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Research and Practice in Technology Enhanced Learning
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  1. 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

    Published on:

  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  8. 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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  10. 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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  11. 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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  12. 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

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  13. 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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  14. 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

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  15. While computerized reading programs were found to enhance reading skills, less is known about their influence on reading self-concept (RSC). The current study aimed to examine short- and long-term effects of t...

    Authors: Ronen Kasperski, Michal Shany, Tal Erez-Hod and Tami Katzir

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:8

    Content type: Research

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  16. In the original publication of this article (Ilomäki & Lakkala, 2018) the appendix Table 9 in PDF is in wrong place due to typeset mistake, which should be at the end of the manuscript. The original PDF versio...

    Authors: Liisa Ilomäki and Minna Lakkala

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:7

    Content type: Correction

    Published on:

    The original article was published in Research and Practice in Technology Enhanced Learning 2018 13:25

  17. In science education, building models of dynamical systems is a promising method for understanding various natural phenomena and artifacts with scientific concepts. It is, however, difficult to learn skills an...

    Authors: Tomoya Horiguchi, Tetsuhiro Masuda, Takahito Tomoto and Tsukasa Hirashima

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:6

    Content type: Research

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  18. Conventional teacher-led instruction remains dominant in most elementary mathematics classrooms in Taiwan. Under such instruction, the teacher can rarely take care of all students. Many students may then conti...

    Authors: Charles Y. C. Yeh, Hercy N. H. Cheng, Zhi-Hong Chen, Calvin C. Y. Liao and Tak-Wai Chan

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:5

    Content type: Research

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  19. It is a common practice to issue a summary of a learner’s learning achievements in form of a transcript or certificate. However, detailed information on the depth of learning and how learning or teachings were...

    Authors: Patrick Ocheja, Brendan Flanagan, Hiroshi Ueda and Hiroaki Ogata

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:4

    Content type: Research

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  21. There has been a lack of research into conceptually teaching the structure of contextual problems to kindergarten students. This is despite the popularity of contextual problems and the difficulties that stude...

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

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:2

    Content type: Research

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  22. Innovative literacy teaching and learning approaches have proved that multiliteracies enables teachers to work with culturally and linguistically diverse (CLD) students. However, few studies have shed light on...

    Authors: Mi Song Kim and Xiaotong Xing

    Citation: Research and Practice in Technology Enhanced Learning 2019 14:1

    Content type: Research

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

  23. The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and...

    Authors: Liisa Ilomäki and Minna Lakkala

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:25

    Content type: Research

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2019 14:7

  24. E-book reader supports users to create digital learning footprints in many forms like highlighting sentences or taking memos. Nowadays, it also allows an instructor to update their e-books in the e-book reader...

    Authors: Christopher Yang, Brendan Flanagan, Gokhan Akcapinar and Hiroaki Ogata

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:24

    Content type: Research

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  25. Mobile devices are increasingly being utilized for learning due to their unique features including portability for providing ubiquitous experiences. In this paper, we present PyKinetic, a mobile tutor we devel...

    Authors: Geela Venise Firmalo Fabic, Antonija Mitrovic and Kourosh Neshatian

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:23

    Content type: Research

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  26. At the heart of university education, there must be an emphasis on students developing academic integrity and ethics (AIE), which is essential for their personal development and future professional careers. Th...

    Authors: Eva Y. W. Wong, Theresa Kwong and Mark Pegrum

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:22

    Content type: Research

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  27. The ability for metacognitive thought, or “thinking about thinking,” is recognized as an increasingly important skill for the future enrichment of social life. However, this skill is difficult to teach because...

    Authors: Yuki Hayashi, Kazuhisa Seta and Mitsuru Ikeda

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:21

    Content type: Research

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  28. Privacy and data protection are a major stumbling blocks for a data-driven educational future. Privacy policies are based on legal regulations, which in turn get their justification from political, cultural, e...

    Authors: Tore Hoel and Weiqin Chen

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:20

    Content type: Research

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  29. The aim of this research is to measure self-regulated behavior and identify significant behavioral indicators in computer-assisted language learning courses. The behavioral measures were based on log data from...

    Authors: Huiyong Li, Brendan Flanagan, Shin’ichi Konomi and Hiroaki Ogata

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:19

    Content type: Research

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  30. Over the past decades, computer science educators have developed a multitude of interactive learning resources to support learning in various computer science domains, especially in introductory programming. W...

    Authors: Peter Brusilovsky, Lauri Malmi, Roya Hosseini, Julio Guerra, Teemu Sirkiä and Kerttu Pollari-Malmi

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:18

    Content type: Research

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  31. Estimation is an important class of problems that engineering undergraduates must be able to solve. However teaching-learning of estimation is under emphasized in the current engineering curriculum. In this pa...

    Authors: Aditi Kothiyal and Sahana Murthy

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:17

    Content type: Research

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  32. When learning collaboratively, learners interact and communicate transactively. Interventions to foster collaborative learning frequently target such interactive processes and thus may drastically change how l...

    Authors: Lenka Schnaubert and Daniel Bodemer

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:16

    Content type: Research

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  33. The use of automated systems in second-language learning could substantially reduce the workload of human teachers and test creators. This study proposes a novel method for automatically generating distractors...

    Authors: Yuni Susanti, Takenobu Tokunaga, Hitoshi Nishikawa and Hiroyuki Obari

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:15

    Content type: Research

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  34. To become a self-regulated learner, one needs to have a skill required to induce himself to comprehend their own cognition. In this paper, we provided a definition of Seed skill to become a self-regulated lear...

    Authors: Tama Duangnamol, Thepchai Supnithi, Gun Srijuntongsiri and Mitsuru Ikeda

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:14

    Content type: Research

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  35. Perceived usefulness and perceived ease of use constitute important belief factors when technology adoption decisions are made within a non-mandatory setting. This paper investigated the role played by psychol...

    Authors: Joanne Sau-Ching Yim, Priscilla Moses and Alia Azalea

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:13

    Content type: Research

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  36. This exploratory case study focuses on how pairs of students can build a shared understanding and acquire collaborative problem-solving (CPS) practices during an online assessment of CPS skills, which is seen ...

    Authors: Johanna Pöysä-Tarhonen, Esther Care, Nafisa Awwal and Päivi Häkkinen

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:12

    Content type: Research

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  37. The flip teaching model is being increasingly adopted by higher education institutions as an active learning alternative to traditional lecturing. However, the flip model shares a number of critical premises w...

    Authors: Vuk Uskoković

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:11

    Content type: Research

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  38. Successful language learning requires an understanding of the target culture in order to make valuable usage of the learned language. To understand a foreign culture, language students need the knowledge of it...

    Authors: Victoria Abou-Khalil, Toru Ishida, Masayuki Otani, Brendan Flanagan, Hiroaki Ogata and Donghui Lin

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:10

    Content type: Research

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  39. Technology is being increasingly integrated into teaching environments in view of enhancing students’ engagement and motivation. In particular, game-based student response systems have been found to foster stu...

    Authors: Sherlock A. Licorish, Helen E. Owen, Ben Daniel and Jade Li George

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:9

    Content type: Research

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  40. Owing to an unfortunate mistake in typesetting, in the original publication of this article (McKay & Mohamad, 2018), the citation and legend of some figures were incorrectly displayed.

    Authors: Elspeth McKay and Marlina Binti Mohamad

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:8

    Content type: Correction

    Published on:

    The original article was published in Research and Practice in Technology Enhanced Learning 2018 13:5

  41. In some situations, it is necessary to measure personal programming skills. For example, often students must be divided according to skill level and motivation to learn or companies recruiting employees must r...

    Authors: Ryosuke Ishizue, Kazunori Sakamoto, Hironori Washizaki and Yoshiaki Fukazawa

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:7

    Content type: Research

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  42. In academic institutions, it is normal practice that at the end of each term, students are required to complete a questionnaire that is designed to gather students’ perceptions of the instructor and their lear...

    Authors: Swapna Gottipati, Venky Shankararaman and Jeff Rongsheng Lin

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:6

    Content type: Research

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  43. Some say that big data is transforming business and society. This can mean wide-reaching disruption for commerce, health and world governance. Few authors agree on what constitutes big data, depending on the p...

    Authors: Elspeth McKay and Marlina Binti Mohamad

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:5

    Content type: Review

    Published on:

    The Correction to this article has been published in Research and Practice in Technology Enhanced Learning 2018 13:8

  44. This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the ...

    Authors: Christothea Herodotou, Maria Aristeidou, Mike Sharples and Eileen Scanlon

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:4

    Content type: Research

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  47. The software development sector is rapidly expanding. It generates vast revenues whether categorised under ICT or creative industries. It has a capacity to support national economic growth and is supportive of...

    Authors: Laurence Tamatea and Gusti Agung Ayu Mas Pramitasari

    Citation: Research and Practice in Technology Enhanced Learning 2018 13:1

    Content type: Research

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  48. Appropriate design of collaborative learning activities for students using mobile devices can be supported by different forms of scaffolding provided by peers, by the teacher or by the technology. Building on ...

    Authors: Lung-Hsiang Wong, Chee-Kit Looi and Ivica Boticki

    Citation: Research and Practice in Technology Enhanced Learning 2017 12:27

    Content type: Research

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  49. This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students’ understanding of osmosis. The randomized posttest-only control gr...

    Authors: Shannon Hsianghan-Huang Sung, Ji Shen, Shiyan Jiang and Guanhua Chen

    Citation: Research and Practice in Technology Enhanced Learning 2017 12:26

    Content type: Research

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  50. The present study investigates the best factor for controlling the item difficulty of multiple-choice English vocabulary questions generated by an automatic question generation system. Three factors are consid...

    Authors: Yuni Susanti, Takenobu Tokunaga, Hitoshi Nishikawa and Hiroyuki Obari

    Citation: Research and Practice in Technology Enhanced Learning 2017 12:25

    Content type: Research

    Published on:

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  • ISSN: 1793-7078 (electronic)