| 287 | -- | 288 | Sue Greener. Stop daydreaming, pay attention |
| 289 | -- | 307 | Seungyup Lee, Jongsoo Baek, Gunhee Han. Effects of using a second-screen application on attention, learning, and user experience in an educational content |
| 308 | -- | 319 | Martin Rehm, Allison Littlejohn, Bart Rienties. Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning |
| 320 | -- | 336 | Seiji Isotani, Helena Macedo Reis, Danilo Alvares, Anarosa A. F. Brandão, Leônidas de Oliveira Brandão. A DGS gesture dictionary for modelling on mobile devices |
| 337 | -- | 354 | Ayse Bagriacik Yilmaz, Serçin Karatas. Development and validation of perceptions of online interaction scale |
| 355 | -- | 371 | M. Cáceres, Miguel Nussbaum, M. Marroquín, Samuel Gleisner, J. T. Marquínez. Building arguments: key to collaborative scaffolding |
| 372 | -- | 385 | Kuo-Lun Hsiao, Tien-Chi Huang, Mu-Yen Chen, Nien-Ting Chiang. Understanding the behavioral intention to play Austronesian learning games: from the perspectives of learning outcome, service quality, and hedonic value |
| 386 | -- | 401 | Varvara Garneli, Konstantinos Chorianopoulos. Programming video games and simulations in science education: exploring computational thinking through code analysis |
| 402 | -- | 410 | Murat Tezer, Burcu Turan Çimsir. The impact of using mobile-supported learning management systems in teaching web design on the academic success of students and their opinions on the course |
| 411 | -- | 423 | Sheng-Yuan Wang, Shao-Chen Chang, Gwo-Jen Hwang, Pei-Ying Chen. A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning |