Resultados de búsqueda - Journal of Computer Assisted Learning

Cognitive and affective processes for learning science in immersive virtual reality. por Parong, Jocelyn, Mayer, Richard E.

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Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching. por Lo, Chung Kwan, Hew, Khe Foon

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The validation and further development of a multidimensional cognitive load scale for virtual environments. por Andersen, Martin S., Makransky, Guido

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Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. por Jiménez, Juan E., Seoane, Rocío C., García, Eduardo, León, Sara C.

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Press, swipe and read: Do interactive features facilitate engagement and learning with e‐Books? por Xu, Ying, Yau, Joanna C., Reich, Stephanie M.

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The research‐teaching nexus in a graduate CALL course: An action research study. por Abdel Latif, Muhammad M. M.

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Measuring causality between collaborative and individual gaze metrics for collaborative problem‐solving with intelligent tutoring systems. por Sharma, Kshitij, Olsen, Jennifer K., Aleven, Vincent, Rummel, Nikol

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Adjunct aids and signals support online learning from multiple representations. por Kollmer, Julia, Hosp, Theresa, Glogger‐Frey, Inga, Renkl, Alexander, Eitel, Alexander

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Maximizing learning without sacrificing the fun: Stealth assessment, adaptivity and learning supports in educational games. por Shute, Valerie, Rahimi, Seyedahmad, Smith, Ginny, Ke, Fengfeng, Almond, Russell, Dai, Chih‐Pu, Kuba, Renata, Liu, Zhichun, Yang, Xiaotong, Sun, Chen

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The impact of on‐demand metacognitive help on effortful behaviour: A longitudinal study using task‐related visual analytics. por Papamitsiou, Zacharoula, Economides, Anastasios A.

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Understanding student simultaneous smartphone use in learning settings: A conceptual framework. por Fu, En, Gao, Qiufeng, Wei, Chuqian, Chen, Qianyi, Liu, Yijun

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Enhancing design thinking in instructional technology students. por Novak, Elena, Mulvey, Bridget K.

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Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019. por Parmaxi, Antigoni, Demetriou, Alan A.

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Testing the segmentation effect of multimedia learning in a biological system. por Soicher, Raechel N., Becker‐Blease, Kathryn A.

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Bridging distance: Practical and pedagogical implications of virtual Makerspaces. por Lock, Jennifer, Redmond, Petrea, Orwin, Lindy, Powell, Alwyn, Becker, Sandra, Hollohan, Paula, Johnson, Carol

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To solve or to observe? The case of problem‐solving interactivity within child learning games. por Tetourová, Tereza, Hannemann, Tereza, Javora, Ondřej, Volná, Kristina, Šisler, Vít, Brom, Cyril

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Students' self‐report and observed learning orientations in blended university course design: How are they related to each other and to academic performance? por Han, Feifei, Pardo, Abelardo, Ellis, Robert A.

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A review of learning demands in instructional animations: The educational effectiveness of animations unfolds if the features of change need to be learned. por Ploetzner, Rolf, Berney, Sandra, Bétrancourt, Mireille

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Enhancing community of inquiry and reflective thinking skills of undergraduates through using learning analytics‐based process feedback. por Yılmaz, Ramazan

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Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory. por Ranellucci, John, Rosenberg, Joshua M., Poitras, Eric G.

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