Journal: Interactive Learning Environments

Volume 24, Issue 8

1741 -- 1743Pericles asher Rospigliosi. Teaching in the second machine age
1744 -- 1757Séverine Erhel, Eric Jamet. The effects of goal-oriented instructions in digital game-based learning
1758 -- 1777Hosam Al-Samarraie, Hassan Selim, Fahed Zaqout. The effect of content representation design principles on users' intuitive beliefs and use of e-learning systems
1778 -- 1794Sheng-Yi Wu, Sherry Y. Chen, Huei-Tse Hou. Exploring the interactive patterns of concept map-based online discussion: a sequential analysis of users' operations, cognitive processing, and knowledge construction
1795 -- 1811Chun-Wang Wei, Yi-Chun Lin, Yen-Ting Lin. An interactive diagnosis approach for supporting clinical nursing courses
1812 -- 1835Chiu Hung Su, Gwo-Hshiung Tzeng, Shu-Kung Hu. Cloud e-learning service strategies for improving e-learning innovation performance in a fuzzy environment by using a new hybrid fuzzy multiple attribute decision-making model
1836 -- 1849Catherine Jane Hack. The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes
1850 -- 1863Betul C. Czerkawski. Networked learning: design considerations for online instructors
1864 -- 1880Paul S. Steif, Luoting Fu, Levent Burak Kara. Providing formative assessment to students solving multipath engineering problems with complex arrangements of interacting parts: an intelligent tutor approach
1881 -- 1894Shao-Ting Alan Hung, Heng-Tsung Danny Huang. Blogs as a learning and assessment instrument for English-speaking performance
1895 -- 1906Gwo-Jen Hwang, Po-Han Wu, Chi-Chang Chen, Nien-Ting Tu. Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations
1907 -- 1921Marit Wijnen, Sofie M. M. Loyens, Lydia Schaap. Experimental evidence of the relative effectiveness of problem-based learning for knowledge acquisition and retention
1922 -- 1937Min-Yuan Ma, Chun-Chun Wei. A comparative study of children's concentration performance on picture books: age, gender, and media forms
1938 -- 1956Ting-Ting Wu. A learning log analysis of an English-reading e-book system combined with a guidance mechanism
1957 -- 1966Ömer Delialioglu, Yasaman Alioon. The effect of students' subject discipline on their m-learning application preferences
1967 -- 1980Yi-Hui Lin, Huei-Tse Hou. Exploring young children's performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: a case study
1981 -- 1995Magdalena Andrzejewska, Anna Stolinska, Wladyslaw Blasiak, Pawel Peczkowski, Roman Rosiek, Bozena Rozek, Miroslawa Sajka, Dariusz Wcislo. Eye-tracking verification of the strategy used to analyse algorithms expressed in a flowchart and pseudocode
1996 -- 2010Anna Mavroudi, Thanasis Hadzilacos, Dimitris Kalles, Andreas Gregoriades. Teacher-led design of an adaptive learning environment
2011 -- 2031Yanqing Wang, Yaowen Liang, Luning Liu, Ying Liu. A multi-peer assessment platform for programming language learning: considering group non-consensus and personal radicalness
2032 -- 2047Suhkyung Shin, Hae-Deok Song. Finding the optimal scaffoldings for learners' epistemological beliefs during ill-structured problem solving
2048 -- 2057Min Jou, Yen-Ting Lin, Hsieh-Chih Tsai. Mobile APP for motivation to learning: an engineering case
2058 -- 2079Dong-Hee Shin, Hyeri An, Jang-Hyun Kim. How the second screens change the way people interact and learn: the effects of second screen use on information processing
2080 -- 2108Michael J. Jacobson, Charlotte E. Taylor, Deborah Richards. Computational scientific inquiry with virtual worlds and agent-based models: new ways of doing science to learn science

Volume 24, Issue 7

1387 -- 1388Sue Greener. Statistically challenged
1389 -- 1407Sébastien George, Christine Michel, Magali Ollagnier-Beldame. Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces
1408 -- 1427Chenn-Jung Huang, Shun-Chih Chang, Heng-Ming Chen, Jhe-Hao Tseng, Sheng-Yuan Chien. A group intelligence-based asynchronous argumentation learning-assistance platform
1428 -- 1438Bas Kollöffel, Ton de Jong. Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback
1439 -- 1455Cemal Tatli, Eylem Kiliç. Interactive whiteboards: do teachers really use them interactively?
1456 -- 1476Gonzalo Farias, David Muñoz de la Peña, Fabio Gómez-Estern, Luis de la Torre, Carlos Sánchez Cazorla, Sebastián Dormido. Adding automatic evaluation to interactive virtual labs
1477 -- 1496Nor Elleeiana Mohd Syah, Nur Azah Hamzaid, Belinda Pingguan-Murphy, Einly Lim. Development of computer play pedagogy intervention for children with low conceptual understanding in basic mathematics operation using the dyscalculia feature approach
1497 -- 1510Pei-Shan Tsai, Chin-Chung Tsai, Gwo-Haur Hwang. The effects of instructional methods on students' learning outcomes requiring different cognitive abilities: context-aware ubiquitous learning versus traditional instruction
1511 -- 1533Fengfeng Ke, Sungwoong Lee. Virtual reality based collaborative design by children with high-functioning autism: design-based flexibility, identity, and norm construction
1534 -- 1551Jon-Chao Hong, Ming-Yueh Hwang, Kai-Hsin Tai, Yen-Chun Kuo. Parental monitoring predicts students' prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment
1552 -- 1573Yu-Tzu Lin, Chia-Hu Chang, Huei-Tse Hou, Ke-Chou Wu. Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes
1574 -- 1589Patrick Buckley, Elaine Doyle. Using web-based collaborative forecasting to enhance information literacy and disciplinary knowledge
1590 -- 1609Murat Pasa Uysal. Evaluation of learning environments for object-oriented programming: measuring cognitive load with a novel measurement technique
1610 -- 1628Rolf Ploetzner, Benjamin Fillisch, Patrick-André Gewald, Tatjana Ruf. The role of student-generated externalizations in strategic multimedia learning and how current (web-)technology fails to support learner engagement
1629 -- 1646Yu-Fen Yang. Self-directed learning to develop autonomy in an online ESP community
1647 -- 1664Chaoyun Liang, Chi-Cheng Chang, Kuen-Ming Shu, Ju-Shih Tseng, Chun-Yu Lin. Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system
1665 -- 1673Michael Flavin. Home and away: the use of institutional and non-institutional technologies to support learning and teaching
1674 -- 1691Fu-Yun Yu, Shannon Sung. A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons
1692 -- 1705Sally Brooks, Ellen Roberts. "Simultaneous immersion": How online postgraduate study contributes to the development of reflective practice among public service practitioners
1706 -- 1724Donggil Song, Arafeh Karimi, Paul Kim. A Remotely Operated Science Experiment framework for under-resourced schools
1725 -- 1739Timothy Teo. Do digital natives differ by computer self-efficacy and experience? An empirical study
1740 -- 0. Erratum

Volume 24, Issue 6

1027 -- 1029Sue Greener. Unlearning with technology
1030 -- 1053Inma Rodríguez-Ardura, Antoni Meseguer-Artola. What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention
1054 -- 1075K. R. Premlatha, B. Dharani, T. V. Geetha. Dynamic learner profiling and automatic learner classification for adaptive e-learning environment
1076 -- 1096Cindy De Smet, Tammy Schellens, Bram de Wever, Pascale Brandt-Pomares, Martin Valcke. The design and implementation of learning paths in a learning management system
1097 -- 1108Tal Samuel-Azran, Gilad Ravid. Can blogging increase extroverts' satisfaction in the classroom? Lessons from multiple case studies
1109 -- 1130Charoula Angeli, Neil H. Schwartz. Differences in electronic exchanges in synchronous and asynchronous computer-mediated communication: the effect of culture as a mediating variable
1131 -- 1147Min Jou, Yen-Ting Lin, Din-Wu Wu. Effect of a blended learning environment on student critical thinking and knowledge transformation
1148 -- 1161Hsin-Yi Chang, Ying-Shao Hsu, Hsin-Kai Wu. A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue
1162 -- 1175Patrick Buckley, Elaine Doyle. Gamification and student motivation
1176 -- 1197Ainhoa Alvarez, Maite Martín, Isabel Fernández-Castro, Maite Urretavizcaya. Supporting Blended-Learning: tool requirements and solutions with OWLish
1198 -- 1214Yueh-Min Huang, Jan-Pan Hwang, Sherry Y. Chen. Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors
1215 -- 1230Ina Blau, Yehuda Peled, Anat Nusan. Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing "digital wisdom"
1231 -- 1244Timothy Teo, Isil Kabakci Yurdakul, Ömer Faruk Ursavas. Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale
1245 -- 1264Rong-Chi Chang, Liang-Yi Chung, Yong-Ming Huang. Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning
1265 -- 1279Henry Hermans, José Janssen, Rob Koper. Flexible authoring and delivery of online courses using IMS Learning Design
1280 -- 1297Hsien-Sheng Hsiao, Jyun-Chen Chen, Kunde Hong. Building the vocational phase of the computerized motor skills testing system for use in the Electronics and Electrical Engineering Group and Hospitality Group
1298 -- 1318Josh McCarthy. Global learning partnerships in the Café: peer feedback as a formative assessment tool for animation students
1319 -- 1333Rustin Webster. Declarative knowledge acquisition in immersive virtual learning environments
1334 -- 1354Shu-Hsien Huang, Yueh-Min Huang, Ting-Ting Wu, Hong-Ren Chen, Shih-Ming Chang. Problem-based learning effectiveness on micro-blog and blog for students: a case study
1355 -- 1370Thomas K. F. Chiu, Daniel Churchill. Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach
1371 -- 1385Soo Eun Chae, Jae-Han Shin. Tutoring styles that encourage learner satisfaction, academic engagement, and achievement in an online environment
1386 -- 0. Erratum

Volume 24, Issue 5

935 -- 937Vic Lally, John Traxler. TEL - the crisis and the response: an introduction
938 -- 953Brenda Bannan, John Cook, Norbert Pachler. Reconceptualizing design research in the age of mobile learning
954 -- 967Debbie Holley, Patricia Santos, John Cook, Micky Kerr. "Cascades, torrents & drowning" in information: seeking help in the contemporary general practitioner practice in the UK
968 -- 978Madeleine Sclater, Vic Lally. Critical perspectives on TEL: art and design education, theory, communities and space
979 -- 990Christoph Pimmer. Mobile learning as boundary crossing: an alternative route to technology-enhanced learning?
991 -- 1003Maggi Savin-Baden, Liz Falconer. Learning at the interstices; locating practical philosophies for understanding physical/virtual inter-spaces
1004 -- 1015Richard Hall. Technology-enhanced learning and co-operative practice against the neoliberal university
1016 -- 1024John Traxler, Vic Lally. The crisis and the response: after the dust had settled

Volume 24, Issue 4

663 -- 664Sue Greener. Write to publish and to share
665 -- 680Chia-Wen Tsai. Exploring the effects of online team-based learning and co-regulated learning on students' development of computing skills
681 -- 705Chih-Ming Chen, Jung-Ying Wang, Yong-Ting Chen, Jhih-Hao Wu. Forecasting reading anxiety for promoting English-language reading performance based on reading annotation behavior
706 -- 723María-del-Mar Camacho-Miñano, Cristina del Campo. Useful interactive teaching tool for learning: clickers in higher education
724 -- 744Tsung-Yu Liu. Using educational games and simulation software in a computer science course: learning achievements and student flow experiences
745 -- 757Timothy Teo. Modelling Facebook usage among university students in Thailand: the role of emotional attachment in an extended technology acceptance model
758 -- 783Juan Felipe Calderón, Miguel Nussbaum, Ignacio Carmach, Juan Jaime Díaz, Marco Villalta. A single-display groupware collaborative language laboratory
784 -- 798Pei-Yu Wang, Hui-Chun Yang. The impact of e-book interactivity design on children's Chinese character acquisition
799 -- 813Lijia Lin, Robert K. Atkinson, Wilhelmina C. Savenye, Brian C. Nelson. Effects of visual cues and self-explanation prompts: empirical evidence in a multimedia environment
814 -- 828Kathryn Knight, Randall S. Davies. Using a Mobile Dichotomous Key iPad application as a scaffolding tool in a museum setting
829 -- 843Ana Iglesias, Javier Jiménez, Pablo Revuelta, Lourdes Moreno. Avoiding communication barriers in the classroom: the APEINTA project
844 -- 858Chung-Yuan Hsu, Chin-Chung Tsai, Hung-Yuan Wang. Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts
859 -- 874Chun-Ying Chen. Cognitive support for learning computer-based tasks using animated demonstration
875 -- 896Maryam Asoodar, Seyyedeh Susan Marandi, Shahin Vaezi, Piet Desmet. Podcasting in a virtual English for academic purposes course: learner motivation
897 -- 915Vicky Maratou, Eleni Chatzidaki, Michalis Xenos. Enhance learning on software project management through a role-play game in a virtual world
916 -- 934Kuo-En Chang, Lin-Jung Wu, Shing-Chuang Lai, Yao-Ting Sung. Using mobile devices to enhance the interactive learning for spatial geometry

Volume 24, Issue 3

357 -- 359Sue Greener. The medium, the message and the memory
360 -- 381Kai-Yi Chin, Zeng-Wei Hong, Yueh-Min Huang, Wei-Wei Shen, Jim-Min Lin. Courseware development with animated pedagogical agents in learning system to improve learning motivation
382 -- 395Hamid Sadeghi, Ahmad A. Kardan. Toward effective group formation in computer-supported collaborative learning
396 -- 408Jingying Wang, Ming-Lee Wen, Min Jou. Identifying students' difficulties when learning technical skills via a wireless sensor network
409 -- 422Justus J. Randolph, Marjaana Kangas, Heli Ruokamo, Pirkko Hyvönen. Creative and playful learning on technology-enriched playgrounds: an international investigation
423 -- 437Donggil Song. Expertise reversal effect and sequencing of learning tasks in online English as a second language learning environment
438 -- 455Richard Walker, Julie Voce, Martin Jenkins. Charting the development of technology-enhanced learning developments across the UK higher education sector: a longitudinal perspective (2001-2012)
456 -- 471Han-Yu Sung, Gwo-Jen Hwang, Ya-Chi Chang. Development of a mobile learning system based on a collaborative problem-posing strategy
472 -- 486Ioannis Kazanidis, Theodosios Theodosiou, Ioannis Petasakis, Stavros Valsamidis. Online courses assessment through measuring and archetyping of usage data
487 -- 503Elson Szeto, Annie Y. N. Cheng. Towards a framework of interactions in a blended synchronous learning environment: what effects are there on students' social presence experience?
504 -- 522Emma M. Mercier, Steven E. Higgins, Andrew Joyce-Gibbons. The effects of room design on computer-supported collaborative learning in a multi-touch classroom
523 -- 538Elena Novak, Tristan E. Johnson, Gershon Tenenbaum, Valerie J. Shute. Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: using a storyline for teaching basic statistical skills
539 -- 552Bart Rienties, Bas Giesbers, Simon Lygo-Baker, Hoi Wah Serena Ma, Roger Rees. Why some teachers easily learn to use a new virtual learning environment: a technology acceptance perspective
553 -- 571Chih-Ming Chen, Yu-Ju Lin. Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts
572 -- 589Jon-Chao Hong, Ming-Yueh Hwang, Nien-Chen Wu, Ying-Luan Huang, Pei-Hsin Lin, Yi-ling Chen. Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance
590 -- 605Kiavash Bahreini, Rob Nadolski, Wim Westera. Towards multimodal emotion recognition in e-learning environments
606 -- 624Dominique Verpoorten, Wim Westera. Structured reflection breaks embedded in an online course - effects on learning experience, time on task and performance
625 -- 643Shu-Sheng Liaw, Hsiu-Mei Huang. Investigating learner attitudes toward e-books as learning tools: based on the activity theory approach
644 -- 661Chia-Chen Chen, Pei-Hsuan Lin. Development and evaluation of a context-aware ubiquitous learning environment for astronomy education

Volume 24, Issue 2

273 -- 276Cher Ping Lim, Daniel Churchill. Mobile learning
277 -- 290Arthur Lai. Mobile immersion: an experiment using mobile instant messenger to support second-language learning
291 -- 305Yanjie Song. "We found the 'black spots' on campus on our own": development of inquiry skills in primary science learning with BYOD (Bring Your Own Device)
306 -- 316Jia Gu. Understanding self-directed learning in the context of mobile Web 2.0 - case study with workplace learners
317 -- 327Thomas K. F. Chiu, Daniel Churchill. Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety
328 -- 344Morris Siu Yung Jong, Chin-Chung Tsai. Understanding the concerns of teachers about leveraging mobile technology to facilitate outdoor social inquiry learning: the EduVenture experience
345 -- 356Linda Prieto, María G. Arreguín-Anderson, Timothy T. Yuen, Lucila D. Ek, Patricia Sánchez, Margarita Machado-Casas, Adriana García. La Clase Mágica, an afterschool technology club

Volume 24, Issue 1

1 -- 2Pericles 'Asher' Rospigliosi. Learning from each other
3 -- 19Hsiu-Mei Huang, Shu-Sheng Liaw, Chung-Min Lai. Exploring learner acceptance of the use of virtual reality in medical education: a case study of desktop and projection-based display systems
20 -- 32Hasan Çakir, Barbara A. Bichelmeyer. Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum
33 -- 48Katerina Avramides, Brock Craft, Rosemary Luckin. Understanding teenagers' personal contexts to design technology that supports learning about energy consumption
49 -- 67Oskar Casquero, Ramón Ovelar, Jesús Romo, Manuel Benito, Mikel Alberdi. Students' personal networks in virtual and personal learning environments: a case study in higher education using learning analytics approach
68 -- 84Luca Magni. Anonymously productive and socially engaged while learning at work
85 -- 95Murat Oztok. Reconceptualizing the pedagogical value of student facilitation
96 -- 118Chih-Ming Chen, Chia-Chen Tan, Bey-Jane Lo. Facilitating English-language learners' oral reading fluency with digital pen technology
119 -- 141Sherry Y. Chen, Pei-Ren Huang, Yu-Cheng Shih, Li-Ping Chang. Investigation of multiple human factors in personalized learning
142 -- 157Andrew Stoddart, Joe Yong-Yi Chan, Gi-Zen Liu. Enhancing successful outcomes of wiki-based collaborative writing: a state-of-the-art review of facilitation frameworks
158 -- 177Mark Bilandzic. Connected learning in the library as a product of hacking, making, social diversity and messiness
178 -- 193Ya-Hui Hsieh, Yi-Chun Lin, Huei-Tse Hou. Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning
194 -- 204Alieke Mattia van Dijk, Ard W. Lazonder. Scaffolding students' use of learner-generated content in a technology-enhanced inquiry learning environment
205 -- 223Hsien-Sheng Hsiao, Cheng-Sian Chang, Chien-Yu Lin, Yau-Zng Wang. Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum
224 -- 238Constance A. Lightner, Carin A. Lightner-Laws. A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely
239 -- 251Jon-Chao Hong, Ming-Yueh Hwang, Yeu-Ting Liu, Pei-Hsin Lin, Yi-ling Chen. The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest
252 -- 271Kaveh Hassani, Ali Nahvi, Ali Ahmadi. Design and implementation of an intelligent virtual environment for improving speaking and listening skills