Computers & Education, Volume 56

Volume 56, Number 1, January 2011

• David Joseph Brown:
  Some uses of educational and assistive technology for people with disabilities. 1
  
• Penny J. Standen, C. Camm, Steven Battersby, David J. Brown, M. Harrison:
  An evaluation of the Wii Nunchuk as an alternative assistive device for people with intellectual and physical disabilities using switch controlled software. 2-10
  
• David J. Brown, David McHugh, Penny J. Standen, Lindsay J. Evett, Nick Shopland, Steven Battersby:
  Designing location-based learning experiences for people with intellectual disabilities and additional sensory impairments. 11-20
  
• Thomas Hainey, Thomas M. Connolly, Mark Stansfield, Elizabeth A. Boyle:
  Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. 21-35
  
• Karen Moss, Mark Crowley:
  Effective learning in science: The use of personal response systems with a wide range of audiences. 36-43
  
• Michael Mawdesley, G. Long, Saad H. Al-Jibouri, D. Scott:
  The enhancement of simulation based learning exercises through formalised reflection, focus groups and group presentation. 44-52
  

• Nian-Shing Chen, Kinshuk, Chun-Wang Wei, Chia-Chi Liu:
  Effects of matching teaching strategy to thinking style on learner's quality of reflection in an online learning environment. 53-64
  
• Gi-Zen Liu, Zih-Hui Liu, Gwo-Jen Hwang:
  Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. 65-79
  
• Wolmet Barendregt, Tilde Bekker:
  The influence of the level of free-choice learning activities on the use of an educational computer game. 80-90
  
• Douglas D. Agyei, Joke Voogt:
  Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers' use of technology. 91-100
  
• Ron Chi-Wai Kwok, Shuk Han Cheng, Horace Ho-Shing Ip, Joseph Siu-Lung Kong:
  Design of affectively evocative smart ambient media for learning. 101-111
  
• Young Hoan Cho, Jaejin Lee, David H. Jonassen:
  The role of tasks and epistemological beliefs in online peer questioning. 112-126
  
• Nienke Vos, Henny van der Meijden, Eddie Denessen:
  Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. 127-137
  
• Jung-Chuan Yen, Chun-Yi Lee:
  Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. 138-145
  
• Yu-chu Yeh, Ling-yi Huang, Yi-ling Yeh:
  Knowledge management in blended learning: Effects on professional development in creativity instruction. 146-156
  
• Jeng-Yi Tzeng:
  Perceived values and prospective users' acceptance of prospective technology: The case of a career eportfolio system. 157-165
  
• Alice Rubin-Vaughan, Debra Pepler, Steven Brown, Wendy Craig:
  Quest for the Golden Rule: An effective social skills promotion and bullying prevention program. 166-175
  
• Tim Kühl, Katharina Scheiter, Peter Gerjets, Sven Gemballa:
  Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? 176-187
  
• Nikolaos Vernadakis, Panagiotis Antoniou, Maria Giannousi, Eleni Zetou, Efthimis Kioumourtzoglou:
  Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education. 188-199
  
• Michele D. Dickey:
  World of Warcraft and the impact of game culture and play in an undergraduate game design course. 200-209
  
• Will Wai-Kit Ma, Allan Hoi Kau Yuen:
  Understanding online knowledge sharing: An interpersonal relationship perspective. 210-219
  
• Tiantian Wang, Xiaohong Su, Peijun Ma, Yuying Wang, Kuanquan Wang:
  Ability-training-oriented automated assessment in introductory programming course. 220-226
  
• George Triantafyllakos, George Palaigeorgiou, Ioannis A. Tsoukalas:
  Designing educational software with students through collaborative design games: The We!Design&Play framework. 227-242
  
• Nicolas Michinov, Sophie Brunot, Olivier Le Bohec, Jacques Juhel, Marine Delaval:
  Procrastination, participation, and performance in online learning environments. 243-252
  
• Cho Kin Cheng, Dwayne E. Paré, Lisa-Marie Collimore, Steve Joordens:
  Assessing the effectiveness of a voluntary online discussion forum on improving students' course performance. 253-261
  
• Mahmoud Abdulwahed, Zoltan K. Nagy:
  The TriLab, a novel ICT based triple access mode laboratory education model. 262-274
  
• Ernestina Etchemendy, Rosa María Baños, Cristina Botella, Diana Castilla, Mariano Alcañiz Raya, P. Rasal, Luis Farfallini:
  An e-health platform for the elderly population: The butler system. 275-279
  
• Ferran Ferrer, Esther Belvís, Jordi Pàmies:
  Tablet PCs, academic results and educational inequalities. 280-288
  
• Ling-Hsiu Chen:
  Enhancement of student learning performance using personalized diagnosis and remedial learning system. 289-299
  
• Pei-Yu Wang, Brandon K. Vaughn, Min Liu:
  The impact of animation interactivity on novices' learning of introductory statistics. 300-311
  
• Steinar Thorvaldsen, Gunstein Egeberg, Geir Olaf Pettersen, Lars Vavik:
  Digital dysfunctions in primary school: A pilot study. 312-319
  

Volume 56, Number 2, February 2011

• N. Ding, R. J. Bosker, Egbert G. Harskamp:
  Exploring gender and gender pairing in the knowledge elaboration processes of students using computer-supported collaborative learning. 325-336
  
• Fakhroddin Noorbehbahani, Ahmad A. Kardan:
  The automatic assessment of free text answers using a modified BLEU algorithm. 337-345
  
• Ling Zhao, Yaobin Lu, Bin Wang, Wayne Huang:
  What makes them happy and curious online? An empirical study on high school students' Internet use from a self-determination theory perspective. 346-356
  
• Theresa Doyle, Inmaculada Arnedillo Sánchez:
  Using multimedia to reveal the hidden code of everyday behaviour to children with autistic spectrum disorders (ASDs). 357-369
  
• Reynol Junco, Shelia R. Cotten:
  Perceived academic effects of instant messaging use. 370-378
  
• Patrick Sins, Elwin R. Savelsbergh, Wouter R. van Joolingen, Bernadette H. A. M. van Hout-Wolters:
  Effects of face-to-face versus chat communication on performance in a collaborative inquiry modeling task. 379-387
  
• C. Paul Newhouse:
  Using IT to assess IT: Towards greater authenticity in summative performance assessment. 388-402
  
• Minchi C. Kim, Michael J. Hannafin:
  Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. 403-417
  
• Patrick Buckley, John Garvey, Fergal McGrath:
  A case study on using prediction markets as a rich environment for active learning. 418-428
  
• Anoush Margaryan, Allison Littlejohn, Gabrielle Vojt:
  Are digital natives a myth or reality? University students' use of digital technologies. 429-440
  
• Liping Deng, Allan H. K. Yuen:
  Towards a framework for educational affordances of blogs. 441-451
  
• Chi-Cheng Chang, Kuo-Hung Tseng, Hsiu-Ping Yueh, Wei-Chien Lin:
  Consideration factors and adoption of type, tabulation and framework for creating e-portfolios. 452-465
  
• William R. Watson, Christopher J. Mong, Constance A. Harris:
  A case study of the in-class use of a video game for teaching high school history. 466-474
  
• Isabel C. Moura, Natascha van Hattum-Janssen:
  Teaching a CS introductory course: An active approach. 475-483
  
• Fu-Yun Yu:
  Multiple peer-assessment modes to augment online student question-generation processes. 484-494
  
• Daniel Stricker, David Weibel, Bartholomäus Wissmath:
  Efficient learning using a virtual learning environment in a university class. 495-504
  
• Yanghee Kim, Quan Wei:
  The impact of learner attributes and learner choice in an agent-based environment. 505-514
  
• Kan-Min Lin:
  e-Learning continuance intention: Moderating effects of user e-learning experience. 515-526
  
• Young-Jin Lee:
  Empowering teachers to create educational software: A constructivist approach utilizing Etoys, pair programming and cognitive apprenticeship. 527-538
  
• Diane Jass Ketelhut, Catherine C. Schifter:
  Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. 539-546
  

Volume 56, Number 3, April 2011

• Sarantos Psycharis:
  The computational experiment and its effects on approach to learning and beliefs on physics. 547-555
  
• Sharona T. Levy, Uri Wilensky:
  Mining students' inquiry actions for understanding of complex systems. 556-573
  
• Bruce M. McLaren, Krista E. DeLeeuw, Richard E. Mayer:
  Polite web-based intelligent tutors: Can they improve learning in classrooms? 574-584
  
• Rebecca Eynon, Lars-Erik Malmberg:
  A typology of young people's Internet use: Implications for education. 585-595
  
• Johannes C. Cronjé:
  Using Hofstede's cultural dimensions to interpret cross-cultural blended teaching and learning. 596-603
  
• Dennis Charsky, William Ressler:
  "Games are made for fun": Lessons on the effects of concept maps in the classroom use of computer games. 604-615
  
• Errikos Ventouras, Dimos Triantis, Panagiotis Tsiakas, Charalampos Stergiopoulos:
  Comparison of oral examination and electronic examination using paired multiple-choice questions. 616-624
  
• Terry S. Judd, Gregor E. Kennedy:
  Measurement and evidence of computer-based task switching and multitasking by 'Net Generation' students. 625-631
  
• Deoksoon Kim:
  Incorporating podcasting and blogging into a core task for ESOL teacher candidates. 632-641
  
• Steven Lonn, Stephanie D. Teasley, Andrew E. Krumm:
  Who needs to do what where?: Using learning management systems on residential vs. commuter campuses. 642-649
  
• Lijia Lin, Robert K. Atkinson:
  Using animations and visual cueing to support learning of scientific concepts and processes. 650-658
  
• Ida Kubiszewski, Thomas Noordewier, Robert Costanza:
  Perceived credibility of Internet encyclopedias. 659-667
  
• Josef Künsting, Joachim Wirth, Fred Paas:
  The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning. 668-679
  
• Chang Woo Nam, Ronald D. Zellner:
  The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. 680-688
  
• Mehmet Akif Ocak:
  Why are faculty members not teaching blended courses? Insights from faculty members. 689-699
  
• Oscar Ardaiz-Villanueva, Xabier Nicuesa Chacón, Oscar Brene Artazcoz, María Luisa Sanz de Acedo Lizarraga, María Teresa Sanz de Acedo Baquedano:
  Evaluation of computer tools for idea generation and team formation in project-based learning. 700-711
  
• Huei-Tse Hou:
  A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis. 712-719
  
• Hüseyin Uzunboylu, Hüseyin Bicen, Nadire Cavus:
  The efficient virtual learning environment: A case study of web 2.0 tools and Windows live spaces. 720-726
  
• Jelle de Boer, Piet Kommers, Bert de Brock:
  Using learning styles and viewing styles in streaming video. 727-735
  
• Zhi-Jin Zhong:
  From access to usage: The divide of self-reported digital skills among adolescents. 736-746
  
• Ching-Yieh Lee, Peter Jen Der Pan, Ching-Jung Liao:
  Impacts and preferences study for e-HO as a holistic learning environment complementary to e-Learning. 747-759
  
• JaMee Kim, WonGyu Lee:
  An analysis of educational informatization level of students, teachers, and parents: In Korea. 760-768
  
• Tassos A. Mikropoulos, Antonis Natsis:
  Educational virtual environments: A ten-year review of empirical research (1999-2009). 769-780
  
• Chorng-Shiuh Koong, Chi-Ying Wu:
  The applicability of interactive item templates in varied knowledge types. 781-801
  
• Chung-Yang Chen, Kao-Chiuan Teng:
  The design and development of a computerized tool support for conducting senior projects in software engineering education. 802-817
  
• M. Victoria López-Pérez, M. Carmen Pérez-López, Lázaro Rodríguez Ariza:
  Blended learning in higher education: Students' perceptions and their relation to outcomes. 818-826
  
• Nabeel A. Y. Al-Qirim:
  Determinants of interactive white board success in teaching in higher education institutions. 827-838
  
• Miri Barak, Tamar Ashkar, Yehudit Judy Dori:
  Learning science via animated movies: Its effect on students' thinking and motivation. 839-846
  
• Shihkuan Hsu:
  Who assigns the most ICT activities? Examining the relationship between teacher and student usage. 847-855
  
• Ana-Maria Bliuc, Robert A. Ellis, Peter Goodyear, Leanne Piggott:
  A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. 856-864
  
• Jason M. Tangen, Merryn D. Constable, Eric Durrant, Chris Teeter, Brett R. Beston, Joseph A. Kim:
  The role of interest and images in slideware presentations. 865-872
  
• Chen-Chung Liu, Holly S. L. Chen, Ju-Ling Shih, Guo-Ting Huang, Baw-Jhiune Liu:
  An enhanced concept map approach to improving children's storytelling ability. 873-884
  
• Aleksandra Klasnja Milicevic, Boban Vesin, Mirjana Ivanovic, Zoran Budimac:
  E-Learning personalization based on hybrid recommendation strategy and learning style identification. 885-899
  
• B. Darab, Gholam A. Montazer:
  An eclectic model for assessing e-learning readiness in the Iranian universities. 900-910
  
• José Juan Castro Sánchez, Elena Chirino Alemán:
  Teachers' opinion survey on the use of ICT tools to support attendance-based teaching. 911-915
  
• Yasar Guneri Sahin:
  A team building model for software engineering courses term projects. 916-922
  
• Caroline F. Timmers, Bernard P. Veldkamp:
  Attention paid to feedback provided by a computer-based assessment for learning on information literacy. 923-930
  

Volume 56, Number 4, May 2011

• Patrícia B. Scherer Bassani:
  Interpersonal exchanges in discussion forums: A study of learning communities in distance learning settings. 931-938
  
• Chien Chou, Huan-Chueh Wu, Chao-Hsiu Chen:
  Re-visiting college students' attitudes toward the Internet-based on a 6-T model: Gender and grade level difference. 939-947
  
• Hui-Min Lai, Chin-Pin Chen:
  Factors influencing secondary school teachers' adoption of teaching blogs. 948-960
  
• Zehui Zhan, Fuyin Xu, Huiwen Ye:
  Effects of an online learning community on active and reflective learners' learning performance and attitudes in a face-to-face undergraduate course. 961-968
  
• Helena Silva, Rosa Pinho, Lísia Lopes, António J. A. Nogueira, Paulo Silveira:
  Illustrated plant identification keys: An interactive tool to learn botany. 969-973
  
• Jef Peeraer, Peter Van Petegem:
  ICT in teacher education in an emerging developing country: Vietnam's baseline situation at the start of 'The Year of ICT'. 974-982
  
• Didier Acier, Laurence Kern:
  Problematic Internet use: Perceptions of addiction counsellors. 983-989
  
• SeungEun Cha, Soo Jin Jun, Dai Yong Kwon, Han Sung Kim, SeungBum Kim, Ja Mee Kim, Young Ae Kim, Sun-Gwan Han, Soon Sik Seo, Woo Cheon Jun, Hyun Cheol Kim, Won-Gyu Lee:
  Measuring achievement of ICT competency for students in Korea. 990-1002
  
• Freddy Mampadi, Sherry Y. Chen, Gheorghita Ghinea, Ming-Puu Chen:
  Design of adaptive hypermedia learning systems: A cognitive style approach. 1003-1011
  
• Shih-Hsiung Liu:
  Factors related to pedagogical beliefs of teachers and technology integration. 1012-1022
  
• Gwo-Jen Hwang, Hsun-Fang Chang:
  A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. 1023-1031
  
• Vasileios Terzis, Anastasios A. Economides:
  The acceptance and use of computer based assessment. 1032-1044
  
• Neven A. M. El Sayed, Hala H. Zayed, Mohamed I. Sharawy:
  ARSC: Augmented reality student card. 1045-1061
  
• Tzu-Hua Wang:
  Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics. 1062-1071
  
• King Luu, John G. Freeman:
  An analysis of the relationship between information and communication technology (ICT) and scientific literacy in Canada and Australia. 1072-1082
  

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