| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance
|
Li, Liang-Yi
|
|
2017
|
114 |
C |
p. 286-297
12 p.
|
artikel
|
| 2 |
An analysis of student collaborative problem solving activities mediated by collaborative simulations
|
Chang, Chia-Jung
|
|
2017
|
114 |
C |
p. 222-235
14 p.
|
artikel
|
| 3 |
An exploration of online behaviour engagement and achievement in flipped classroom supported by learning management system
|
Wang, Feng Hsu
|
|
2017
|
114 |
C |
p. 79-91
13 p.
|
artikel
|
| 4 |
Assistive technology interventions for adolescents and adults with learning disabilities: An evidence-based systematic review and meta-analysis
|
Perelmutter, Bogi
|
|
2017
|
114 |
C |
p. 139-163
25 p.
|
artikel
|
| 5 |
Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play
|
Vasalou, Asimina
|
|
2017
|
114 |
C |
p. 175-192
18 p.
|
artikel
|
| 6 |
Editorial Board/Publication information
|
|
|
2017
|
114 |
C |
p. IFC-
1 p.
|
artikel
|
| 7 |
Enhancing nutrition-majored students’ reflective judgment through online collective reflection
|
Lord, Asta Y.Z.
|
|
2017
|
114 |
C |
p. 298-308
11 p.
|
artikel
|
| 8 |
Enjoyment or involvement? Affective-motivational mediation during learning from a complex computerized simulation
|
Brom, Cyril
|
|
2017
|
114 |
C |
p. 236-254
19 p.
|
artikel
|
| 9 |
Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs
|
Butz, Nikolaus T.
|
|
2017
|
114 |
C |
p. 117-138
22 p.
|
artikel
|
| 10 |
Learner profiles of attitudinal learning in a MOOC: An explanatory sequential mixed methods study
|
Watson, Sunnie Lee
|
|
2017
|
114 |
C |
p. 274-285
12 p.
|
artikel
|
| 11 |
Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game
|
All, Anissa
|
|
2017
|
114 |
C |
p. 24-37
14 p.
|
artikel
|
| 12 |
RDU Model dedicated to evaluate needed counsels for Serious Game projects
|
Alvarez, Julian
|
|
2017
|
114 |
C |
p. 38-56
19 p.
|
artikel
|
| 13 |
Reconsidering the voice effect when learning from a virtual human
|
Craig, Scotty D.
|
|
2017
|
114 |
C |
p. 193-205
13 p.
|
artikel
|
| 14 |
Reviews in instructional video
|
van der Meij, Hans
|
|
2017
|
114 |
C |
p. 164-174
11 p.
|
artikel
|
| 15 |
Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes
|
Volk, Marina
|
|
2017
|
114 |
C |
p. 1-23
23 p.
|
artikel
|
| 16 |
Teachers in school-based technology innovations: A typology of their beliefs on teaching and technology
|
Admiraal, Wilfried
|
|
2017
|
114 |
C |
p. 57-68
12 p.
|
artikel
|
| 17 |
Technology usage in mathematics education research – A systematic review of recent trends
|
Bray, Aibhín
|
|
2017
|
114 |
C |
p. 255-273
19 p.
|
artikel
|
| 18 |
Thou shall not try to speak in the Facebook language: Students' perspectives regarding using Facebook for chemistry learning
|
Rap, Shelley
|
|
2017
|
114 |
C |
p. 69-78
10 p.
|
artikel
|
| 19 |
Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development
|
Asensio-Pérez, Juan I.
|
|
2017
|
114 |
C |
p. 92-116
25 p.
|
artikel
|
| 20 |
Training predictive L2 processing with a digital game: Prototype promotes acquisition of anticipatory use of tone-suffix associations
|
Schremm, Andrea
|
|
2017
|
114 |
C |
p. 206-221
16 p.
|
artikel
|
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