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Showing 1 to 15 of 41 results Save | Export
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Wang, Tzu-Ling; Tseng, Yi-Kuan – Journal of Computer Assisted Learning, 2020
The purpose of this study was to investigate not only the effectiveness of dynamic versus static visualizations on learning star motions but also the influence of students' spatial abilities with these two types of visualizations on their learning. We assigned 155 fifth-grade students to either a dynamic or a static condition. We used a science…
Descriptors: Teaching Methods, Computer Assisted Instruction, Spatial Ability, Science Achievement
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Chen, Ming-Puu; Lord, Asta Y. Z.; Cheng, Yu-Yao; Tai, Ku-Chou; Pan, Wen-Harn – Journal of Computer Assisted Learning, 2020
Reflective judgement is crucial for medical-related practitioners in dealing with controversial issues. However, the conformity phenomenon is likely to occur and interfere with reflective judgement learning during interactive activities. Effective strategies are required to moderate the conformity behaviour tendency (CBT) and improve reflective…
Descriptors: Reflection, Decision Making, Physicians, Health Personnel
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Deng, Ruiqi; Benckendorff, Pierre; Gannaway, Deanne – Journal of Computer Assisted Learning, 2020
Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi-dimensional, person-centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self-administered survey responses uncovered three prototypical…
Descriptors: Online Courses, Open Education, Outcomes of Education, Learner Engagement
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Wang, Hongyan; Pi, Zhongling; Hu, Weiping – Journal of Computer Assisted Learning, 2019
Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye-tracking technology and questionnaires to test whether the instructor's gaze guidance affected learners' visual attention, social presence, and learning performance, using four video lectures:…
Descriptors: Video Technology, Lecture Method, Nonverbal Communication, Eye Movements
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Starkey, Louise; Zhong, Jingyi – Journal of Computer Assisted Learning, 2019
How computers in schools impact on children's learning has been studied through research that explores student achievement at one point in time or by comparing different classroom contexts with differing results. The introduction of an optional netbook purchasing scheme for children in a low socio-economic community provided an opportunity to…
Descriptors: Correlation, Laptop Computers, Ownership, Mathematics Achievement
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García-Martínez, Carlos; Cerezo, Rebeca; Bermúdez, Manuel; Romero, Cristóbal – Journal of Computer Assisted Learning, 2019
Most massive open online courses (MOOC) use simple schemes for aggregating peer grades, taking the mean or the median, or compute weights from information other than the instructor's opinion about the students' knowledge. To reduce the difference between the instructor and students' aggregated scores, some proposals compute specific weights to…
Descriptors: Scores, Online Courses, Grades (Scholastic), Peer Groups
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Heckel, Christian; Ringeisen, Tobias – Journal of Computer Assisted Learning, 2019
The current study validated the proposed structure of relationships among outcome-related achievement emotions (pride and anxiety), their cognitive predictors (appraisals und online-learning-related self-efficacy), and learning outcomes (competence gain and satisfaction) in the context of online learning in higher education. On the basis of a…
Descriptors: Emotional Response, Anxiety, Predictor Variables, Student Satisfaction
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Brasier, Daniel J.; Melville, Michael; Hershock, Chad; Rule, Gordon – Journal of Computer Assisted Learning, 2019
In this study, we investigated the optimal placement of animations and practice and feedback exercises with respect to each other and to static text and graphics in an online DNA replication module. We randomly assigned students in a first-semester introductory biology course for freshmen biology majors and nonmajors to one of four online modules…
Descriptors: Genetics, Introductory Courses, Biology, Science Instruction
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Barrett, Neil Edward; Liu, Gi-Zen – Journal of Computer Assisted Learning, 2019
This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were…
Descriptors: Blended Learning, Oral Language, Teacher Attitudes, English (Second Language)
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Veerasamy, Ashok Kumar; D'Souza, Daryl; Lindén, Rolf; Laakso, Mikko-Jussi – Journal of Computer Assisted Learning, 2019
Past research has shown that student problem-solving skills may be used to determine student final exam performance. This study reports on the relationship between student perceived problem-solving skills and academic performance in introductory programming, in formative and summative programming assessment tasks. We found that the more effective…
Descriptors: Novices, Programming, Introductory Courses, Summative Evaluation
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Meehan, Maria; McCallig, John – Journal of Computer Assisted Learning, 2019
We apply Carroll's model of school learning, which theorizes about the relationship between time and learning, to motivate the design of a large, first-year, university mathematics course, where students have the choice to attend lectures and/or watch online videos. The theoretical model informs how the course and resources are designed in order…
Descriptors: Time on Task, Video Technology, Learning Processes, Correlation
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Navratil, Sabrina D.; Kühl, Tim – Journal of Computer Assisted Learning, 2019
Self-generated learning (SGL) activities are characterized as an active learning strategy that functions as a support for deeper comprehension. However, the question arises which factors could be essential to fully exploit the effectiveness of SGL activities. One possible factor may be the emotional state of learners during learning. Because…
Descriptors: Emotional Response, Learning Strategies, Active Learning, Learning Activities
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Lin, Xiao-Fan; Deng, Cailing; Hu, Qintai; Tsai, Chin-Chung – Journal of Computer Assisted Learning, 2019
Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m-learning). The correlation between learners' conceptions and approaches to m-learning was analysed using a partial…
Descriptors: Undergraduate Students, Student Attitudes, Telecommunications, Handheld Devices
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Wang, Hong-You; Lin, Vivien; Hwang, Gwo-Jen; Liu, Gi-Zen – Journal of Computer Assisted Learning, 2019
To assess the effects and learner perceptions of context-aware ubiquitous language learning (CAULL), a green-building English-learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants'…
Descriptors: Reading Skills, Listening Skills, English (Second Language), Second Language Learning
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Herodotou, C. – Journal of Computer Assisted Learning, 2018
Mobile applications are popular among young children, yet there is a dearth of studies examining their impact on learning and development. A systematic review identified 19 studies reporting learning effects on children 2 to 5 years old. The number of children participating in experimental, quasi-experimental, or mixed-method studies was 862 and…
Descriptors: Young Children, Handheld Devices, Technology Uses in Education, Educational Research
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