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ORCIDComputers & Education, Volume 223
Volume 223, 2024
- Jeya Amantha Kumar
:
Facial animacy in anthropomorphised designs: Insights from leveraging self-report and facial expression analysis for multimedia learning. 105150 - Jorge A. Vázquez Mendoza, Cèsar Ferri Ramírez, Carlos Monserrat Aranda:
Analysis and discovery of procrastination patterns in a language learning MOOC. 105154 - Sam von Gillern, Amanda Olsen, Brady Nash, Carolyn Stufft:
An examination of teachers' views on video games and learning: Establishing the Games and Literacy Education (GALE) scale. 105155 - Ronja Schiller, Johanna Fleckenstein, Ute Mertens, Andrea Horbach, Jennifer Meyer:
Understanding the effectiveness of automated feedback: Using process data to uncover the role of behavioral engagement. 105163 - Shan Zhang, Chris Davis Jaldi, Noah L. Schroeder, Alexis A. López, Jessica R. Gladstone, Steffi Heidig:
Pedagogical agent design for K-12 education: A systematic review. 105165 - Miguel Alvarez-Garcia, Mar Arenas Parra, Raquel Ibar-Alonso:
Uncovering student profiles. An explainable cluster analysis approach to PISA 2022. 105166 - Qin Xie, Chang Zhang:
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality. 105167 - Lingyun Huang, Min Liang, Yuhan Xiong, Xiaomeng Wu, Cher Ping Lim:
A systematic review of technology-enabled teacher professional development during COVID -19 pandemic. 105168 - Danial Hooshyar, Xiaojing Weng, Paula Joanna Sillat, Kairit Tammets, Minhong Wang, Raija Hämäläinen:
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining. 105169 - Fan Ouyang, Mian Wu, Jianmin Gu:
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement. 105173
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