Journal of Computer Assisted Learning
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The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment
Journal of Computer Assisted Learning - Tập 27 Số 5 - Trang 411-423 - 2011
Evaluation of a mobile learning organiser for university studentsAbstract This paper describes a 10‐month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless‐enabled Pocket PC hand‐held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the most‐used tools... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 21 Số 3 - Trang 162-170 - 2005
Savannah: mobile gaming and learning?Abstract This paper reports a study that attempts to explore how using mobile technologies in direct physical interaction with space and with other players can be combined with principles of engagement and self‐motivation to create a powerful and engaging learning experience. We developed a mobile gaming experience designed to encourage the development of children's... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 20 Số 6 - Trang 399-409 - 2004
Why is science difficult to learn? Things are seldom what they seemAbstract The difficulties of learning science are related to the nature of science itself and to the methods by which science is customarily taught without regard to what is known about children's learning. An information processing model is proposed to guide thinking and research in this area.
Journal of Computer Assisted Learning - Tập 7 Số 2 - Trang 75-83 - 1991
Reading with the eyes and under the skin: Comprehending conflicting digital textsAbstract This study investigated the contribution of both physiological and behavioural process data to the comprehension of conflicting digital texts. We measured skin conductance level (SCL) as an index of arousal and the first‐pass and look‐back fixation times as indices of visual behaviour while reading. Forty‐eight seventh graders read four webpages on genetica... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 36 Số 1 - Trang 89-101 - 2020
Profiling sympathetic arousal in a physics course: How active are students?Abstract Low arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 34 Số 4 - Trang 397-408 - 2018
Using eye movements to model the sequence of text–picture processing for multimedia comprehensionAbstract This study used eye movement modeling examples (EMME) to support students' integrative processing of verbal and graphical information during the reading of an illustrated text. EMME consists of a replay of eye movements of a model superimposed onto the materials that are processed for accomplishing the task. Specifically, the study investigated the effects ... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 33 Số 5 - Trang 443-460 - 2017
Using the interactive whiteboard to resource continuity and support multimodal teaching in a primary science classroomAbstract All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, taken together, offers new opportunities for fostering multifa...
Journal of Computer Assisted Learning - Tập 24 Số 4 - Trang 348-358 - 2008
The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue
Journal of Computer Assisted Learning - Tập 27 Số 6 - Trang 463-489 - 2011
Software design to support discussion in the primary curriculumThis paper puts forward a framework for the integration of pedagogy and software design to support educationally valuable discussion within the primary curriculum. In order to illustrate and to evaluate this framework, two educational programs were designed to be used in conjunction with a series of lessons to coach the use of ‘exploratory talk’ in small group work. Evaluation of the first... ... hiện toàn bộ
Journal of Computer Assisted Learning - Tập 14 Số 3 - Trang 199-211 - 1998
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