| 2071 | -- | 2074 | Julia Eberle, Yotam Hod, Frank Fischer 0001. Future learning spaces for learning communities: Perspectives from the learning sciences |
| 2075 | -- | 2089 | Crina Damsa, Monika Nerland, Zacharias E. Andreadakis. An ecological perspective on learner-constructed learning spaces |
| 2090 | -- | 2108 | Pippa Yeoman, Stephanie Wilson. Designing for situated learning: Understanding the relations between material properties, designed form and emergent learning activity |
| 2109 | -- | 2128 | Hadas Sopher, Dafna Fisher-Gewirtzman, Yehuda E. Kalay. Going immersive in a community of learners? Assessment of design processes in a multi-setting architecture studio |
| 2129 | -- | 2143 | Yotam Hod, Chen Yaari, Julia Eberle. Taking responsibility to support knowledge building: A constructive entanglement of spaces and ideas |
| 2144 | -- | 2161 | Guangji Yuan, Jianwei Zhang. Connecting knowledge spaces: Enabling cross-community knowledge building through boundary objects |
| 2162 | -- | 2177 | Yael Kali, Ornit Sagy, Maya Benichou, Osnat Atias, Rachel Levin-Peled. Teaching expertise reconsidered: The Technology, Pedagogy, Content and Space (TPeCS) knowledge framework |
| 2178 | -- | 2180 | Minhong Wang, Rupert Wegerif. From active-in-behaviour to active-in-thinking in learning with technology |
| 2181 | -- | 2202 | Amanda Catherine Dickes, Amy Kamarainen, Shari J. Metcalf, Semiha Gün-Yildiz, Karen Brennan, Tina A. Grotzer, Chris Dede. Scaffolding ecosystems science practice by blending immersive environments and computational modeling |
| 2203 | -- | 2216 | Ling Hsiao, Irene Lee, Eric Klopfer. Making sense of models: How teachers use agent-based modeling to advance mechanistic reasoning |
| 2217 | -- | 2233 | Meng Sun, Minhong Wang, Rupert Wegerif. Using computer-based cognitive mapping to improve students' divergent thinking for creativity development |
| 2234 | -- | 2250 | Colby M. Reilly, Stephanie Y. Kang, Tina A. Grotzer, Julie A. Joyal, Nancy E. Oriol. Pedagogical moves and student thinking in technology-mediated medical problem-based learning: Supporting novice-expert shift |
| 2251 | -- | 2270 | Shu-Chen Cheng, Gwo-Jen Hwang, Chih Hung Chen. From reflective observation to active learning: A mobile experiential learning approach for environmental science education |
| 2271 | -- | 2287 | Bian Wu, Yiling Hu, Minhong Wang. Scaffolding design thinking in online STEM preservice teacher training |
| 2288 | -- | 2307 | Mei-Rong Alice Chen, Gwo-Jen Hwang, Yu-Ying Chang. A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes |
| 2308 | -- | 2328 | Jingjing Cui, Shengquan Yu. Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps |
| 2329 | -- | 2345 | Huiying Cai, Xiaoqing Gu. Supporting collaborative learning using a diagram-based visible thinking tool based on cognitive load theory |
| 2346 | -- | 2364 | Zachari Swiecki, Andrew R. Ruis, Dipesh Gautam, Vasile Rus, David Williamson Shaffer. Understanding when students are active-in-thinking through modeling-in-context |
| 2365 | -- | 2386 | Danial Hooshyar, Külli Kori, Margus Pedaste, Emanuele Bardone. The potential of open learner models to promote active thinking by enhancing self-regulated learning in online higher education learning environments |
| 2387 | -- | 2393 | Ronny Scherer, Timothy Teo. Editorial to the special section - Technology acceptance models: What we know and what we (still) do not know |
| 2394 | -- | 2413 | Andrew Kemp, Edward Palmer, Peter Strelan. A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models |
| 2414 | -- | 2432 | Muyesser Eraslan Yalcin, Birgul Kutlu. Examination of students' acceptance of and intention to use learning management systems using extended TAM |
| 2433 | -- | 2449 | José Carlos Sánchez Prieto, Fang Huang 0003, Susana Olmos-Migueláñez, Francisco J. García-Peñalvo, Timothy Teo. Exploring the unknown: The effect of resistance to change and attachment on mobile adoption among secondary pre-service teachers |
| 2450 | -- | 2465 | David John Lemay, Tenzin Doleck, Paul Bazelais. Context and technology use: Opportunities and challenges of the situated perspective in technology acceptance research |
| 2466 | -- | 2483 | Anja Garone, Bram Pynoo, Jo Tondeur, Celine Cocquyt, Silke Vanslambrouck, Bram Bruggeman, Katrien Struyven. Clustering university teaching staff through UTAUT: Implications for the acceptance of a new learning management system |
| 2484 | -- | 2500 | Antonio Víctor Martín-García, Fernando Martínez-Abad, David Reyes-González. TAM and stages of adoption of blended learning in higher education by application of data mining techniques |
| 2501 | -- | 2519 | Ömer Faruk Ursavas, Yasin Yalçin, Eda Bakir. The effect of subjective norms on preservice and in-service teachers' behavioural intentions to use technology: A multigroup multimodel study |
| 2520 | -- | 2535 | Allan H. K. Yuen, Miaoting Cheng, Fred H. F. Chan. Student satisfaction with learning management systems: A growth model of belief and use |
| 2536 | -- | 2556 | Haixia Liu, Lina Wang, Matthew J. Koehler. Exploring the intention-behavior gap in the technology acceptance model: A mixed-methods study in the context of foreign-language teaching in China |
| 2557 | -- | 2571 | Nicolae Nistor, Ionut-Dorin Stanciu, Thomas Lerche, Ewald Kiel. "I am fine with any technology, as long as it doesn't make trouble, so that I can concentrate on my study": A case study of university students' attitude strength related to educational technology acceptance |
| 2572 | -- | 2593 | Andrina Granic, Nikola Marangunic. Technology acceptance model in educational context: A systematic literature review |
| 2594 | -- | 2618 | Anders Larrabee Sønderlund, Emily Hughes, Joanne Smith. The efficacy of learning analytics interventions in higher education: A systematic review |
| 2619 | -- | 2636 | Sherre Roy, Damien Clark. Digital badges, do they live up to the hype? |
| 2637 | -- | 2650 | Olga Viberg, Olle Bälter, Björn Hedin, Emma Riese, Anna Mavroudi. Faculty pedagogical developers as enablers of technology enhanced learning |
| 2651 | -- | 2666 | Maria Elisa Navarro Morales, Roberto Londoño. Inverted classroom teaching in the first-year design studio, a case study |
| 2667 | -- | 2684 | Chun-Yi Lin, Charles M. Reigeluth. Scaffolding learner autonomy in a wiki-supported knowledge building community and its implications for mindset change |
| 2685 | -- | 2702 | Yun Dai, Ang Liu. Understanding student variances in learning outcomes and task interpretations from multimedia presentations |
| 2703 | -- | 2719 | Gwo-Jen Hwang, Mei-Rong Alice Chen, Han-Yu Sung, Meng-Hsuan Lin. Effects of integrating a concept mapping-based summarization strategy into flipped learning on students' reading performances and perceptions in Chinese courses |
| 2720 | -- | 2735 | Jon-Chao Hong, Kai-Hsin Tai, Jian-Hong Ye. Playing a Chinese remote-associated game: The correlation among flow, self-efficacy, collective self-esteem and competitive anxiety |
| 2736 | -- | 2750 | Thomas Hughes-Roberts, David Brown, Penny J. Standen, Lorenzo Desideri, Marco Negrini, Aziz Rouame, Massimiliano Malavasi, George Wager, Conor Hasson. Examining engagement and achievement in learners with individual needs through robotic-based teaching sessions |
| 2751 | -- | 2777 | Astrid Schmulian, Stephen A. Coetzee. The development of Messenger bots for teaching and learning and accounting students' experience of the use thereof |