| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Advancing higher education students’ assessment experiences with conversational agents
|
Yildirim-Erbasli, Seyma
|
|
|
73 |
3 |
p. 1811-1834
|
artikel
|
| 2 |
Affective, behavioral, and cognitive engagement in ePIRLS: a latent profile analysis
|
Anghel, Ella
|
|
|
73 |
3 |
p. 1371-1397
|
artikel
|
| 3 |
Analyzing the discourse on open educational resources on Twitter: a sentiment analysis approach
|
Bhagat, Kaushal Kumar
|
|
|
73 |
3 |
p. 1297-1320
|
artikel
|
| 4 |
An artificial intelligence-supported GFCA learning model to enhance L2 students’ role-play performance, English speaking and interaction mindset
|
Darmawansah, Darmawansah
|
|
|
73 |
3 |
p. 1451-1479
|
artikel
|
| 5 |
A progressive concept map-based digital gaming approach for mathematics courses
|
Yang, Kai-Hsiang
|
|
|
73 |
3 |
p. 1623-1653
|
artikel
|
| 6 |
Artificial intelligence-supported physical education during the pandemic: a physical skill auto-assessment and feedback approach based on a reflection-promoting mechanism
|
Hsia, Lu-Ho
|
|
|
73 |
3 |
p. 1429-1450
|
artikel
|
| 7 |
Assessing Chinese middle school students’ computational thinking: an evidence-centered design approach
|
Zhu, Sha
|
|
|
73 |
3 |
p. 1891-1919
|
artikel
|
| 8 |
Comparative analysis of GPT-4.0 and teacher feedback on student-generated questions in the flipped classroom
|
Li, Kangkang
|
|
|
73 |
3 |
p. 1347-1369
|
artikel
|
| 9 |
Concept maps in technological contexts of higher education: a systematic review of selected SSCI publications
|
Chu, Shih-Ting
|
|
|
73 |
3 |
p. 1601-1622
|
artikel
|
| 10 |
Correction: Analyzing the discourse on open educational resources on Twitter: a sentiment analysis approach
|
Bhagat, Kaushal Kumar
|
|
|
73 |
3 |
p. 1951
|
artikel
|
| 11 |
Development and implementation of an IVR-based assessment system for student teachers’ professional vision
|
Liu, Tzu-Chien
|
|
|
73 |
3 |
p. 1675-1702
|
artikel
|
| 12 |
Enhancing phonetic accuracy through chatbot-assisted language learning
|
Wang, Yi-Fan
|
|
|
73 |
3 |
p. 1723-1739
|
artikel
|
| 13 |
Enhancing the flipped classroom model with generative AI and Metaverse technologies: insights from lag sequential and epistemic network analysis
|
Chu, Xiaoyan
|
|
|
73 |
3 |
p. 1539-1567
|
artikel
|
| 14 |
Exploring the impact of a CALL tool for emergent bilinguals
|
Feroce, Nicholas
|
|
|
73 |
3 |
p. 1655-1673
|
artikel
|
| 15 |
Factors influencing teachers’ technology adoption in technology-rich classrooms: model development and test
|
Sun, Yanyan
|
|
|
73 |
3 |
p. 1481-1496
|
artikel
|
| 16 |
Implementation of Lettersmith to improve the writing process among graduate-level public health students: Results from a pilot evaluation study
|
Zamora, Astrid N.
|
|
|
73 |
3 |
p. 1519-1537
|
artikel
|
| 17 |
Improving nursing education through an AI-enhanced mixed reality training platform: development and pilot evaluation
|
Sepanloo, Kamelia
|
|
|
73 |
3 |
p. 1835-1863
|
artikel
|
| 18 |
Mental effort matters: unpacking the influence of need for cognition on middle school students’ motivation and learning performance in technology-enriched problem-based learning
|
Liu, Min
|
|
|
73 |
3 |
p. 1321-1346
|
artikel
|
| 19 |
Metacognition research in education: topic modeling and bibliometrics
|
Chen, Xieling
|
|
|
73 |
3 |
p. 1399-1427
|
artikel
|
| 20 |
Perceptions of e-learning by deaf and hard of hearing students using asynchronous multimedia tutorials
|
Gehret, Austin U.
|
|
|
73 |
3 |
p. 1921-1949
|
artikel
|
| 21 |
Promoting young students’ knowledge co-construction: a concept mapping-based online cooperative problem-posing approach
|
Hwang, Gwo-Jen
|
|
|
73 |
3 |
p. 1741-1766
|
artikel
|
| 22 |
Prompting scientific concept learning in augmented reality: impact of the concept map strategy on mental models and cognitive load
|
Ma, Jingjing
|
|
|
73 |
3 |
p. 1767-1790
|
artikel
|
| 23 |
Scientific habits of arguing minds: enhancing online argumentation to foster SHOM
|
Çakiroğlu, Ünal
|
|
|
73 |
3 |
p. 1865-1889
|
artikel
|
| 24 |
The impact of synchronous online discussions and online flipped learning on student engagement and self-regulation among preliminary undergraduates in a basic math course
|
Yorganci, Serpil
|
|
|
73 |
3 |
p. 1569-1600
|
artikel
|
| 25 |
The role of help-seeking from ChatGPT in digital game-based learning
|
Chen, Ching-Huei
|
|
|
73 |
3 |
p. 1703-1721
|
artikel
|
| 26 |
Using a conversation-based agent system to foster math argumentation learning
|
Wu, Huey-Min
|
|
|
73 |
3 |
p. 1497-1518
|
artikel
|
| 27 |
Using gesture recognition with the memory strategy to improve preschoolers’ learning performance, motor skills, and executive function
|
Hsiao, Hsien-Sheng
|
|
|
73 |
3 |
p. 1791-1809
|
artikel
|
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