| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A contextualized assessment of reliability and validity of student-initiated momentary self-reports during lectures
|
Chavan, Pankaj
|
|
|
72 |
2 |
p. 503-539
|
artikel
|
| 2 |
An exploration of factors that predict higher education faculty members’ intentions to utilize emerging technologies
|
Campbell, Laurie O.
|
|
|
72 |
2 |
p. 643-659
|
artikel
|
| 3 |
Artificial intelligence learning platform in a visual programming environment: exploring an artificial intelligence learning model
|
Chang, Jui-Hung
|
|
|
72 |
2 |
p. 997-1024
|
artikel
|
| 4 |
A two-staged SEM: artificial neural network approach for understanding and predicting the factors of students’ satisfaction with emergency remote teaching
|
Sangwan, Anupma
|
|
|
72 |
2 |
p. 1249-1286
|
artikel
|
| 5 |
Block-based versus text-based programming: a comparison of learners’ programming behaviors, computational thinking skills and attitudes toward programming
|
Sun, Dan
|
|
|
72 |
2 |
p. 1067-1089
|
artikel
|
| 6 |
Co-creating curriculum with students, teachers, and practitioners in a technology-enhanced environment
|
Tsui, Eric
|
|
|
72 |
2 |
p. 869-893
|
artikel
|
| 7 |
Design, development, and evaluation of educational virtual reality environment: EVRECA
|
Geriş, Ali
|
|
|
72 |
2 |
p. 915-945
|
artikel
|
| 8 |
Design principles to develop digital innovation skills: a design-based research approach
|
van den Berg, Carolien
|
|
|
72 |
2 |
p. 947-972
|
artikel
|
| 9 |
Developing a digital tutor as an intermediary between students, teaching assistants, and lecturers
|
Hobert, Sebastian
|
|
|
72 |
2 |
p. 797-818
|
artikel
|
| 10 |
Development and validation of the blended laboratory and e-learning instructional design (BLEND) model for university remote laboratory sessions: responding to the COVID-19 pandemic and planning for the future
|
Lee, Gyeong-Geon
|
|
|
72 |
2 |
p. 1025-1065
|
artikel
|
| 11 |
Development of an immersive virtual reality system for learning about plants in primary education: evaluation of teachers’ perceptions and learners’ flow experiences and learning attitudes
|
Cheng, Kun-Hung
|
|
|
72 |
2 |
p. 845-867
|
artikel
|
| 12 |
Different programming approaches on primary students’ computational thinking: a multifactorial chain mediation effect
|
Sun, Lihui
|
|
|
72 |
2 |
p. 557-584
|
artikel
|
| 13 |
Effects of VR instructional approaches and textual cues on performance, cognitive load, and learning experience
|
Zhang, Hui
|
|
|
72 |
2 |
p. 585-607
|
artikel
|
| 14 |
Exploring online authentic learning environment (OnALE) for inferential statistics: its efficacy and benefits to statistics learners
|
Lau, Ung Hua
|
|
|
72 |
2 |
p. 1153-1203
|
artikel
|
| 15 |
Factors contributing to teachers’ acceptance intention to gamified EFL tools: a scale development study
|
Luo, Zhanni
|
|
|
72 |
2 |
p. 447-477
|
artikel
|
| 16 |
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review
|
Li, Liuyufeng
|
|
|
72 |
2 |
p. 765-796
|
artikel
|
| 17 |
How do they define design failure? An investigation of design failure in instructional design practice from the practitioners’ perspective
|
Lachheb, Ahmed
|
|
|
72 |
2 |
p. 687-725
|
artikel
|
| 18 |
Inter-brain coupling analysis reveals learning-related attention of primary school students
|
Chen, Jingjing
|
|
|
72 |
2 |
p. 541-555
|
artikel
|
| 19 |
Learning experience design (LXD) professional competencies: an exploratory job announcement analysis
|
Wang, Xiaoman
|
|
|
72 |
2 |
p. 609-641
|
artikel
|
| 20 |
Online instructors’ pedagogical beliefs and choice of student learning activities
|
Inan, Fethi A.
|
|
|
72 |
2 |
p. 727-746
|
artikel
|
| 21 |
Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education
|
Park, Sanghoon
|
|
|
72 |
2 |
p. 479-501
|
artikel
|
| 22 |
Seasoned scholars’ perspectives on the core competencies, programs, research, and future directions of the field of instructional design and technology
|
An, Yunjo
|
|
|
72 |
2 |
p. 895-914
|
artikel
|
| 23 |
Situated technology infusion in a school district: how systems and structures mediate the process
|
Hannan, Maggie Quinn
|
|
|
72 |
2 |
p. 819-844
|
artikel
|
| 24 |
Students’ acceptance of and preferences regarding online exams: a systematic literature review
|
Topuz, Arif Cem
|
|
|
72 |
2 |
p. 1111-1151
|
artikel
|
| 25 |
Students’ perceptions of their learning outcomes in a flipped classroom environment
|
Ruiz-Jiménez, M. Carmen
|
|
|
72 |
2 |
p. 1205-1223
|
artikel
|
| 26 |
Successful and unsuccessful mapping behaviors for learning procedural-type knowledge
|
Evers, Katerina
|
|
|
72 |
2 |
p. 747-764
|
artikel
|
| 27 |
The effectiveness of design thinking on K-12 school students’ creativity in a maker curriculum
|
Tan, Jinbo
|
|
|
72 |
2 |
p. 1091-1110
|
artikel
|
| 28 |
The effects of reading prompts and of post-reading generative learning tasks on multiple document integration: evidence from concept network analysis
|
Wei, Ziqian
|
|
|
72 |
2 |
p. 661-685
|
artikel
|
| 29 |
The iBuddy experience: A digital simulation-based approach to enhance secondary school students’ privacy awareness
|
Botturi, Luca
|
|
|
72 |
2 |
p. 973-996
|
artikel
|
| 30 |
Transforming teachers’ self-narratives about game-based learning
|
Kim, Beaumie
|
|
|
72 |
2 |
p. 1225-1248
|
artikel
|
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