Ausgabe 1/2024
Inhalt (12 Artikel)
Unifying EFL learners’ online self-regulation and online motivational self-system in MOOCs: A structural equation modeling approach
Amir Reza Rahimi, Zahra Cheraghi
The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach
Andry Bustamante-Barreto, Javier Corredor, Juan David Hernandez-Posada
Assessing academic staff’s ICT integration in higher education: instrument development and validation
Yuting Zhang, Donnie Adams, Kenny Cheah Soon Lee
Open Access
The effects of gender stereotype-based interfaces on users’ flow experience and performance
Wilk Oliveira, Juho Hamari, William Ferreira, Armando M. Toda, Paula T. Palomino, Julita Vassileva, Seiji Isotani
An improved adaptive learning path recommendation model driven by real-time learning analytics
Nisha S. Raj, V. G. Renumol
A new trend of learning and teaching: Behavioral intention towards mobile learning
Farhina Hameed, Abdul Qayyum, Faheem Ahmad Khan
Observing student engagement during augmented reality learning in early primary school
Neven Drljević, Ivica Botički, Lung Hsiang Wong
Open Access
Are hologram-like pyramid projections of an educational value? Results of a project in primary school settings
Emmanuel Fokides, Ioanna-Asimina Bampoukli
Open Access
An empirical study exploring pre-service teachers’ profiles and their prospective ICT integration: is it a matter of attitudes, self-efficacy, self-concept or concerns?
Marcela Pozas, Verena Letzel, Julia Frohn
Metaverse system adoption in education: a systematic literature review
Raghad Alfaisal, Haslinda Hashim, Ummu Husna Azizan