British journal of educational technology

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  Año 2020, Vol. 51, Número 6

  • Special Section: Constructivist educational technology: Re‐examining the foundations and state of the literature Guest Editors: David John Lemay and Tenzin Doleck

    • Constructivist educational technology: Re-examining the foundations and state of the literature

      David John Lemay, Tenzin Doleck

      • Resumen

      págs. 1905-1906

      

    • An examination of constructivist educational technologies: Key affordances and conditions

      Reza Feyzi Behnagh, Sepideh Yasrebi

      • Resumen

      págs. 1907-1919

      

    • Examining physiological and self-report indicators of empathy during learners’ interaction with a queer history app

      Jason M. Harley, Yang S. Liu, Byunghoon “Tony” Ahn, Susanne P. Lajoie, Andre P. Grace

      • Resumen

      págs. 1920-1937

      

    • Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering-related attitudes

      Liyan Wang, Feng-Kuang Chiang

      • Resumen

      págs. 1938-1959

      

    • Self-directed reflective assessment for collective empowerment among pre-service teachers

      Yuqin Yang, Yang Du, Jan van Aalst, Daner Sun, Fan Ouyang

      • Resumen

      págs. 1960-1980

      

  • Special Section: Immersive virtual reality in education Guest Editors: Matt Bower and Morris Siu‐Yung Jong

    • Immersive virtual reality in education

      Matt Bower, Morris S. Y. Jong

      págs. 1981-1990

      

    • Effectiveness of immersive virtual reality using head-mounted displays on learning performance: A meta-analysis

      Bian Wu, Xiaoxue Yu, Xiaoqing Gu

      • Resumen

      págs. 1991-2005

      

    • Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research

      Anna Flavia Di Natale, Claudia Repetto, Giuseppe Riva, Daniela Villani

      • Resumen

      págs. 2006-2033

      

    • Effects of an immersive virtual reality-based classroom on students’ learning performance in science lessons

      Ruixue Liu, Lei Wang, Jing Lei, Qiu Wang, Youqun Ren

      • Resumen

      págs. 2034-2049

      

    • Cardiopulmonary resuscitation training for high school students using an immersive 360-degree virtual reality environment

      E. Z. Barsom, R. D. Duijm, L. W. P. Dusseljee-Peute, E. B. Landman-van der Boom, E. J. van Lieshout, M. W. Jaspers, M. P. Schijven

      • Resumen

      págs. 2050-2062

      

    • Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography

      Morris S. Y. Jong, Chin-Chung Tsai, Haoran Xie, Frankie Kwan-Kit Wong

      • Resumen

      págs. 2063-2078

      

    • Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?

      Guido Makransky, Gustav B. Petersen, Sara Klingenberg

      • Resumen

      págs. 2079-2097

      

    • The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education

      Gustav B. Petersen, Sara Klingenberg, Richard E. Mayer, Guido Makransky

      • Resumen

      págs. 2098-2114

      

    • Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment

      Sara Klingenberg, Maria L. M. Jørgensen, Gert Dandanell, Karen Skriver, Aske Mottelson, Guido Makransky

      • Resumen

      págs. 2115-2138

      

    • Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

      Kun-Hung Cheng, Chin-Chung Tsai

      • Resumen

      págs. 2139-2158

      

    • Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis

      Carolin Pletz, Bernd Zinn

      • Resumen

      págs. 2159-2179

      

    • Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring

      Michelle Lui, Rhonda McEwen, Martha Mullally

      • Resumen

      págs. 2180-2198

      

    • Using immersive virtual reality to support designing skills in vocational education

      Kevin Gonyop Kim, Catharine Oertel, Martin Dobricki, Jennifer K. Olsen, Alessia E. Coppi, Alberto Cattaneo, Pierre Dillenbourg

      • Resumen

      págs. 2199-2213

      

    • Reasons associated with preservice teachers’ intention to use immersive virtual reality in education

      Matt Bower, Dorothy DeWitt, Jennifer W. M. Lai

      • Resumen

      págs. 2214-2232

      

    • Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game-based learning environment

      Meng-Tzu Cheng, Wei-Yu Huang, Mei-En Hsu

      • Resumen

      págs. 2233-2251

      

    • Modifying games with ChoiCo: Integrated affordances and engineered bugs for computational thinking

      Chronis Kynigos, Marianthi Grizioti

      • Resumen

      págs. 2252-2267

      

    • Parents' profiles concerning ICT proficiency and their relation to adolescents' information literacy: A latent profile analysis approach

      Di Wu, Liqin Yu, Harrison Hao Yang, Sha Zhu, Chin-Chung Tsai

      • Resumen

      págs. 2268-2285

      

    • Reducing resistance to repeating a wiki activity: What can teachers do?

      Elena Fraj Andrés, Laura Lucia-Palacios, Raúl Pérez-López

      • Resumen

      págs. 2286-2305

      

    • The adoption of a social learning system: Intrinsic value in the UTAUT model

      Hager Khechine, Benoit Raymond, Marc Augier

      • Resumen

      págs. 2306-2325

      

    • Language counts when learning mathematics with interactive apps

      Laura A. Outhwaite, Anthea Gulliford, Nicola J. Pitchford

      • Resumen

      págs. 2326-2339

      

    • Tablet assessment in primary education: Are there performance differences between TIMSS' paper-and-pencil test and tablet test among Dutch grade-four students?

      Eva Hamhuis, Cees Glas, Martina Meelissen

      • Resumen

      págs. 2340-2358

      

    • A study of Chinese technical and vocational college teachers' adoption and gratification in new technologies

      Enlin Bin, A. Y. M. Atiquil Islam, Xiaoqing Gu, Jonathan Michael Spector, FaLiang Wang

      • Resumen

      págs. 2359-2375

      

    • Game learning analytics for understanding reading skills in transparent writing system

      Marko Niemelä, Tommi Kärkkäinen, Sami Äyrämö, Miia Ronimus, Ulla Richardson, Heikki Lyytinen

      • Resumen

      págs. 2376-2390

      

    • Bridging learning sciences, machine learning and affective computing for understanding cognition and affect in collaborative learning

      Sanna Järvelä, Dragan Gašević, Tapio Seppänen, Mykola Pechenizkiy, Paul A. Kirschner

      • Resumen

      págs. 2391-2406

      

    • Development and validation of the DIGIGLO, a tool for assessing the digital competence of educators

      Rafael Alarcón Postigo, Elena Jiménez Pérez, María Isabel de Vicente Yagüe Jara

      • Resumen

      págs. 2407-2421