| 1 | -- | 0 | Laurence Tamatea, Gusti Agung Ayu Mas Pramitasari. Bourdieu and programming classes for the disadvantaged: a review of current practice as reported online - implications for non-formal coding classes in Bali |
| 2 | -- | 0 | Kumpei Tsutsui, Hideyuki Takada. A classroom SNS to promote reflective activity in programming learning for children |
| 3 | -- | 0 | Mireilla Bikanga Ada. Using design-based research to develop a Mobile Learning Framework for Assessment Feedback |
| 4 | -- | 0 | Christothea Herodotou, Maria Aristeidou, Mike Sharples, Eileen Scanlon. Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire |
| 5 | -- | 0 | Elspeth McKay, Marlina Mohamad. Big data management skills: accurate measurement |
| 6 | -- | 0 | Swapna Gottipati, Venky Shankararaman, Jeff Rongsheng Lin. Text analytics approach to extract course improvement suggestions from students' feedback |
| 7 | -- | 0 | Ryosuke Ishizue, Kazunori Sakamoto, Hironori Washizaki, Yoshiaki Fukazawa. Student placement and skill ranking predictors for programming classes using class attitude, psychological scales, and code metrics |
| 8 | -- | 0 | Elspeth McKay, Marlina Mohamad. Correction to: Big data management skills: accurate measurement |
| 9 | -- | 0 | Sherlock A. Licorish, Helen E. Owen, Ben Daniel, Jade Li George. Students' perception of Kahoot!'s influence on teaching and learning |
| 10 | -- | 0 | Victoria Abou Khalil, Toru Ishida 0001, Masayuki Otani, Brendan Flanagan, Hiroaki Ogata, Donghui Lin. Learning culturally situated dialogue strategies to support language learners |
| 11 | -- | 0 | Vuk Uskokovic. Flipping the flipped: the co-creational classroom |
| 12 | -- | 0 | Johanna Pöysä-Tarhonen, Esther Care, Nafisa Awwal, Päivi Häkkinen. Pair interactions in online assessments of collaborative problem solving: case-based portraits |
| 13 | -- | 0 | Joanne Sau-Ching Yim, Priscilla Moses, Alia Azalea. Effects of psychological ownership on teachers' beliefs about a cloud-based virtual learning environment |
| 14 | -- | 0 | Tama Duangnamol, Thepchai Supnithi, Gun Srijuntongsiri, Mitsuru Ikeda. Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition |
| 15 | -- | 0 | Yuni Susanti, Takenobu Tokunaga, Hitoshi Nishikawa, Hiroyuki Obari. Automatic distractor generation for multiple-choice English vocabulary questions |
| 16 | -- | 0 | Lenka Schnaubert, Daniel Bodemer. What interdependence can tell us about collaborative learning: a statistical and psychological perspective |
| 17 | -- | 0 | Aditi Kothiyal, Sahana Murthy. MEttLE: a modelling-based learning environment for undergraduate engineering estimation problem solving |
| 18 | -- | 0 | Peter Brusilovsky, Lauri Malmi, Roya Hosseini, Julio Guerra, Teemu Sirkiä, Kerttu Pollari-Malmi. An integrated practice system for learning programming in Python: design and evaluation |
| 19 | -- | 0 | Huiyong Li, Brendan Flanagan, Shin'ichi Konomi, Hiroaki Ogata. Measuring Behaviors and Identifying Indicators of Self-Regulation in Computer-Assisted Language Learning Courses |
| 20 | -- | 0 | Tore Hoel, Weiqin Chen. Privacy and data protection in learning analytics should be motivated by an educational maxim - towards a proposal |
| 21 | -- | 0 | Yuki Hayashi, Kazuhisa Seta, Mitsuru Ikeda. Development of a support system for measurement and analysis of thinking processes based on a metacognitive interpretation framework: a case study of dissolution of belief conflict thinking processes |
| 22 | -- | 0 | Eva Y. W. Wong, Theresa Kwong, Mark Pegrum. Learning on mobile augmented reality trails of integrity and ethics |
| 23 | -- | 0 | Geela Venise Firmalo Fabic, Antonija Mitrovic, Kourosh Neshatian. Investigating the effects of learning activities in a mobile Python tutor for targeting multiple coding skills |
| 24 | -- | 0 | Christopher Yang, Brendan Flanagan, Gökhan Akçapinar, Hiroaki Ogata. Maintaining reading experience continuity across e-book revisions |
| 25 | -- | 0 | Liisa Ilomäki, Minna Lakkala. Digital technology and practices for school improvement: innovative digital school model |