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Technology, Knowledge and Learning

Issue 3/2024 Special issue: Linking Technology Interventions, Practice, and Policy to Sustainable Change for Knowledge Acquisition

Content (24 Articles)

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

  • Original research

Marianne Rice, Kausalai Wijekumar, Kacee Lambright, Abigail Bristow

Instructional Support for Visual Displays: An Updated Literature Review

  • Original research

Jennifer G. Cromley, Runzhi Chen

An Analysis of Student Skills and Teacher Practices Across Writing Textbooks in Grades 4 and 5

  • Original research

April Camping, Ashley Stack, Abigail Bristow, Kausalai Wijekumar, Debra McKeown, Pilar Sierra, Sandra Hotcaveg

Parent and Family Support of Knowledge Acquisition in Reading Comprehension through Podcasts in English and Spanish

  • Original research

Ashley M. Stack, Kausalai (Kay) Wijekumar, Elsa Cárdenas-Hagan

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

  • Original research

Umar Bin Qushem, Solomon Sunday Oyelere, Gökhan Akçapınar, Rogers Kaliisa, Mikko-Jussi Laakso

Voluntary E-Learning Exercises Support Students in Mastering Statistics

  • Open Access
  • Original research

Jakob Schwerter, Taiga Brahm

Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

  • Original research

Alan da Silveira Fleck, Tingting Zhu

The Power of a Human Bridge: Motivating Older Adults to Long-Term Engagement with Touchscreen Devices in a SDT-Based Learning Session

  • Open Access
  • Original research

Sabrina Oppl, Nicole Kronberger, Christian Stary, Stefan Oppl

Co-Creation of Learning Technologies in School–University–Industry Partnerships: An Activity System Perspective

  • Original research

Pirgit Sillaots, Kairit Tammets, Terje Väljataga, Martin Sillaots

Learning Analytics in Serious Games as Predictors of Linguistic Competence in Students at Risk

  • Open Access
  • Original research

Susana Sánchez Castro, Mª Ángeles Pascual Sevillano, Javier Fombona Cadavieco

Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

  • Open Access
  • Original research

Marianne Undheim, Natalia Kucirkova, Torstein Unstad, Maria Dardanou

Developing a Scale of Attitudes Towards Flipped Learning Model

  • Original research

Nagihan Kadıoğlu, Özge Özyalçın Oskay

The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes

  • Original research

Fernando Almeida, Zoltan Buzady

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