Ausgabe 4/2023
Inhalt (23 Artikel)
Attitudes Towards the Development of Good Practices with Augmented Reality in Secondary Education Teachers in Spain
José-Antonio Marín-Marín, Jesús López-Belmonte, Santiago Pozo-Sánchez, Antonio-José Moreno-Guerrero
The Idea That Digital Remote Learning Can Happen Anytime, Anywhere in Forced Online Teacher Education is a Myth
Andrej Šorgo, Mateja Ploj Virtič, Kosta Dolenc
A Comparison of Plugged and Unplugged Tools in Teaching Algorithms at the K-12 Level for Computational Thinking Skills
Aycan Çelik Kirçali, Nesrin Özdener
Preparing Pre-Service Teachers for Computational Thinking Skills and its Teaching: A Convergent Mixed-Method Study
Esra Tankiz, Nilüfer Atman Uslu
Design, Implementation, and Evaluation of a Professional Development Program for Teachers to Teach Computational Thinking via Robotics
Servet Kılıç, Ünal Çakıroğlu
Supporting in-Service Special Educational Needs Teachers to Stay Engaged: A Two-Step Hierarchical Linear Regression Analysis
Alexandros-Stamatios Antoniou, Garyfalia Charitaki, Dimitris Mastrogiannis
Using Digitally Enhanced Tangible Materials for Teaching Fractions: Results of a Project
Emmanuel Fokides, Konstantinos Alatzas
Modelling the Spectrum of Technology Integration from Teacher Training to Usage Intention: Findings from a Two-Phase Study
Volkan Kukul
Factors Promoting and Inhibiting Teachers’ Perception of Success in Online Teaching During the Covid-19 Crisis
Asmahan Masry-Herzallah
The Digital Transformation of Instructional Materials. Views and Practices of Teachers, Families and Editors
Manuel Area-Moreira, Jesús Rodríguez-Rodríguez, José Peirats-Chacón, Pablo Santana-Bonilla
Learning from anywhere, anytime: Utilitarian motivations and facilitating conditions for mobile learning
Mark Anthony Camilleri, Adriana Caterina Camilleri
Drivers of Users’ Embracement of 3D Digital Educational Spaces in Higher Education: A Qualitative Approach
Reza Ghanbarzadeh, Amir Hossein Ghapanchi
The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education
Inger Langseth, Dan Yngve Jacobsen, Halvdan Haugsbakken
Correction: The Role of Support Units in Digital Transformation: How Institutional Entrepreneurs Build Capacity for Online Learning in Higher Education
Inger Langseth, Dan Yngve Jacobsen, Halvdan Haugsbakken
Variation in Student Perceptions of Higher Education Course Quality and Difficulty as a Result of Widespread Implementation of Online Education During the COVID-19 Pandemic
Joseph Cavanaugh, Stephen J. Jacquemin, Christine R. Junker
Interactive Artifacts and Stories: Design Considerations for an Object-Based Learning History Game
Alex Urban
The WearableLearning Platform: A Computational Thinking Tool Supporting Game Design and Active Play
Ivon Arroyo, Avery Harrison Closser, Francisco Castro, Hannah Smith, Erin Ottmar, Matthew Micciolo
If We Build It, Will They Learn? An Analysis of Students’ Understanding in an Interactive Game During and After a Research Project
Paul Horwitz, Frieda Reichsman, Trudi Lord, Chad Dorsey, Eric Wiebe, James Lester
To Click, or Not to Click? Perfectionism and the Association of Gender and Competitiveness on Game-Point Monitoring
Šárka Portešová, Michal Jabůrek, Karel Rečka, Ondřej Straka, Wayne D. Parker
Usability Evaluation of Imikode Virtual Reality Game to Facilitate Learning of Object-Oriented Programming
Kissinger Sunday, Solomon Sunday Oyelere, Friday Joseph Agbo, Muhammad Bello Aliyu, Oluwafemi Samson Balogun, Nacir Bouali
Undergraduate Game-Based Student Response Systems (SRSs): A Systematic Review
Nikki Squire
Multimodal Learning Analytics and Neurofeedback for Optimizing Online Learners’ Self-Regulation
Insook Han, Iyad Obeid, Devon Greco
Exploring the Potential of ChatGPT as an Educational Technology: An Emerging Technology Report
Noah Glaser