| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Adaptive scaffolding and engagement in digital game-based learning
|
Chen, Ching-Huei
|
|
|
71 |
4 |
p. 1785-1798
|
artikel
|
| 2 |
A study on the effects of using gamification with the 6E model on high school students’ computer programming self-efficacy, IoT knowledge, hands-on skills, and behavioral patterns
|
Hsiao, Hsien-Sheng
|
|
|
71 |
4 |
p. 1821-1849
|
artikel
|
| 3 |
Constructing problems in context: a synthesized model of dialectical problem-framing
|
Palmer, Russ
|
|
|
71 |
4 |
p. 1525-1545
|
artikel
|
| 4 |
Developing and validating the assessment of the skills of preservice teachers in implementing pedagogical model of collaborative problem solving
|
Lu, Hong
|
|
|
71 |
4 |
p. 1799-1819
|
artikel
|
| 5 |
Development and validation of a computational thinking test for lower primary school students
|
Zhang, Shuhan
|
|
|
71 |
4 |
p. 1595-1630
|
artikel
|
| 6 |
Do teaching staff trust stakeholders and tools in learning analytics? A mixed methods study
|
Alzahrani, Asma Shannan
|
|
|
71 |
4 |
p. 1471-1501
|
artikel
|
| 7 |
Effect of an interactive e-book on middle school students' mathematics reading and spatial ability
|
Yohannes, Abebayehu
|
|
|
71 |
4 |
p. 1869-1886
|
artikel
|
| 8 |
Exploring the influence of competition and collaboration on learning performance in digital game-based learning
|
Wang, Ding-Chau
|
|
|
71 |
4 |
p. 1547-1565
|
artikel
|
| 9 |
Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation
|
Yildiz Durak, Hatice
|
|
|
71 |
4 |
p. 1653-1685
|
artikel
|
| 10 |
How do teachers engaging messages affect students? A sentiment analysis
|
Falcon, Samuel
|
|
|
71 |
4 |
p. 1503-1523
|
artikel
|
| 11 |
“If it’s sunny, don’t take an umbrella”: a systematic evaluation of design principles for CT teaching games
|
Jiang, Xina
|
|
|
71 |
4 |
p. 1725-1763
|
artikel
|
| 12 |
In-between worlds: Chilean university lecturers’ experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic
|
Dai, Kun
|
|
|
71 |
4 |
p. 1851-1867
|
artikel
|
| 13 |
Integrating augmented reality into inquiry-based learning approach in primary science classrooms
|
Wen, Yun
|
|
|
71 |
4 |
p. 1631-1651
|
artikel
|
| 14 |
Investigation of research trends in educational technologies based on scientometric method (1965–2020): a cross-comparative study between publications from the world and the UK
|
Yılmaz Özden, Şule
|
|
|
71 |
4 |
p. 1421-1447
|
artikel
|
| 15 |
Role of emotional tone and gender of computer-generated voices in multimedia lessons
|
Zhao, Fangzheng
|
|
|
71 |
4 |
p. 1449-1469
|
artikel
|
| 16 |
Role of organisational readiness and stakeholder acceptance: an implementation framework of adaptive learning for higher education
|
Mirata, Victoria
|
|
|
71 |
4 |
p. 1567-1593
|
artikel
|
| 17 |
Self-regulation, motivation, and outcomes in HyFlex classrooms
|
Athens, Wendy
|
|
|
71 |
4 |
p. 1765-1783
|
artikel
|
| 18 |
Students’ perception on immersive learning through 2D and 3D metaverse platforms
|
Hwang, Yohan
|
|
|
71 |
4 |
p. 1687-1708
|
artikel
|
| 19 |
Students’ preferences with university teaching practices: analysis of testimonials with artificial intelligence
|
Álvarez-Álvarez, Carmen
|
|
|
71 |
4 |
p. 1709-1724
|
artikel
|
| 20 |
The influence of course community and personal community support on learner engagement in online courses
|
Kipp, Kristin
|
|
|
71 |
4 |
p. 1397-1420
|
artikel
|
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