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Research and Practice in Technology Enhanced Learning
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  1. An amendment to this paper has been published and can be accessed via the original article.

    Authors:

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:7

    Content type: Correction

    Published on:

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:16

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:5

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:4

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:3

    The original article was published in Research and Practice in Technology Enhanced Learning 2019 14:1

  2. Learning analytics (LA) is a field that examines data about learners and their context, for understanding and optimizing learning and the environments in which it occurs. Integration of multiple data sources, ...

    Authors: Jeanette Samuelsen, Weiqin Chen and Barbara Wasson

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:6

    Content type: Research

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  3. Learning through the internet becomes popular that facilitates learners to learn anything, anytime, anywhere from the web resources. Assessment is most important in any learning system. An assessment system ca...

    Authors: Bidyut Das, Mukta Majumder, Santanu Phadikar and Arif Ahmed Sekh

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:5

    Content type: Review

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  4. Computer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication proces...

    Authors: Diana P. Zwart, Sui Lin Goei, Omid Noroozi and Johannes E. H. Van Luit

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:4

    Content type: Research

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  5. Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metac...

    Authors: Katharina Engelmann, Maria Bannert and Nadine Melzner

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:3

    Content type: Research

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  6. An amendment to this paper has been published and can be accessed via the original article.

    Authors: Teresa Coma-Roselló, Ana Cristina Blasco-Serrano, María Ángeles Garrido Laparte and Antonio Aguelo Arguis

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:2

    Content type: Correction

    Published on:

    The original article was published in Research and Practice in Technology Enhanced Learning 2020 15:25

  7. Do my students understand? The question that lingers in every instructor’s mind after each lesson. With the focus on learner-centered pedagogy, is it feasible to provide timely and relevant guidance to individ...

    Authors: Siaw Ling Lo, Kar Way Tan and Eng Lieh Ouh

    Citation: Research and Practice in Technology Enhanced Learning 2021 16:1

    Content type: Research

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  8. The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games....

    Authors: Teresa Coma-Roselló, Ana Cristina Blasco-Serrano, María Ángeles Garrido Laparte and Antonio Aguelo Arguis

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:25

    Content type: Case study

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    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:2

  9. Bioscientists such as geneticists and molecular biologists regularly demonstrate the integration of domain concepts and science inquiry practices/skills while explaining a natural phenomenon. The complexity of...

    Authors: Anurag Deep, Sahana Murthy and Jayadeva Bhat

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:24

    Content type: Research

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  12. There is a gap between people’s online sharing of personal data and their concerns about privacy. Till now, this gap is addressed by attempting to match individual privacy preferences with service providers’ o...

    Authors: Tore Hoel, Weiqin Chen and Jan M. Pawlowski

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:21

    Content type: Research

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  13. The purpose of this study is to develop and compare two different techniques of adaptive presentation techniques (adaptive multimedia/ frames). Moreover, this study aimed at investigating the effect of both tr...

    Authors: Ahmed Elmabaredy, Ebada Elkholy and Abdul-Aziz Tolba

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:20

    Content type: Research

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  14. The design of interactions among peers plays a key role in collaborative learning. Various strategies have been applied to assist learners in collaborating and creating a continuous effort to construct and mai...

    Authors: Lia Sadita, Tsukasa Hirashima, Yusuke Hayashi, Warunya Wunnasri, Jaruwat Pailai, Kasiyah Junus and Harry Budi Santoso

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:19

    Content type: Research

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  16. Research has demonstrated that people generally think both their knowledge and performance levels are greater than they are. Although several studies have suggested that knowledge and progress visualization of...

    Authors: Sibel Somyürek, Peter Brusilovsky and Julio Guerra

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:17

    Content type: Research

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  17. Literature has previously reported that student-centred practices are the mark of good pedagogy in online education. In contrast, the competency-based nature of vocational education in Australia has been under...

    Authors: Deniese Cox and Sarah Prestridge

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:16

    Content type: Research

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:7

  18. A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represente...

    Authors: Kirsi Heinonen, Nore De Grez, Raija Hämäläinen, Bram De Wever and Sophie van der Meijs

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:15

    Content type: Research

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  19. This study aims to contribute to empirical and interdisciplinary knowledge on how visual learning analytics tools can support students’ cognitive engagement in complex in-class scenarios. Taking a holistic app...

    Authors: Bas de Leng and Friedrich Pawelka

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:14

    Content type: Research

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  20. Collaborative learning requires a structured and open environment where individuals can actively exchange and elaborate their ideas to achieve a high-quality problem-solving solution. The use of concept map ha...

    Authors: Lia Sadita, Tsukasa Hirashima, Yusuke Hayashi, Pedro G. F. Furtado, Kasiyah Junus and Harry Budi Santoso

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:13

    Content type: Research

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  21. The purpose of this study was to compare the quality of multiple choice questions (MCQs) developed using automated item generation (AIG) versus traditional methods, as judged by a panel of experts. The quality...

    Authors: Debra Pugh, André De Champlain, Mark Gierl, Hollis Lai and Claire Touchie

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:12

    Content type: Research

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  22. This research was undertaken to identify the learning approaches used by Malaysian secondary school students of Principles of Accounting in the context of ICT-supported learning environments. The revised Two-F...

    Authors: Boon See Tan and Su Luan Wong

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:11

    Content type: Research

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  23. Interest-driven creator (IDC) theory is a design theory that intends to inform the design of future education in Asia. It consists of three anchored concepts, namely, interest, creation, and habit. This paper ...

    Authors: Wenli Chen, Tak Wai Chan, Lung Hsiang Wong, Chee Kit Looi, Calvin C. Y. Liao, Hercy N. H. Cheng, Su Luan Wong, Jon Mason, Hyo-Jeong So, Sahana Murthy, Xiaoqing Gu and Zhongling Pi

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:10

    Content type: Research

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  24. The present study focuses on the integration of an automatic question generation (AQG) system and a computerised adaptive test (CAT). We conducted two experiments. In the first experiment, we administered sets...

    Authors: Yuni Susanti, Takenobu Tokunaga and Hitoshi Nishikawa

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:9

    Content type: Research

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  26. Reading comprehension for English as foreign language (EFL) students is crucial. Available information is mostly written in English, which becomes a problem for students from non-English-speaking countries. Su...

    Authors: Banni Satria Andoko, Yusuke Hayashi, Tsukasa Hirashima and Atiqah Nurul Asri

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:7

    Content type: Research

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  27. For the last one decade, research in self-regulated learning (SRL) and educational psychology has proliferated. Researchers and educators have focused on how to support leaners grow their SRL skills on both fa...

    Authors: Eric Araka, Elizaphan Maina, Rhoda Gitonga and Robert Oboko

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:6

    Content type: Review

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  28. We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a ...

    Authors: Hannah Mehringer, Gorka Fraga-González, Georgette Pleisch, Martina Röthlisberger, Franziska Aepli, Vera Keller, Iliana I. Karipidis and Silvia Brem

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:5

    Content type: Research

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:7

  29. The study aimed to assess the nursing students’ class engagement and academic performance using flipped class using a mixed-methods research and explored their feedback and perceptions about the flipped classr...

    Authors: Toqa Jameel Abbas Busebaia and Bindu John

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:4

    Content type: Research

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:7

  30. Numerous studies have shown that learning is enhanced when students show interest in the subject matter. However, educators continue to grapple with the challenges, or simply do not recognize their potential r...

    Authors: Lung-Hsiang Wong, Tak-Wai Chan, Wenli Chen, Chee-Kit Looi, Zhi-Hong Chen, Calvin C. Y. Liao, Ronnel B. King and Su Luan Wong

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:3

    Content type: Research

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2021 16:7

  31. There is so-called troublesome knowledge in every subject. There is various subject-specific research available on what these particular concepts are, as well as some examples of how to help students cross tho...

    Authors: Nkaepe E. E. Olaniyi

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:2

    Content type: Case study

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  32. Motivation is a crucial factor for students’ learning behavior and plays a key role in the concept of gamification to foster students’ motivation through specific gamification mechanics and elements. User type...

    Authors: Klaudia Bovermann and Theo J. Bastiaens

    Citation: Research and Practice in Technology Enhanced Learning 2020 15:1

    Content type: Research

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  33. The interest-driven creator (IDC) theory is being developed as a group endeavor by Asian researchers to articulate a holistic learning design theory for future education in Asia. The theory hypothesizes that s...

    Authors: Tak-Wai Chan, Chee-Kit Looi, Ben Chang, Wenli Chen, Lung-Hsiang Wong, Su Luan Wong, Fu-Yun Yu, Jon Mason, Chen-Chung Liu, Ju-Ling Shih, Ying-Tien Wu, Siu-Cheung Kong, Longkai Wu, Tzu-Chao Chien, Calvin C. Y. Liao, Hercy Cheng…

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:26

    Content type: Research

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  34. A dual eye tracking experiment was performed on pairs of novice programmers as they traced and debugged fragments of code. These programming pairs were categorized into successful and unsuccessful pairs based ...

    Authors: Maureen M. Villamor and Ma. Mercedes T. Rodrigo

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:25

    Content type: Research

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  35. The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) educati...

    Authors: Li Chen, Nobuyuki Yoshimatsu, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Atsushi Shimada, Hiroaki Ogata and Masanori Yamada

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:24

    Content type: Research

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  36. Literature can sometimes tend to present context and culture almost as synonyms. This creates ambiguity, which can complicate the consideration of contextual and cultural variables in instructional design, lea...

    Authors: Isabelle Savard and Riichiro Mizoguchi

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:23

    Content type: Review

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  37. The study presents the results of a comparative study in which videos and a 3D virtual environment were used for teaching school-related functional skills to students with ADHD or developmental dyslexia, displ...

    Authors: Emmanuel Fokides, Maria-Ioanna Chronopoulou and Polyxeni Kaimara

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:22

    Content type: Research

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  38. The primary aim of this preliminary study is to examine a possible association between interest and mathematics performance among Malaysian students in a technology-enhanced learning environment. The Mathemati...

    Authors: Shu Ling Wong and Su Luan Wong

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:21

    Content type: Research

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  39. In response to the call from the founders of the Interest-Driven Creator (IDC) theory, this study aimed to explore the relationship of the interest loop with creativity in the context of robotics education. Sp...

    Authors: Siu-Cheung Kong and Yi-Qing Wang

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:20

    Content type: Research

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  40. This study aims to identify how student teachers were impacted by an interest-driven challenge-based instructional design of an Educational Technology course over three semesters. The instructional design of t...

    Authors: Mas Nida Md. Khambari

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:19

    Content type: Research

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  41. Recent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century...

    Authors: Mi Song Kim

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:18

    Content type: Review

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  42. In this paper, we present a response to the Interest-Driven Creator (IDC) theory from a European perspective. Specifically, we raise six questions intended to start a dialog with respect to IDC theory’s placem...

    Authors: Pierre Dillenbourg, Kevin Gonyop Kim, Jauwairia Nasir, Shuqing Teresa Yeo and Jennifer K. Olsen

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:17

    Content type: Review

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  44. The advancement of technology has made it possible for automated feedback to be added to learning activities such as the construction of concept maps. The addition of feedback allows learners to acquire new kn...

    Authors: Pedro Gabriel Fonteles Furtado, Tsukasa Hirashima and Yusuke Hayashi

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:15

    Content type: Research

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  46. In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on the proposed three-step cycles of (i) sparking students’ interest, (ii) fostering individual creativity, and (iii) inculcating...

    Authors: Jeremy Roschelle and Quinn Burke

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:13

    Content type: Research

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  47. The purpose of this paper was to review literature on the Cultural Historical Activity Theory (CHAT) and how it has been used to understand the mediation between emerging technologies and teaching and learning...

    Authors: Marjorie Sarah Kabuye Batiibwe

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:12

    Content type: Review

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  48. Learning analytics (LA) promises understanding and optimization of learning and learning environments. To enable richer insights regarding questions related to learning and education, LA solutions should be ab...

    Authors: Jeanette Samuelsen, Weiqin Chen and Barbara Wasson

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:11

    Content type: Research

    Published on:

  49. Information and communication technologies have had an enormous impact on how we live, work, communicate, re-create, and connect with others. However, there is a paucity of research regarding older adult learn...

    Authors: Dirk Morrison and Jessica McCutheon

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:10

    Content type: Research

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  50. Research into informal STEM education over the past years has shown that informal learning environments increase students’ learning in STEM. However, how STEM teachers learn in an informal setting remains uncl...

    Authors: Mi Song Kim and Najmeh Keyhani

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:9

    Content type: Research

    Published on:

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  • ISSN: 1793-7078 (electronic)
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