 - Ruth Geer
Emerging pedagogies for the use of iPads in schools. 490-498 - Allison Littlejohn
How educators build knowledge and expand their practice: The case of open education resources. 499-510 - Jooyong Park:
ClassPrep: A peer review system for class preparation. 511-523 - Thomas K. F. Chiu
Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process. 524-537 - Huahui Zhao, Kirk P. H. Sullivan:
Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake. 538-551 - Aydin Aslan, Chang Zhu
Investigating variables predicting Turkish pre-service teachers' integration of ICT into teaching practices. 552-570 - Xiaoqing Gu
Design possibilities for the e-Schoolbag: Addressing the 1: 1 challenge within China. 571-585 - Nicos Souleles
iPad versus traditional tools in art and design: A complementary association. 586-597 - Natalia Kucirkova
iRPD - A framework for guiding design-based research for iPad apps. 598-610 - Vanessa G. Felix, Luis J. Mena, Rodolfo Ostos, Gladys Maestre:
A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome. 611-624 - Nadire Cavus
Learning English using children's stories in mobile devices. 625-641 - Maggie Hartnett
Differences in the digital home lives of young people in New Zealand. 642-652 - Hongyou Wang, Gi-Zen Liu
Integrating socio-cultural contexts and location-based systems for ubiquitous language learning in museums: A state of the art review of 2009-2014. 653-671 - Sue Bennett
How technology shapes assessment design: Findings from a study of university teachers. 672-682 - Zhijun Wang
Interaction pattern analysis in cMOOCs based on the connectivist interaction and engagement framework. 683-699 - Marianne Hicks, Melissa Tham, Rowan Brookes
Exploring the function of online narratives to develop critical thinking and localisation of knowledge in an international science program. 700-709
Volume 48, Number 3, May 2017
- Jerry Chih-Yuan Sun
The effect of the flipped classroom approach to OpenCourseWare instruction on students' self-regulation. 713-729 - Chin-Hsi Lin, Binbin Zheng
Interactions and learning outcomes in online language courses. 730-748 - Andrej Sorgo, Tomaz Bartol
Attributes of digital natives as predictors of information literacy in higher education. 749-767 - Marion A. Hersh:
Classification framework for ICT-based learning technologies for disabled people. 768-788 - Erman Yükseltürk, Serhat Altiok
An investigation of the effects of programming with Scratch on the preservice IT teachers' self-efficacy perceptions and attitudes towards computer programming. 789-801 - Nicole Rehn, Dorit Maor
Navigating the challenges of delivering secondary school courses by videoconference. 802-813 - Larysa N. Nadolny
Interactive print: The design of cognitive tasks in blended augmented reality and print documents. 814-823 - Rabia Meryem Yilmaz
Are augmented reality picture books magic or real for preschool children aged five to six? 824-841 - Varvara Garneli, Michail N. Giannakos
Serious games as a malleable learning medium: The effects of narrative, gameplay, and making on students' performance and attitudes. 842-859 - Pieter Wouters, Herre van Oostendorp, Judith ter Vrugte
The effect of surprising events in a serious game on learning mathematics. 860-877 - Yueh-Min Huang, Ming-Chi Liu, Chia-Hung Lai, Chia-Ju Liu:
Using humorous images to lighten the learning experience through questioning in class. 878-896
Volume 48, Number 4, July 2017
- Inma Rodríguez-Ardura
Flow in e-learning: What drives it and why it matters. 899-915 - Pavlo D. Antonenko, Kara M. Dawson
A framework for aligning needs, abilities and affordances to inform design and practice of educational technologies. 916-927 - Aaron Drummond
Can an objective measure of technological pedagogical content knowledge (TPACK) supplement existing TPACK measures? 928-939 - Luis Miguel López-Bonilla
Explaining the discrepancy in the mediating role of attitude in the TAM. 940-949 - Gwo-Jen Hwang, Chih-Hung Chen
Influences of an inquiry-based ubiquitous gaming design on students' learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. 950-971 - Petros Lameras
Essential features of serious games design in higher education: Linking learning attributes to game mechanics. 972-994 - Valter Moreno
Explaining university students' effective use of e-learning platforms. 995-1009 - Gemma Witton
The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement. 1010-1019 - Zhongling Pi, Jianzhong Hong, Jiumin Yang
Effects of the instructor's pointing gestures on learning performance in video lectures. 1020-1029 - Jay J. Loftus, Michele Jacobsen
Learning and assessment with images: A view of cognitive load through the lens of cerebral blood flow. 1030-1046 - Yong-Ming Huang
Exploring students' acceptance of team messaging services: The roles of social presence and motivation. 1047-1061 - Catherine Walter-Laager, Kathrin Brandenberg, Luzia Tinguely, Jürg Schwarz
Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. 1062-1072
Volume 48, Number 5, September 2017
Editorial
- Stefania Manca
Editorial: Student voice. Listening to students to improve education through digital technologies. 1075-1080
- Di Zou
Feedback methods for student voice in the digital age. 1081-1091 - Fabienne M. van der Kleij
Using video technology to enable student voice in assessment feedback. 1092-1105 - Raija Hämäläinen
Orchestrating 21st century learning in higher education: A perspective on student voice. 1106-1118 - Jered Borup, Mark A. Stevens:
Using student voice to examine teacher practices at a cyber charter high school. 1119-1130 - Liezel Nel
Students as collaborators in creating meaningful learning experiences in technology-enhanced classrooms: An engaged scholarship approach. 1131-1142 - Alison Cook-Sather:
Virtual forms, actual effects: how amplifying student voice through digital media promotes reflective practice and positions students as pedagogical partners to prospective high school and practicing college teachers. 1143-1152 - Stefania Manca
Engaging students in school participatory practice through Facebook: The story of a failure. 1153-1163 - Kristian D. Stewart, Eunice Ivala:
Silence, voice, and "other languages": Digital storytelling as a site for resistance and restoration in a South African higher education classroom. 1164-1175 - Norman D. Vaughan
Evaluating a blended degree program through the use of the NSSE framework. 1176-1187
Volume 48, Number 6, November 2017
- Antoni Badia, Consuelo García
Approaches to teaching online: Exploring factors influencing teachers in a fully online university. 1193-1207 - Angela T. Ragusa
Online learning: Cheap degrees or educational pluralization? 1208-1216 - Polly K. Lai
Does sequence matter? Productive failure and designing online authentic learning for process engineering. 1217-1227 - Jong-Yeon Lee, Sanghoon Park:
Analysis of critical success factors of online international learning exchange of Korean school pupils with English-speaking counterparts. 1228-1238 - Kok-Eng Tan:
Using online discussion forums to support learning of paraphrasing. 1239-1249 - Elizabeth J. Parks-Stamm
The effects of instructor participation and class size on student participation in an online class discussion forum. 1250-1259 - Mat Hardy
Teaching an old game new tricks: Long-term feedback on a re-designed online role play. 1260-1272 - Qiang Hao, Brad Barnes, Ewan Wright
The influence of achievement goals on online help seeking of computer science students. 1273-1283 - Gilly Salmon, Ekaterina Pechenkina
Designing Massive Open Online Courses to take account of participant motivations and expectations. 1284-1294 - Lloyd P. Rieber:
Participation patterns in a massive open online course (MOOC) about statistics. 1295-1304 - Glenda A. Gunter, Jennifer L. Reeves
Online professional development embedded with mobile learning: An examination of teachers' attitudes, engagement and dispositions. 1305-1317 - Tom Van Daele
How do students and lecturers experience the interactive use of handheld technology in large enrolment courses? 1318-1329 - Megan Phelps, Karen M. Scott
Mobile devices, learning and clinical workplaces: Medical student use of smartphones in Parisian hospitals. 1330-1344 - Terry S. Judd
Methods and frequency of sharing of learning resources by medical students. 1345-1356 - David Lefevre, Benita Cox:
Delayed instructional feedback may be more effective, but is this contrary to learners' preferences? 1357-1367 - Rob Nadolski, Hans G. K. Hummel:
Retrospective cognitive feedback for progress monitoring in serious games. 1368-1379 - Zhe Wang
Moderating the seductive details effect in multimedia learning with note-taking. 1380-1389 - Seungoh Paek, Dan Hoffman, Antonios Saravanos
Spatial contiguity and incidental learning in multimedia environments. 1390-1401 - Michiel Voet
Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers' technology use. 1402-1413 - Emtinan Alqurashi
Teachers' knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States. 1414-1426 - Marjan Vermeulen
The role of transformative leadership, ICT-infrastructure and learning climate in teachers' use of digital learning materials during their classes. 1427-1440 - Maryam Sharifi, Hassan Soleimani
E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy. 1441-1450 - Ping Wang, Ricky Jeffrey
Listening to learners: An investigation into college students' attitudes towards the adoption of e-portfolios in English assessment and learning. 1451-1463 - Joana Martinho Costa
Relation between Alice software and programming learning: A systematic review of the literature and meta-analysis. 1464-1474 - Karen Renaud
The role of knowledge visualisation in supporting postgraduate dissertation assessment. 1475-1490 - Catherine Lang
A pedagogy for outreach activities in ICT: Promoting peer to peer learning, creativity and experimentation. 1491-1501 - Michaella Cavanagh
Fashion students choose how to learn by constructing videos of pattern making. 1502-1511
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