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Vanessa W. Vongkulluksn
Ohio State University
6Publications
2H-index
20Citations
Publications 6
Newest
#1Kui Xie (OSU: Ohio State University)H-Index: 14
#2Benjamin C. Heddy (OU: University of Oklahoma)H-Index: 8
Last.Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
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Abstract With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams dur...
#1Kui Xie (OSU: Ohio State University)H-Index: 14
#2Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
Last.Jessica A. R. Logan (OSU: Ohio State University)H-Index: 17
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ABSTRACTThis study examined how preschool teachers’ perception of technology usability and associated beliefs about technology integration influence the way they integrate a technology-based, early...
#1Kui Xie (OSU: Ohio State University)H-Index: 14
#2Gennaro Di Tosto (OSU: Ohio State University)H-Index: 1
Last.Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
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Abstract With the rise of the Internet and the proliferation of online content, the design and evaluation of educational digital resources (EDRs) are pressing and challenging issues. They warrant an investigation of what exactly are the features that increase the quality of EDRs. In a previous professional development program, we trained and supported teachers in evaluating and selecting EDRs with the support of a scientifically validated rubric. In this present study, through quantitative, qual...
#1Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
#2Ananya M. Matewos (TU: Temple University)H-Index: 2
Last.Julie A. Marsh (SC: University of Southern California)H-Index: 20
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Design-based learning and makerspace programs have been shown to be effective in increasing student motivation for STEM learning. Since these programs have largely been implemented for middle school and older students, less is known about their motivational implications in elementary school contexts. The purpose of this study was to understand how elementary school students’ (grades 3–6) self-efficacy changed throughout the semester of a design-based makerspace course, and how these changes are ...
#1Ayesha K. Hashim (UNC: University of North Carolina at Chapel Hill)H-Index: 1
#2Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
Abstract E-readers are becoming a common tool in the classroom, yet little is known about how teachers and students are using these tools to support reading motivation and comprehension. Drawing on sociocultural theory and data collected from fourth-grade teachers and students, we find that teachers used e-readers to monitor student comprehension of assigned readings, but provided little motivational support. While this instructional approach helped students self-regulate their learning, it was ...
#1Vanessa W. Vongkulluksn (OSU: Ohio State University)H-Index: 2
#2Kui Xie (CCNU: Central China Normal University)H-Index: 14
Last.Margaret A. Bowman (OSU: Ohio State University)H-Index: 1
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Abstract Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers' value beliefs about technology affect the way they internalize actual technology access and administrator support into perceptions of support on first-order barriers. This study also examined how teachers' value beliefs affect th...
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