Resultados de búsqueda - Journal of Computer Assisted Learning

A learning analytics‐based collaborative conversational agent to foster productive dialogue in inquiry learning. por de Araujo, Adelson, Papadopoulos, Pantelis M., McKenney, Susan, de Jong, Ton

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Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English. por Ahmadian, Shilan, Brevik, Lisbeth M., Öhrn, Elisabet

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Using multimodal learning analytics as a formative assessment tool: Exploring collaborative dynamics in mathematics teacher education. por Moon, Jewoong, Yeo, Sheunghyun, Banihashem, Seyyed Kazem, Noroozi, Omid

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Evaluating Sentence‐BERT‐powered learning analytics for automated assessment of students' causal diagrams. por Pijeira‐Díaz, Héctor J., Subramanya, Shashank, van de Pol, Janneke, de Bruin, Anique

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'Can I code?' Exploring rural fifth‐grade girls' programming self‐efficacy and interest in a developing country. por Liu, Yanjia, Qin, Chao, He, Hao

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How can valid and reliable automatic formative assessment predict the acquisition of learning outcomes? por Divjak, Blaženka, Svetec, Barbi, Horvat, Damir

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Examination of gender‐based video game‐playing classes: Influencing determinants and relations to academic achievement. por BAŞARAN, Bülent, ŞİMŞEK, Ömer

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An exploration of gendered differences in cognitive, motivational and emotional aspects of game‐based math learning. por Zhang, Lu, Lei, Yue, Pelton, Tim, Pelton, Leslee Francis, Shang, Junjie

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Who benefits from computerized learning progress assessment in reading education? Evidence from a two‐cohort pre–post design. por Schmitterer, A. M. Alexandra, Tetzlaff, Leonard. D., Hasselhorn, Marcus, Brod, Garvin

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Exploring the impact of audio self‐modelling on Chinese as a foreign language students' tone pronunciation skill, self‐efficacy, and motivation. por Li, Linghong, Valcke, Martin, Badan, Linda, Anderl, Christoph

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Exploring the effects of gender in skills acquisition in collaborative learning based on the ontological clustering model. por Hadyaoui, Asma, Cheniti‐Belcadhi, Lilia

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Escaping binary gender roles: Gender diversity dynamics in a CSCL‐Escape game. por Kube, Dana, Gombert, Sebastian, John, Nathalie, Weidlich, Joshua, Kreijns, Karel, Drachsler, Hendrik

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Understanding individual differences in computational thinking development of primary school students: A three‐wave longitudinal study. por Zhang, Shuhan, Wong, Gary K. W.

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Interventions for gender equality in STEM education: A meta‐analysis. por Yu, Wenhao, He, Jiaqi, Luo, Julan, Shu, Xiaoyan

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Gender‐based learning and behavioural differences in an educational social media platform. por Theophilou, Emily, Hernández‐Leo, Davinia, Gómez, Vicenç

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Connecting the dots – A literature review on learning analytics indicators from a learning design perspective. por Ahmad, Atezaz, Schneider, Jan, Griffiths, Dai, Biedermann, Daniel, Schiffner, Daniel, Greller, Wolfgang, Drachsler, Hendrik

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Hacking gender in computer‐supported collaborative learning: The experience of being in mixed‐gender teams at a computer science hackathon. por Kube, Dana, Gombert, Sebastian, Suter, Brigitte, Weidlich, Joshua, Kreijns, Karel, Drachsler, Hendrik

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Are MOOC learning designs culturally inclusive (enough)? por Rizvi, Saman, Rienties, Bart, Rogaten, Jekaterina, Kizilcec, René F.

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What kind of learning designs do practitioners create for mobile learning? Lessons learnt from two in‐the‐wild case studies. por Pishtari, Gerti, Rodríguez‐Triana, María Jesús, Prieto, Luis P., Ruiz‐Calleja, Adolfo, Väljataga, Terje

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Influence of programming education modalities on the computational thinking in young children: A comprehensive review and meta‐analysis. por Wei, Yonggang, Wang, Lu, Tang, Yi, Su, Junyue, Lei, Yaxian, Peng, Wanran

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