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ORCIDBritish Journal of Educational Technology, Volume 52
Volume 52, Number 1, January 2021
- Mutlu Cukurova
, Sara Hennessy, Louis Major, Manolis Mavrikis, Sara Price:
BJET editorial 2021. 5-7
- Neil Selwyn, Jesper Aagaard:
Banning mobile phones from classrooms - An opportunity to advance understandings of technology addiction, distraction and cyberbullying. 8-19 - Yang Zhao, Ning Wang, Yixuan Li, Ruoxin Zhou, Shuangshuang Li:
Do cultural differences affect users' e-learning adoption? A meta-analysis. 20-41
- Tomás Sýkora, Tereza Stárková, Cyril Brom:
Can narrative cutscenes improve home learning from a math game? An experimental study with children. 42-56 - Catherine C. Chase, Laura J. Malkiewich, Alison Lee, Stefan Slater, Ahram Choi, Chenmu Xing:
Can typical game features have unintended consequences? A study of players' learning and reactions to challenge and failure in an educational programming game. 57-74 - Michael Sailer, Maximilian Sailer:
Gamification of in-class activities in flipped classroom lectures. 75-90 - Fredrik Sundt Breien, Barbara Wasson:
Narrative categorization in digital game-based learning: Engagement, motivation & learning. 91-111 - Stefanie Vanbecelaere, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, Fien Depaepe:
The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes. 112-124 - Hans G. K. Hummel, Rob Nadolski, Jannes Eshuis, Aad Slootmaker, Jeroen Storm:
Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity. 125-141 - Muhterem Dindar, Lei Ren, Hanna Järvenoja:
An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. 142-159 - Xiuhan Li, Samuel Kai-Wah Chu:
Exploring the effects of gamification pedagogy on children's reading: A mixed-method study on academic performance, reading-related mentality and behaviors, and sustainability. 160-178 - Insook Han:
Immersive virtual field trips and elementary students' perceptions. 179-195 - Billy Sung, Enrique Mergelsberg, Min Teah, Brandon D'Silva, Ian Phau:
The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures. 196-213 - Miri Shonfeld, Yoram Greenstein:
Factors promoting the use of virtual worlds in educational settings. 214-234 - Su Cai, Changhao Liu, Tao Wang, Enrui Liu, Jyh-Chong Liang:
Effects of learning physics using Augmented Reality on students' self-efficacy and conceptions of learning. 235-251 - Tiphaine Colliot, Éric Jamet:
Improving students' learning by providing a graphic organizer after a multimedia document. 252-265 - Lu-Ho Hsia, Gwo-Jen Hwang:
Enhancing students' choreography and reflection in university dance courses: A mobile technology-assisted peer assessment approach. 266-287 - Chuanmei Dong, Pekka Mertala:
Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers' perceptions of appropriate technology use. 288-303 - Tzu-Chien Liu, Yi-Chun Lin, Chih-Yi Hsu, Chung-Yuan Hsu, Fred Paas:
Learning from animations and computer simulations: Modality and reverse modality effects. 304-317 - Nathan Garrett:
Segmentation's failure to improve software video tutorials. 318-336 - Gwo-Jen Hwang, Shao-Chen Chang:
Facilitating knowledge construction in mobile learning contexts: A bi-directional peer-assessment approach. 337-357 - Ju Seong Lee, Kilryoung Lee:
The role of informal digital learning of English and L2 motivational self system in foreign language enjoyment. 358-373 - Gwo-Jen Hwang, Hsin Huang, Ruo-Xuan Wang, Li-Li Zhu:
Effects of a concept mapping-based problem-posing approach on students' learning achievements and critical thinking tendency: An application in Classical Chinese learning contexts. 374-493 - Sung-Eun Jung, Kyunghwa Lee:
A young child's dialogic appropriation of programmable robots. 394-410 - Boukje Compen, Kristof De Witte, Wouter Schelfhout:
The impact of teacher engagement in an interactive webinar series on the effectiveness of financial literacy education. 411-425 - Gal Ben-Yehudah, Yoram Eshet-Alkalai:
Print versus digital reading comprehension tests: does the congruency of study and test medium matter? 426-440 - Fang Huang, Timothy Teo:
Examining the role of technology-related policy and constructivist teaching belief on English teachers' technology acceptance: A study in Chinese universities. 441-460 - Peter Twining:
Making sense of young people's digital practices in informal contexts: The Digital Practice Framework. 461-481 - Robert L. Moore, Cherng-Jyh Yen, F. Eamonn Powers:
Exploring the relationship between clout and cognitive processing in MOOC discussion forums. 482-497 - Kadri Mettis, Terje Väljataga:
Designing learning experiences for outdoor hybrid learning spaces. 498-513
Volume 52, Number 2, March 2021
- Victoria I. Marín, Jeffrey P. Carpenter, Gemma Tur:
Pre-service teachers' perceptions of social media data privacy policies. 519-535 - Douglas E. Archibald, Charles R. Graham, Ross Larsen:
Validating a blended teaching readiness instrument for primary/secondary preservice teachers. 536-551 - Chih-Jung Ku, Wei-Leong Leon Loh, Kuen-Yi Lin, P. John Williams:
Development of an instrument for exploring preservice technology teachers' maker-based technological pedagogical content knowledge. 552-568 - Rebecca Eynon, Lars-Erik Malmberg:
Lifelong learning and the Internet: Who benefits most from learning online? 569-583 - Secil Caskurlu, Jennifer C. Richardson, Hamdan A. Alamri, Katherine Chartier, Tadd Farmer, Shamila Janakiraman, Marquetta Strait, Mohan Yang:
Cognitive load and online course quality: Insights from instructional designers in a higher education context. 584-605 - Xinru Zhang, Zhongling Pi, Chenyu Li, Weiping Hu:
Intrinsic motivation enhances online group creativity via promoting members' effort, not interaction. 606-618 - Erhan Unal, Ahmet Murat Uzun:
Understanding university students' behavioral intention to use Edmodo through the lens of an extended technology acceptance model. 619-637 - Joe Watson, Sara Hennessy, Anna Vignoles:
The relationship between educational television and mathematics capability in Tanzania. 638-658 - Zhongling Pi, Yi Zhang, Weichen Zhou, Ke Xu, Yanran Chen, Jiumin Yang, Qingbai Zhao:
Learning by explaining to oneself and a peer enhances learners' theta and alpha oscillations while watching video lectures. 659-679 - Christian Moro, Charlotte Phelps, Petrea Redmond, Zane Stromberga:
HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial. 680-694 - Lingyun Huang, Shan Li, Eric G. Poitras, Susanne P. Lajoie:
Latent profiles of self-regulated learning and their impacts on teachers' technology integration. 695-713 - K. Bret Staudt Willet, Jeffrey P. Carpenter:
A tale of two subreddits: Change and continuity in teaching-related online spaces. 714-733 - Sheng-Lun Cheng, Sheng-Bo Chen, Jen-Chia Chang:
Examining the multiplicative relationships between teachers' competence, value and pedagogical beliefs about technology integration. 734-750 - Oi-Lam Ng, To Chan:
In-service mathematics teachers' video-based noticing of 3D printing pens "in action". 751-767 - Saeed Latifi, Omid Noroozi, Ebrahim Talaee:
Peer feedback or peer feedforward? Enhancing students' argumentative peer learning processes and outcomes. 768-784 - Melissa N. Callaghan, Stephanie M. Reich:
Mobile app features that scaffold pre-school learning: Verbal feedback and leveling designs. 785-806 - Gang Yang, Yu-Ting Chen, Xiao-Li Zheng, Gwo-Jen Hwang:
From experiencing to expressing: A virtual reality approach to facilitating pupils' descriptive paper writing performance and learning behavior engagement. 807-823 - Enrico Gandolfi, Karl W. Kosko, Richard E. Ferdig:
Situating presence within extended reality for teacher training: Validation of the extended Reality Presence Scale (XRPS) in preservice teacher use of immersive 360 video. 824-841 - Breanne K. Litts, Kristin A. Searle, Bryan M. J. Brayboy, Yasmin B. Kafai:
Computing for all?: Examining critical biases in computational tools for learning. 842-857 - Yanjie Song, Qing Ma:
Affordances of a mobile learner-generated tool for pupils' English as a second language vocabulary learning: An ecological perspective. 858-878 - Vo Ngoc Hoi, Guanglun Michael Mu:
Perceived teacher support and students' acceptance of mobile-assisted language learning: Evidence from Vietnamese higher education context. 879-898 - Sharon Smith:
Finding the voice of students engaging in online alternative provision via digital data collection methods. 899-914 - Gwo-Jen Hwang, Shu-Yun Chien, Wen-Shiang Li:
A multidimensional repertory grid as a graphic organizer for implementing digital games to promote students' learning performances and behaviors. 915-933 - Anne Ozdowska, Peta Wyeth, Suzanne Carrington, Jill Ashburner:
Using assistive technology with SRSD to support students on the autism spectrum with persuasive writing. 934-959
Volume 52, Number 3, May 2021
- Jake Rowan Byrne, Carina Girvan, James Edward Clayson:
Constructionism moving forward. 965-968 - E. Paul Goldenberg, Cynthia J. Carter:
Programming as a language for young children to express and explore mathematics in school. 969-985 - José Armando Valente, Ricardo Caceffo, Rodrigo Bonacin, Júlio Cesar dos Reis, Diego Addan Gonçalves, Maria Cecília Calani Baranauskas:
Embodied-based environment for kindergarten children: Revisiting constructionist ideas. 986-1003 - Marianthi Grizioti, Chronis Kynigos:
Code the mime: A 3D programmable charades game for computational thinking in MaLT2. 1004-1023 - Corey E. Brady:
Patches as an expressive medium for exploratory multi-agent modelling. 1024-1042 - Jacob Kelter, Amanda Peel, Connor Bain, Gabriella Anton, Sugat Dabholkar, Michael S. Horn, Uri Wilensky:
Constructionist co-design: A dual approach to curriculum and professional development. 1043-1059 - Deirdre Butler, Margaret Leahy:
Developing preservice teachers' understanding of computational thinking: A constructionist approach. 1060-1077 - Deborah A. Fields, Yasmin B. Kafai, Luis Morales-Navarro, Justice T. Walker:
Debugging by design: A constructionist approach to high school students' crafting and coding of electronic textiles as failure artefacts. 1078-1092 - María Florencia Morado, Ayelén Eva Melo, Angela Jarman:
Learning by making: A framework to revisit practices in a constructionist learning environment. 1093-1115 - Justice T. Walker, Yasmin B. Kafai:
The biodesign studio: Constructions and reflections of high school youth on making with living media. 1116-1129 - Ken Kahn, Niall Winters:
Constructionism and AI: A history and possible futures. 1130-1142 - James Edward Clayson:
Broadening constructionism through visual modelling: My self as subject and object. 1143-1163 - Mike Tissenbaum, David Weintrop, Nathan R. Holbert, Tamara L. Clegg:
The case for alternative endpoints in computing education. 1164-1177 - Yanyan Li, Xiaoran Li, Yuan Zhang, Xin Li:
The effects of a group awareness tool on knowledge construction in computer-supported collaborative learning. 1178-1196 - Silvia Wen-Yu Lee, Meilun Shih, Jyh-Chong Liang, Yi-Chen Tseng:
Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games. 1197-1214 - Kun Li, Justin Johnsen, Dorian A. Canelas:
Persistence, performance, and goal setting in massive open online courses. 1215-1229 - Rustam Shadiev, Wu-Yuin Hwang, Tzu-Yu Liu:
Facilitating cognitive processes during EFL smartwatch-supported learning activities in authentic contexts. 1230-1243 - Andy Luse, Julie A. Rursch:
Using a virtual lab network testbed to facilitate real-world hands-on learning in a networking course. 1244-1261 - Li Cheng, Pavlo "Pasha" Antonenko, Albert D. Ritzhaupt, Bruce J. MacFadden:
Exploring the role of 3D printing and STEM integration levels in students' STEM career interest. 1262-1278 - Ju Seong Lee, Liss Kerstin Sylvén:
The role of Informal Digital Learning of English in Korean and Swedish EFL learners' communication behaviour. 1279-1296
Volume 52, Number 4, July 2021
- Christine Greenhow, Cathy Lewin:
Online and blended learning: Contexts and conditions for education in an emergency. 1301-1305 - Charlene A. VanLeeuwen, George Veletsianos, Nicole Johnson, Olga Belikov:
Never-ending repetitiveness, sadness, loss, and "juggling with a blindfold on: " Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic. 1306-1322 - Kelly Linden, Prue Gonzalez:
Zoom invigilated exams: A protocol for rapid adoption to remote examinations. 1323-1337 - Maya Usher, Arnon Hershkovitz, Alona Forkosh-Baruch:
From data to actions: Instructors' decision making based on learners' data in online emergency remote teaching. 1338-1356 - Gabriella Oliveira, Jorge Grenha Teixeira, Ana Torres, Carla Morais:
An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic. 1357-1376 - Liz Owens Boltz, Aman Yadav, Brittany Dillman, Candace Robertson:
Transitioning to remote learning: Lessons from supporting K-12 teachers through a MOOC. 1377-1393 - Stefania Manca, Manuela Delfino:
Adapting educational practices in emergency remote education: Continuity and change from a student perspective. 1394-1413 - Martin Rehm, Sara Moukarzel, Alan J. Daly, Miguel del Fresno:
Exploring online social networks of school leaders in times of COVID-19. 1414-1433 - Christine Greenhow, K. Bret Staudt Willet, Sarah Galvin:
Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID-19. 1434-1454 - Marc Beardsley, Laia Albó, Pablo Aragón, Davinia Hernández-Leo:
Emergency education effects on teacher abilities and motivation to use digital technologies. 1455-1477 - Amina Charania, Uchita Bakshani, Sumegh Paltiwale, Ishmeet Kaur, Nikhat Nasrin:
Constructivist teaching and learning with technologies in the COVID-19 lockdown in Eastern India. 1478-1493 - Jing Wang, Yuqin Yang, Hongli Li, Jan van Aalst:
Continuing to teach in a time of crisis: The Chinese rural educational system's response and student satisfaction and social and cognitive presence. 1494-1512 - Xinyun Hu, Ming Ming Chiu, Wai Man Vivienne Leung, Nicola Yelland:
Technology integration for young children during COVID-19: Towards future online teaching. 1513-1537 - Debra Laxton, Linda Cooper, Sarah Younie:
Translational research in action: The use of technology to disseminate information to parents during the COVID-19 pandemic. 1538-1553 - Helen Crompton, Diane Burke, Katy Jordan, Samuel W. G. Wilson:
Learning with technology during emergencies: A systematic review of K-12 education. 1554-1575 - Jimmy Jaldemark, Marcia J. P. Håkansson Lindqvist, Peter Mozelius, Thomas Ryberg:
Editorial introduction: Lifelong learning in the digital era. 1576-1579 - Stephen Billett:
Mediating worklife learning and the digitalisation of work. 1580-1593 - Peter Goodyear:
Navigating difficult waters in a digital era: Technology, uncertainty and the objects of informal lifelong learning. 1594-1611 - Annalisa Sannino, Yrjö Engeström, Esa Jokinen:
Digital peer learning for transformative professional agency: The case of homelessness practitioners in Finland. 1612-1628 - Lisa Marie Blaschke:
The dynamic mix of heutagogy and technology: Preparing learners for lifelong learning. 1629-1645 - Jennifer Lock, Sawsen Lakhal, Martha Cleveland-Innes, Paula Arancibia, Debra Dell, Noeleen De Silva:
Creating technology-enabled lifelong learning: A heutagogical approach. 1646-1662 - Adam Abedini, Babak Abedin, Didar Zowghi:
Adult learning in online communities of practice: A systematic review. 1663-1694 - Oleksandra Poquet, Maarten de Laat:
Developing capabilities: Lifelong learning in the age of AI. 1695-1708 - Rikke Toft Nørgård:
Theorising hybrid lifelong learning. 1709-1723 - Natercia Valle, Pavlo D. Antonenko, Kara M. Dawson, Anne Corinne Huggins-Manley:
Staying on target: A systematic literature review on learner-facing learning analytics dashboards. 1724-1748 - Siu-Cheung Kong, Yi-Qing Wang:
The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective. 1749-1770 - Lu-Ho Hsia, Yen-Nan Lin, Gwo-Jen Hwang:
A creative problem solving-based flipped learning strategy for promoting students' performing creativity, skills and tendencies of creative thinking and collaboration. 1771-1787
- Corrigendum. 1788
Volume 52, Number 5, September 2021
- Stefanie Vanbecelaere, Laura Benton:
Technology-mediated personalised learning for younger learners: Concepts, design, methods and practice. 1793-1797 - Rani Van Schoors, Jan Elen, Annelies Raes, Fien Depaepe:
An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends. 1798-1822 - Mary Frances Rice, Aijuan Cun:
Personalising digital learning for young children: Leveraging psychosocial identities and Techne for literacy development. 1823-1838 - Natalia Kucirkova, Libby F. Gerard, Marcia C. Linn:
Designing personalised instruction: A research and design framework. 1839-1861 - Laura Benton, Manolis Mavrikis, Asimina Vasalou, Nelly Joye, Emma Sumner, Elisabeth Herbert, Andrea Révész, Antonios Symvonis, Chrysanthi N. Raftopoulou:
Designing for "challenge" in a large-scale adaptive literacy game for primary school children. 1862-1880 - Dries Debeer, Stefanie Vanbecelaere, Wim van den Noortgate, Bert Reynvoet, Fien Depaepe:
The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game. 1881-1897 - Judit Serra, Roger Gilabert Guerrero:
Algorithmic versus teacher-led sequencing in a digital serious game and the development of second language reading fluency and accuracy. 1898-1916 - Nadine Pflaumer, Nancy Knorr, Kay Berkling:
Appropriation of adaptive literacy games into the German elementary school classroom. 1917-1934 - Louis Major, Gill A. Francis, Maria Tsapali:
The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. 1935-1964 - Elif Polat, Sinan Hopcan, Sevda Kucuk, Burak Sisman:
A comprehensive assessment of secondary school students' computational thinking skills. 1965-1980 - Mei-En Hsu, Meng-Tzu Cheng:
Immersion experiences and behavioural patterns in game-based learning. 1981-1999 - Hsin-Yi Liang, Tien-Yu Hsu, Gwo-Jen Hwang:
Promoting children's inquiry performances in alternate reality games: A mobile concept mapping-based questioning approach. 2000-2019 - Spencer P. Greenhalgh, Joshua M. Rosenberg, Annelise Russell:
The influence of policy and context on teachers' social media use. 2020-2037 - Lixiang Yan, Alexander Whitelock-Wainwright, Quanlong Guan, Gangxin Wen, Dragan Gasevic, Guanliang Chen:
Students' experience of online learning during the COVID-19 pandemic: A province-wide survey study. 2038-2057 - Andrea Vogt, Franziska Babel, Philipp Hock, Martin Baumann, Tina Seufert:
Immersive virtual reality or auditory text first? Effects of adequate sequencing and prompting on learning outcome. 2058-2076 - Brandi Fox, Margaret Bearman, Robin Bellingham, Andrea North-Samardzic, Simona Scarparo, Darci Taylor, Mathew Krehl Edward Thomas, Michael Volkov:
Longing for connection: University educators creating meaning through sharing experiences of teaching online. 2077-2092
Volume 52, Number 6, November 2021
- Digitalisation in early childhood: Approaches, effects and critical views. 2097-2099
- Ioanna Palaiologou, Sarika Kewalramani, Maria Dardanou:
Make-believe play with the Internet of Toys: A case for multimodal playscapes. 2100-2117 - Susan Grieshaber, Joce Nuttall, Susan Edwards:
Multimodal play: A threshold concept for early childhood curriculum? 2118-2129 - Franziska Vogt, Lena Hollenstein:
Exploring digital transformation through pretend play in kindergarten. 2130-2144 - Lisa Paleczek, Susanne Seifert, Martin Schöfl:
Comparing digital to print assessment of receptive vocabulary with GraWo-KiGa in Austrian kindergarten. 2145-2161 - Lars Eichen, Sigrid Hackl-Wimmer, Marina Tanja Waltraud Eglmaier, Helmut Karl Lackner, Manuela Paechter, Karoline Rettenbacher, Christian Rominger, Catherine Walter-Laager:
Families' digital media use: Intentions, rules and activities. 2162-2177 - Rosienne C. Farrugia, Leonard Busuttil:
Connections and disconnections between home and kindergarten: A case study of a 4-year old child's digital practices and experiences in early childhood. 2178-2191 - Eva Pölzl-Stefanec:
Challenges and barriers to Austrian early childhood educators' participation in online professional development programmes. 2192-2208
- Yu-Shan Chang:
Effects of virtual reality application on skill learning for optical-fibre fusion splicing. 2209-2226 - Pekka Mertala:
The pedagogy of multiliteracies as a code breaker: A suggestion for a transversal approach to computing education in basic education. 2227-2241 - Fan Ouyang, Si Chen, Xu Li:
Effect of three network visualizations on students' social-cognitive engagement in online discussions. 2242-2262 - Hongxia Li, Chengling Zhao, Taotao Long, Yan Huang, Fengfang Shu:
Exploring the reliability and its influencing factors of peer assessment in massive open online courses. 2263-2277 - Chiu-Lin Lai:
Effects of the group-regulation promotion approach on students' individual and collaborative learning performance, perceptions of regulation and regulation behaviours in project-based tasks. 2278-2298 - Jeffrey B. Bush:
Software-based intervention with digital manipulatives to support student conceptual understandings of fractions. 2299-2318 - Qiong Wang, Guoqing Zhao:
ICT self-efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China. 2319-2339 - Andreja Istenic, Ivan Bratko, Violeta Rosanda:
Are pre-service teachers disinclined to utilise embodied humanoid social robots in the classroom? 2340-2358 - Asimina Vasalou, Laura Benton, Seray B. Ibrahim, Emma Sumner, Nelly Joye, Elisabeth Herbert:
Do children with reading difficulties benefit from instructional game supports? Exploring children's attention and understanding of feedback. 2359-2373
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