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Vol. 18 (2023): RPTEL (Forthcoming)
Published:
01-01-2023
Articles
A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching
Angel J. Y. Tan, Jean Davies, Roderick I. Nicolson, Themis Karaminis
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Fourth industrial revolution—a review of applications, prospects, and challenges for artificial intelligence, robotics and blockchain in higher education
Chaka Chaka
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Flare-fork collaborative strategy: expanding design space via opportunistic ideation in engineering product design
Soumya Narayanan, Sahana Murthy
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Improving pedagogical design in higher education: untangling the learning activity complexity through students’ declared performance
Linda Castañeda, Victoria I. Marín
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Collaborative digital writing and metacognitive knowledge in writing among TEFL students: the mediating role of online knowledge sharing
Majid Farahian, Saman Ebadi
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Developing pre-service teachers’ computational thinking through experiential learning: hybridisation of plugged and unplugged approaches
Xin Pei Voon, Su Luan Wong, Lung Hsiang Wong, Mas Nida Md. Khambari, Sharifah Intan Sharina Syed-Abdullah
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Peerless? How students’ experience of synchronous online teaching can disrupt the development of relationships to peers, teachers, subject and self
Isabel Hopwood
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Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention
Markus H. Hefter, Julian Roelle, Alexander Renkl, Kirsten Berthold
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An eye-tracking investigation of visual search strategies and test performance of L1 and L2 listening test takers
Vahid Aryadoust, Stacy W. L. Foo
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The role of teacher support in the acquisition of digital skills associated with technology-based learning activities: the moderation of the educational level
Ramón Tirado-Morueta, Rosa García-Ruíz, Ángel Hernando-Gómez, Paloma Contreras-Pulido, José I. Aguaded-Gómez
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A review of digital storytelling in language learning in children: methods, design and reliability
Clare Ong, Vahid Aryadoust
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How to measure disagreement as a premise for learning from controversy in a social media context
Nils Malzahn, Veronica Schwarze, Sabrina C. Eimler, Farbod Aprin, Sarah Moder, H. Ulrich Hoppe
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Parent’s experience in remote learning during COVID-19 with digital and physical mathematical modelling
Ben Haas, Zsolt Lavicza, Yves Kreis
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Do cognitive, affective and social needs influence mobile learning adoption in emergency remote teaching?
Ryan Ebardo, Merlin Teodosia Suarez
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High-fidelity simulation for graduate athletic training students and impact on students’ learning experience
Dana Bates, Jessica Moore
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Development and validation of a questionnaire for assessing perspectives of World Robot Olympiad on participants
Feng-Kuang Chiang, Yicong Zhang, Yanan Lu
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Understanding students’ academic help-seeking on digital devices – a qualitative analysis
Christian Schlusche, Lenka Schnaubert, Daniel Bodemer
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An ontology for modelling user’ profiles and activities in gamified education
Paula T. Palomino, Armando M. Toda, Luiz Rodrigues, Wilk Oliveira, Lennart Nacke, Seiji Isotani
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The role of computer game playing and reading attitudes in digital reading achievement: evidence from Hong Kong 15-year-olds
Wenrui Zhang, Lei Gu
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Cognitive and affective effects of teachers’ annotations and talking heads on asynchronous video lectures in a web development course
Manuel B. Garcia, Ahmed Mohamed Fahmy Yousef
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The level of perceived efficacy from teachers to access AI-based teaching applications
Chun-Mei Chou, Tsu-Chi Shen, Tsu-Chuan Shen, Chien-Hua Shen
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Integrating Parsons puzzles within Scratch enables efficient computational thinking learning
Jeff Bender, Bingpu Zhao, Alex Dziena, Gail Kaiser
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Interest-Driven Creator Theory: case study of embodiment in an experimental school in Taiwan
Chee-Kit Looi, Su Luan Wong, Siu-Cheung Kong, Tak-Wai Chan, Ju-Ling Shih, Ben Chang, Ying-Tien Wu, Chen-Chung Liu, Charles Y. C. Yeh, Zhi-Hong Chen, Tzu-Chao Chien, Chih-Yueh Chou, Hui-Chun Hung, Hercy Cheng, Calvin C. Y. Liao
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Commentaries on IDC Theory in practice
Wenli Chen, Kampei Hayashi, Mas Nida Md. Khambari, Kinshuk, Jon Mason, Lung-Hsiang Wong, Kui Xie
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Replies to commentaries on IDC Theory in practice
Tak-Wai Chan, Chee-Kit Looi, Su Luan Wong, Siu-Cheung Kong, Ju-Ling Shih
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Does Facebook intensity matter for academic self-efficacy? A path analytic approach
Jana Patricia Millonado Valdez, Jesus Alfonso D. Datu
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An authoring tool for task-oriented dialogue scenarios design in EFL context
Emmanuel Ayedoun, Yuki Hayashi, Kazuhisa Seta
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In-process feedback by detecting deadlock based on EEG data in exercise of learning by problem- posing and its evaluation
Sho Yamamoto, Yuto Tobe, Yoshimasa Tawatsuji, Tsukasa Hirashima
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A scoping review of the literature on embodied instructional videos
Ecenaz Alemdag
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Theoretical and practical assessments over SSH
Joana Cabral Costa, Tiago Roxo, Carolina Lopes, João B. F. Sequeiros, Tiago M. C. Simões, Pedro R. M. Inácio
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Teacher’s questions in project-based learning: the impact on the quality of student’s concept map components
Sri Widoretno, Chandra Adi Prabowo, Nina Hardiana
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Mathematics student personas for the design of technology-enhanced learning environments
Robert Weinhandl, Martin Mayerhofer, Tony Houghton, Zsolt Lavicza, Michael Eichmair, Markus Hohenwarter
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Interaction support systems between teachers and visual content for effortless creation of program visualization
Koichi Yamashita, Miyu Suzuki, Yusuke Kito, Yusuke Suzuki, Satoru Kogure, Yasuhiro Noguchi, Raiya Yamamoto, Tatsuhiro Konishi, Yukihiro Itoh
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‘Free rein’ to learn about language, culture & technology: a multimodal digital text exchange project between school students in Australia and Japan
Grace Oakley, Mark Pegrum, Bruce Lander, Joseph Tomei, Nicole Sonobe, Mark deBoer
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