Computers in Education
Papers 5377
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#1Elly A. Konijn (VU: VU University Amsterdam)H-Index: 23
#2Johan F. Hoorn (PolyU: Hong Kong Polytechnic University)H-Index: 15
Abstract Research shows promising results of educational robots in language and STEM tasks. In language, more research is available, occasionally in view of individual differences in pupils’ educational ability levels, and learning seems to improve with more expressive robot behaviors. In STEM, variations in robots’ behaviors have been examined with inconclusive results and never while systematically investigating how differences in educational abilities match with different robot behaviors. We ...
#1Bing Xu (BNU: Beijing Normal University)
#2Nian-Shing Chen (National Yunlin University of Science and Technology)H-Index: 38
Last. Guang Chen (BNU: Beijing Normal University)H-Index: 8
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Abstract The online discussion format has proven itself to be useful for promoting student collaboration and for accomplishing better learning outcomes. As a popular instant message software in China, WeChat has been commonly adopted for supporting academic group discussions. Many studies have explored how teacher facilitation affects students' learning performance in the synchronous or asynchronous discussion settings. However, the conclusions are not consistent and there is relative less resea...
#1Antonio Calvo-Morata (Complutense University of Madrid)H-Index: 3
#2Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
Last. Baltasar Fernández-Manjón (Complutense University of Madrid)H-Index: 27
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Abstract Serious games are an effective and highly motivational educational tool that has proved to be capable of changing users’ attitudes and raising awareness in a great variety of fields, including mental health. A couple of decades ago, new technologies in general, and serious games, in particular, started to be incorporated into prevention programs, serving as both prevention and detection tools. This article presents a review of the serious games found through a systematic literature revi...
#1Matthias Stadler (LMU: Ludwig Maximilian University of Munich)H-Index: 9
#2Katharina Herborn (University of Luxembourg)H-Index: 2
Last. Samuel Greiff (University of Luxembourg)H-Index: 24
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Abstract The Programme for International Student Assessment (PISA) is the world's most extensive assessment of student's scholastic and general abilities, featuring assessments in over 70 countries. In the program's 2015 cycle, the assessment included a computerized measure of collaborative problem-solving skills (CPS) using virtual agents. Studies on the validity of this approach are sparse, however. To firstly investigate whether this computer-supported approach was validly assessing CPS, we o...
#1Silvia Benavides-Varela (UNIPD: University of Padua)H-Index: 11
#2Claudio Zandonella Callegher (UNIPD: University of Padua)H-Index: 1
Last. Daniela Lucangeli (UNIPD: University of Padua)H-Index: 17
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Abstract The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection cr...
#1Kuan-Yu Jin (HKU: University of Hong Kong)
#2Frank Reichert (HKU: University of Hong Kong)H-Index: 7
Last. Nancy Law (HKU: University of Hong Kong)H-Index: 22
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Abstract Digital literacy (DL) is an important capacity for students’ learning in a rapidly changing world. However, tension exists between the theoretical conceptualizations of DL as a multidimensional construct and empirical studies reporting unidimensional DL scores. Also, little is known about how DL may vary among different age cohorts, and whether and at which age do performance gaps emerge with respect to gender. The focus of this research is to develop a test appropriate for measuring DL...
#1Qiao Lin (UIC: University of Illinois at Chicago)H-Index: 1
#2Yue Yin (UIC: University of Illinois at Chicago)H-Index: 1
Last. Xiaoming Zhai (UGA: University of Georgia)
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Abstract Maker activities are drawing increasing attention in the field of science, technology, engineering and mathematics (STEM) education. Researchers have developed various assessments for maker activities to examine students' learning outcomes. However, a systematic review of research on such assessments is lacking. To fill this gap, we reviewed empirical studies on maker-based assessments in education. We systematically examined 60 studies regarding the overall features of the maker activi...
#1Yotam Hod (University of Haifa)H-Index: 6
#2Shir Katz (University of Haifa)H-Index: 1
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Abstract Contemporary educational research has increasingly pointed to socioemotional dimensions of learning as important in promoting academic progress and sociocognitive developments. Epistemic Network Analysis, a methodology for producing quantitative ethnographies based on complex learning environments, has only begun to examine socioemotional facets of learning in classrooms. The aim of this research is to investigate what and how Epistemic Network Analysis can contribute to qualitative, so...
#1Matthew L. Wilson (KSU: Kennesaw State University)
#2Albert D. Ritzhaupt (UF: University of Florida)H-Index: 3
Last. Li Cheng (UF: University of Florida)H-Index: 3
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Abstract The purpose of this study was to examine the effects of teacher education courses for technology integration (TECTI) on pre-service teacher knowledge. Knowledge is both the practical and conceptual knowledge that goes into technology integrated teaching and learning in PK12 classrooms. Subgroup analyses were executed to examine literature-based course design features (e.g., lesson planning) for TECTI and study features (e.g., measurement validity) hypothesized to moderate the effects. F...
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