British journal of educational technology

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  Año 2017, Vol. 48, Número 2

  • Unobtrusive monitoring of learners' interactions with educational games for measuring their working memory capacity.

    Mohamed Ali Khenissi, Fathi Essalmi, Mohamed Jemni, Kinshuk Kinshuk, Ting-Wen Chang, Nian-Shing Chen

    • Resumen

    págs. 224-245

    

  • Is immersion of any value? Whether, and to what extent, game immersion experience during serious gaming affects science learning.

    Meng-Tzu Cheng, Yu-Wen Lin, Hsiao-Ching She, Po-Chih Kuo

    • Resumen

    págs. 246-263

    

  • Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains.

    José Ramón Calvo Ferrer

    • Resumen

    págs. 264-278

    

  • Towards a trans-disciplinary methodology for a game-based intervention development process.

    Sylvester Arnab, Samantha Clarke

    • Resumen

    págs. 279-312

    

  • Quality parameterization of educational resources from the perspective of a teacher

    Štefan Karolčík, Elena Čipková, Milan Veselský, Helena Hrubišková, Mária Matulčíková

    • Resumen

    págs. 313-331

    

  • Examining a one-hour synchronous chat in a microblogging-based professional development community.

    Fei Gao, Lan Li

    • Resumen

    págs. 332-347

    

  • Assessing the attention levels of students by using a novel attention aware system based on brainwave signals.

    Chih-Ming Chen, Jung-Ying Wang, Chih-Ming Yu

    • Resumen

    págs. 348-369

    

  • The complementary use of audience response systems and online tests to implement repeat testing: A case study.

    Rebecca Stratling

    • Resumen

    págs. 370-384

    

  • Recommending peers for learning: Matching on dissimilarity in interpretations to provoke breakdown.

    Kamakshi Rajagopal, Jan van Bruggen, Peter B. Sloep

    • Resumen

    págs. 385-406

    

  • Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment.

    Matt Bower, Mark J. W. Lee, Barney Dalgarno

    • Resumen

    págs. 407-430

    

  • VILLAGE- Virtual Immersive Language Learning and Gaming Environment: Immersion and presence.

    Yi Fei Wang, Stephen Petrina, Francis Feng

    • Resumen

    págs. 431-450

    

  • Virtual worlds to support patient group communication? A questionnaire study investigating potential for virtual world focus group use by respiratory patients.

    Michael J. Taylor, Dave Taylor, Ivo Vlaev, Sarah Elkin

    • Resumen

    págs. 451-461

    

  • Developing a validated instrument to measure preservice teachers' ICT competencies: Meeting the demands of the 21st century.

    Jo Tondeur, Koen Aesaert, Bram Pynoo, Johan Van Braak, Norbert Fraeyman, Ola Erstad

    • Resumen

    págs. 462-472

    

  • Who or what contributes to student satisfaction in different blended learning modalities?

    Anh-Nguyet Diep, Chang Zhu, Katrien Struyven, Yves Blieck

    • Resumen

    págs. 473-489

    

  • Emerging pedagogies for the use of iPads in schools.

    Ruth Geer, Bruce White, Yvonne Zeegers, Wing Au, Alan Barnes

    • Resumen

    págs. 490-498

    

  • How educators build knowledge and expand their practice: The case of open education resources.

    Allison Littlejohn, Nina Hood

    • Resumen

    págs. 499-510

    

  • Class Prep: A peer review system for class preparation.

    Jooyong Park

    • Resumen

    págs. 511-523

    

  • Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process.

    Thomas K. F. Chiu

    • Resumen

    págs. 524-537

    

  • Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake.

    Huahui Zhao, Kirk P. H. Sullivan

    • Resumen

    págs. 538-551

    

  • Investigating variables predicting Turkish pre-service teachers' integration of ICT into teaching practices.

    Aydın Aslan, Chang Zhu

    • Resumen

    págs. 552-570

    

  • Design possibilities for the e-Schoolbag: Addressing the 1:1 challenge within China.

    Xiaoqing Gu, Xiaojuan Xu, Huawen Wang, Charles Crook

    • Resumen

    págs. 571-585

    

  • iPad versus traditional tools in art and design: A complementary association.

    Nicos Souleles

    • Resumen

    págs. 586-597

    

  • i RPD-A framework for guiding design-based research for i Pad apps.

    Natalia Kucirkova

    • Resumen

    págs. 598-610

    

  • A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome.

    Vanessa G. Felix, Luis J. Mena, Rodolfo Ostos, Gladys E. Maestre

    • Resumen

    págs. 611-624

    

  • Learning English using children's stories in mobile devices.

    Nadire Cavus, Dogan Ibrahim

    • Resumen

    págs. 625-641

    

  • Differences in the digital home lives of young people in New Zealand.

    Maggie Hartnett

    • Resumen

    págs. 642-652

    

  • Integrating socio-cultural contexts and location-based systems for ubiquitous language learning in museums: A state of the art review of 2009-2014.

    Hong-You Wang, Gi-Zen Liu, Gwo-Jen Hwang

    • Resumen

    págs. 653-671

    

  • How technology shapes assessment design: Findings from a study of university teachers.

    Sue Bennett, Phillip Dawson, Margaret Bearman, Elizabeth Molloy, David Boud

    • Resumen

    págs. 672-682

    

  • Interaction pattern analysis in cMOOCs based on the connectivist interaction and engagement framework.

    Zhijun Wang, Terry Anderson, Li Chen, Elena Barberà Gregori

    • Resumen

    págs. 683-699

    

  • Exploring the function of online narratives to develop critical thinking and localisation of knowledge in an international science program.

    Marianne Hicks, Melissa Tham, Rowan Brookes

    • Resumen

    págs. 700-709