Computers in Education

This article points out some advantages and disadvantages of online over face-to-face subgroup discourse. Using a mixed methods study methodology, five online graduate-level courses were investigated and the experiences from twenty-two participants were described to identify key advantages and disadvantages of subgroup structures used to evaluate graduate students' and instructors' experiences. Outcomes revealed that online small group discussions have more advantages over face-to-face ones. Online small group discussions can be an effective strategy to interweave whole-class discussions with small group discussions in order to reduce overall information loads in large classes while providing more opportunities for interaction. However, online small group discussions have some disadvantages over face-to-face discussions. The findings may have implications for both practitioners and researchers studying online small group discourse. They could serve as a base for researchers to further explore the issue to achieve fruitful online discourse.

Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.

This study proposes a research model that examines the determinants of student learning satisfaction in a blended e-learning system (BELS) environment, based on social cognitive theory. The research model is tested using a questionnaire survey of 212 participants. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurements. The partial least squares (PLS) method was used to validate the measurement and hypotheses. The empirical findings indicate that computer self-efficacy, performance expectations, system functionality, content feature, interaction, and learning climate are the primary determinants of student learning satisfaction with BELS. The results also show that learning climate and performance expectations significantly affect learning satisfaction. Computer self-efficacy, system functionality, content feature and interaction significantly affect performance expectations. Interaction has a significant effect on learning climate. The findings provide insight into those factors that are likely significant antecedents for planning and implementing a blended e-learning system to enhance student learning satisfaction.

The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N ¼ 3081) in the category of games, 29 studies (N ¼ 2553) in the category of games, and 27 studies (N ¼ 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction. Results suggest games (FEM ¼ 0.77; REM ¼ 0.51), simulations (FEM ¼ 0.38; REM ¼ 0.41), and virtual worlds (FEM ¼ 0.36; REM ¼ 0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games. With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction.

Based on the new technology initiative in Syrian education, this study explored the attitudes of high school English as a Foreign Language (EFL) teachers in Syria toward ICT. In addition, the study investigated the relationship between computer attitudes and five independent variables: computer attributes, cultural perceptions, computer competence, computer access, and personal characteristics (including computer training background). The findings suggest that teachers have positive attitudes toward ICT in education. TeachersÕ attitudes were predicted by computer attributes, cultural perceptions and computer competence. The results point to the importance of teachersÕ vision of technology itself, their experiences with it, and the cultural conditions that surround its introduction into schools in shaping their attitudes toward technology and its subsequent diffusion in their educational practice.

Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

This paper outlines a proposal for the development of educational multiplayer online games based on the activity theory, as an alternative to the current trend in multiplayer gaming and a means of promoting collaboration among students. In order to examine whether online games are engaging for learners, we consider multiple factors regarding game play -such as frequency of game use, gender differences, identification with the characters, and game preferences -as well as some psychosocial factors that may influence learning -such as academic performance, self-esteem, and computer self-efficacy. This paper suggests that online multiplayer educational games should be approached as a complex learning system, based on the principles of activity theory, where the Subjects would interact with other Subjects, Objects and Tools of the game, under specified Rules and create Communities through division of labor, leading to the expected learning outcome. Thus, we suggest taking into account some important issues concerning the Subjects that the activity theory refers to, such as gender differences in playing games, academic performance, self-esteem and computer self-efficacy.

Widespread use of the Web and other Internet technologies in postsecondary education has exploded in the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE), the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the impact of Web-based learning technology on student engagement and self-reported learning outcomes in face-to-face and online learning environments. The results show a general positive relationship between the use the learning technology and student engagement and learning outcomes. We also discuss the possible impact on minority and part-time students as they are more likely to enroll in online courses.

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly assigned to experimental and control groups. A mixed method of quantitative and interviews were used with Multivariate Analysis of Co-Variance to analyze the data. The results indicated significant improvement of the achievement of the experimental versus control group. No significant improvement was found in the motivation of the groups. Students who played the games in their classrooms and school labs reported greater motivation compared to the ones who played the games only in the school labs. Prior knowledge, computer and English language skill did not play significant roles in achievement and motivation of the experimental group.

The main focus of this article is on the perceptions of educational practitioners (at the lower secondary level) regarding obstacles that seriously impede the realization of ICT-related goals of schools. The results are from a worldwide survey among national representative samples of schools from 26 countries. The article contains a short summary of the design of this project, a review of main indicators regarding ICT (Information and Communication Technologies) in elementary and lower secondary schools, main obstacles and an exploration of the co-variation between obstacles and contextual factors at the country-level. #

Although many studies have investigated the effects of digital game-based learning (DGBL) on learning and motivation, its benefits have never been systematically demonstrated. In our first experiment, we sought to identify the conditions under which DGBL is most effective, by analyzing the effects of two different types of instructions (learning instruction vs. entertainment instruction). Results showed that the learning instruction elicited deeper learning than the entertainment one, without impacting negatively on motivation. In our second experiment, we showed that if learners are given regular feedback about their performance, the entertainment instruction results in deep learning. These two experiments demonstrate that a serious game environment can promote learning and motivation, providing it includes features that prompt learners to actively process the educational content.

Due to increasing demand for education and training in the information age, online learning and teaching is becoming a necessity in our future. However, lack of research goals to understand impact of online learning environments on students is a problem in research on online learning environments. We identified four main research goals to pursue in online learning environments based on their impact on learner achievement, engagement, and retention (opposite of attrition). Those goals are (a) enhancing learner engagement & collaboration, (b) promoting effective facilitation, (c) developing assessment techniques, and (d) designing faculty development programs. Current promising work in those areas is presented. Four methods that are common in the instructional technology literature are recommended to pursue those goals. Formative research and developmental research are relevant for all four. Although appropriate for any of the goals, experimental research is a better fit for goals b and c, and activity theory is useful for goals a and b.

more entertaining a game is, the less effective it is as a learning tool; the converse is also true. In fact, the quintessential combination of entertainment and learning seems almost impossible to achieve. This ideal scenario comes from a natural mixture of both learning and game content. However, it is not easy to determine the intrinsic balance where both learning and gaming happen simultaneously. This has continued to be a contentious issue in the development of educational computer games.

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the application of 3D models that initiates interaction, immersion and trigger the imagination of the learner. The question of good pedagogy and use of technology innovations comes into focus once again. Educators attempt to find theoretical guidelines or instructional principles that could assist them in developing and applying a novel VR learning environment intelligently. This paper introduces the educational use of Web-based 3D technologies and highlights in particular VR features. It then identifies constructivist learning as the pedagogical engine driving the construction of VRLE and discusses five constructivist learning approaches. Furthermore, the authors provide two case studies to investigate VRLEs for learning purposes. The authors conclude with formulating some guidelines for the effective use of VRLEs, including discussion of the limitations and implications for the future study of VRLEs.

E-learning, one of the tools emerged from information technology, has been integrated in many university programs. There are several factors that need to be considered while developing or implementing university curriculums that offer e-learning based courses. This paper is ...

Educational data mining is an emerging discipline, concerned with developing methods for exploring the unique types of data that come from the educational context. This work is a survey of the specific application of data mining in learning management systems and a case study tutorial with the Moodle system. Our objective is to introduce it in both a theoretical and practical way to all users interested in this new research area. We describe the full process for mining e-learning data step by step as well as how to apply the main data mining techniques used, such as statistics, visualization, classification, clustering, association rule mining, pattern mining and text mining of Moodle data. We have used free data mining tools so that any user can immediately begin to apply data mining without having to purchase a commercial tool or program a specific personalized tool.

This study was designed to investigate the Prospects And Challenges Of E-Learning in Nigerian University Education, a case study of National Open University of Nigeria Akure Study Center. The design of the study was questionnaire, specifically Frequency count, Percentage, Mean, t-test and ANOVA look into the Prospects And Challenges Of E-Learning in Nigerian University Education with a view to find out the area of strength and weakness in Computer usage .upon identifying weakness ,the study aimed at providing recommendation for improvement. 140 students and staffs participated in the study by providing data which was sought through the use of questionnaires. The instrument required information on Computer training background competence and literacy level of the Students and Staffs. Result level shows that acquaintance level necessary for the use of e-learning facilities by students were very high and Inability to operate computer and internet devices makes e-learning boring to National Open University of Nigeria students. Although, some staff and student of NOUN don’t know how to operate computer and learning new software’s to enhance e-learning does not waste student/staff time but inequality of access to technology is the prior challenges of e-learning among the student of NOUN. Also, E-learning is alternative to the face-to-face teaching method; E-learning complements face-to-face teaching method, and increased collaboration learning and interaction. There are significant challenges and prospects of E-learning in Nigerian University education such as inappropriate maintenance, no stable internet provider to support easy and fast learning and teaching, and this problem can be alleviated since there is no any significance difference between education via electronic means and conventional means if Government can. To counter the effect of challenges, Nigeria education can be ascertain if Government make internet accessible, provide adequate personnel on maintenance and finance e-learning.

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed. #

In this paper we examine the Community of Inquiry framework suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two-and fouryear institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label "learning presence". We suggest that learning presence represents elements such as selfefficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation. We suggest that this focused analysis on the active roles of online learners may contribute to a more thorough account of knowledge construction in technology-mediated environments expanding the descriptive and explanatory power of the Community of Inquiry framework. Learning presence: Towards a Theory of Self-efficacy, Self-regulation, and the Development of a Communities of Inquiry in Online and Blended Learning Environments.

We explore factors affecting students' engagement with Moodle and Facebook.Students were not interested in using Moodle, yet active on Facebook.We use Activity Theory as a lens for data interpretation.Factors are categorized as technological, individual, and community levels.The present paper documents a qualitative study that examines the motivating and inhibiting factors that influenced students' engagement in online discussions via Moodle and Facebook. The data was collected through individual interviews with 14 pre-service teachers. Using the Activity Theory as a lens, the study reveals a set of factors concerning the technical tools, subjective perceptions, goals of online discussion, social presence within a community, rules for participation, and roles of the participants that affect their online engagement patterns. The findings of the study inform educators and software designers of how online discussions can be better promoted among students, and how a web-based environment more conducive to learning can be created.

The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and Usage of Technology (UTAUT), we build a conceptual model to explain the differences between individual students in the level of acceptance and use of a VLE. This model extends TAM2 and includes subjective norm, personal innovativeness in the domain of information technology, and computer anxiety. Data were collected from 45 Chinese participants in an Executive MBA program. After performing satisfactory reliability and validity checks, the structural model was tested with the use of PLS. Results indicate that perceived usefulness has a direct effect on VLE use. Perceived ease of use and subjective norm have only indirect effects via perceived usefulness. Both personal innovativeness and computer anxiety have direct effects on perceived ease of use only. Implications are that program managers in education should not only concern themselves with basic system design but also explicitly address individual differences between VLE users.

This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and contextaware learning. Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. The curriculum, entitled 'My Campus', included three learning activities, namely 'Campus Environment', 'Campus Life' and 'Campus Story'. Participants included high school teachers and juniors. During the experiment, tests, a survey, and interviews were conducted for the students. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. They further revealed a positive relationship between learning outcomes and motivation.

This study reviewed qualitative studies that focused on strategies to prepare pre-service teachers to integrate technology into their lessons. A meta-ethnography approach was utilized to locate, critically appraise, and synthesize the results of these studies. Based on an extensive search in the Web of Science, 19 articles were included in this synthesis. The results were divided into two parts: (1) key themes explicitly related to the preparation of pre-service teachers (e.g., using teacher educators as role models, learning technology by design, scaffolding authentic technology experiences), and (2) conditions necessary at the institutional level (e.g., technology planning and leadership, co-operation within and between institutions, training staff). To present how these key themes related to each other, an overarching model was developed. By interpreting the results of the review, recommendations were discussed for pre-service teacher technology training and future research.

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed. #

Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching-learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students' reflection levels in a u-learning environment.

The Internet, an important modern means of obtaining information and establishing communication with others, has become an increasingly essential element of human life. Although Internet use makes life easier, it can become problematic in the event of non-functional use. Debate and research into whether Internet addiction is a cause or an effect are continuing. This study investigates problematic Internet use among young adult university students and examines correlation between problematic Internet use and loneliness and dating anxiety. University student Internet use patterns are also investigated. The study was conducted among 493 students from the Karadeniz Technical University Fatih Faculty of Education. The Online Cognition Scale, Dating Anxiety Scale, Loneliness Scale and Personal Information Questionnaire were employed in the collection of data. Pearson correlation analysis, the t-test, one-way analysis of variance and chi-square test were used for data analysis. The Pearson correlation analysis results reveal a significant positive correlation between problematic Internet use and loneliness (r ¼ 0.194, p < 0.001), communication anxiety (r ¼ 0.15, p < 0.001), unpopularity anxiety (r ¼ 0.174, p < 0.001) and physiological symptoms (r ¼ 0.125, p < 0.001) dating anxiety sub-scales. Oneway analysis of variance was used to examine whether problematic Internet use varies according to length of Internet use, and a significantly high level of problematic Internet use was observed among those going online for more than 5 h a day compared to other users (F ¼ 14.327, p < 0.001). Chi-square results reveal a significant association between length of Internet use and how students feel when they do not go online (chi-square ¼ 116.543, p < 0.001). The t-test was used to determine whether there was a significant difference in levels of Internet use according to gender, and levels of problematic Internet use were significantly higher among male students than females (t ¼ 4.046, p < 0.001).

The importance of technology for education is increasing year-by-year at all educational levels and particularly for Universities. This paper reexamines one important determinant of technology acceptance and use, such as perceived playfulness in the context of a blended learning setting and reveals existing gender differences. After a literature review on the mentioned topics, some statistical analysis, such as difference between means and structural equation modeling, were run with a sample of 484 students. The main contribution of this study is to provide evidence that there exist gender differences in the effect of playfulness in the student attitude toward a technology and the intention to use it. In females, playfulness has a direct influence on attitude toward using the system. In males, this influence is mediated by perceived usefulness. Some implications and conclusions are included.

This study was designed to investigate the perceptions and attitudes of students and teachers towards mobile learning in Senior Secondary Schools in Ondo State. The design of the study was questionnaire prone, specifically frequency distribution and means Statistics techniques look into the investigate the perceptions and attitudes of teachers towards mobile learning in Senior Secondary Schools in Ondo State with a view to find out the area of strength and weakness in mobile technology usage upon identifying weakness, the study aimed at providing recommendation for improvement. 100 students and staffs participated in the study by providing data which was sought through the use of questionnaires. The instrument required information on mobile / computer training background competence and literacy level of the Students and teachers. Result level shows that acquaintance level necessary for the use of mobile learning facilities by students and teachers were very high and Teachers are not just ready to use Mobile-Learning as a teaching methodology, it can also be view from the report that Mobile-Learning make teacher to be lazy in the classroom. It is also worthy of note that Mobile-Learning make teacher to depend on internet without thinking creatively for practical work in the classroom and Mobile-Learning is too stressful compare to face-to-face teaching. The report also shows that the cost of mobile-learning tools is too high and it is a major problem affecting learning and teaching and Electrical instability is a major setback in achieving teaching and learning with computer related devices according to the report from the study.
It can also be seen clearly that that Inability to operate mobile device or / and computer (internet) devices make mobile-learning boring to Teacher in Secondary Schools and the Teacher has no financial support to improve mobile-learning, also, teacher has no equipment and tools to support mobile-learning. More so, Inequality of access to technology is the prior challenging of
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mobile-learning among Secondary School Teacher of Nigeria based on the researcher report. The report also shows that, Nigeria has no stable internet provider to support easy and fast learning and teaching and Mobile-learning waste teacher’s time in the classroom.
Also, Mobile-learning increased collaboration learning and interaction, Mobile-learning offer flexibility and equity because it can be obtain anytime, anywhere and by anyone and Mobile-learning, educational objectives and goals can be achieved, also Mobile-learning can reduce the level of illiteracy and ignorance among students, and Mobile-learning help to improve educational attainment and raise standard of education.
To counter the effect of challenges, Mobile-learning has greater advantages to any other means, so it should be encouraged, and Nigeria education can be ascertain if Government allows mobile phone learning by teacher and student and finance it.

This study examined business students' perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors' effective application of technologies, and students' academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students' Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors' teaching effectiveness. Students' high ratings for professors' effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students' Learning needs and objectives.

In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.

This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.

Abstract
Mobile learning or m-learning, a relatively new concept, has attracted the interest of educators, researchers, and companies developing learning systems and instructional materials. This study investigated the use of integrating use of mobile technologies, data services, and multimedia messaging systems to increase students’ use of mobile technologies and to develop environmental awareness. Data was collected using “usefulness of mobile learning systems” questionnaire from a sample consisting of 20 male and 21 female undergraduates enrolled in computer education and instructional technologies classes at the Near East University in North Cyprus. Students voluntarily participated in a six-week program using mobile telephones to transmit photographs of local environmental blights and to exchange pictures and observations. Participants learned ways to maintain clean environments and increased their awareness of environmental concerns. Responses on questionnaire differed significantly based upon gender and grade.

Keywords
m-Learning; Environmental awareness; Collaborative learning; Gender; Grade

In this study, we examined relations between outside school computer experiences, perceived social support for using computers, and self-efficacy and value beliefs about computer learning for 340 Greek elementary school boys and girls. Participants responded to a questionnaire about their access to computer use outside school (e.g. frequency of use and nature of activities), perceived parental and peer support, and computer self-efficacy and value beliefs. Although almost all students used computers outside school, there were significant gender differences in frequency and type of computer use. Also, boys reported more perceived support from their parents and peers to use computers and more positive computer self-efficacy and value beliefs than girls. Parental support and, to a lesser extent, peer support were the factors more strongly associated with boys' and girls' computer self-efficacy and value beliefs, while home computer access was not related to students' motivation. Our findings highlight the role of socialization in the gender gap in computing and the need for research and educational interventions that focus on the social practices that communicate gendered expectations to young boys and girls.

Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system -Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, 'individual attitude and expectation', 'clear direction', and 'reward and recognition'. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy.

The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four teachers participated in the first study, undertaken as part of the InterActive Education project in Bristol; all of them used multimedia simulations in their lessons. The second study presented was part of the wider SET-IT project in Cambridge; 11 teachers in eight schools were observed using multimedia simulations, data logging tools and interactive whiteboards. Teachers were interviewed in all cases to elicit their pedagogical thinking about their classroom use of ICT.

Although many researchers have studied different factors which affect E-Learning outcomes, there is little research on assessment of the intervening role of readiness factors in E-Learning outcomes. This study proposes a conceptual model to determine the role of readiness factors in the relationship between E-Learning factors and E-Learning outcomes. Readiness factors are divided into three main groups including: technical, organizational and social. A questionnaire was completed by 96 respondents. This sample consists of teachers at Tehran high schools who are utilizing a technology-based educating. Hierarchical regression analysis is done and its results strongly support the appropriateness of the proposed model and prove that readiness factors variable plays a moderating role in the relationship between E-Learning factors and outcomes. Also latent moderated structuring (LMS) technique and MPLUS3 software are used to determine each variable’s ranking. Results show that organizational readiness factors have the most important effect on E-Learning outcomes. Also teachers’ motivation and training is the most important factor in E-Learning. Findings of this research will be helpful for both academics and practitioners of E-Learning systems.►A framework of the effects of readiness factors on E-Learning outcomes is proposed. ►Readiness factors include three categories: technical, organizational and social. ►A questionnaire was completed by 96 respondents. ►Organizational readiness factors have the most important effect on E-Learning. ►Also teachers’ motivation and training is the most important factor in E-Learning.

The main purpose of this study is to investigate how national ICT development level and individual ICT usage will influence achievements in reading, mathematics, and science for 4th and 8th grade school students. Large-scale international databases, including TIMSS 2011, PIRLS 2011, and PISA 2012, were employed in the current study. Hierarchical linear models (HLM) were applied to examine both countryand individual-level variables. According to the findings of this study, the national ICT development level is a significant positive predictor for individual academic performance in all three subjects for both 4th grade and 8th grade students, while the national economic development level was controlled for. Such finding indicates a similar trend of the ICT influences for both groups, although there exists a difference in terms of the extent of the relationships. In addition, individual-level ICT use is a significant predictor, even if students' gender and socioeconomic status are controlled for; however, its influence is mixed across different student groups and subjects depending on the ICT usage type.

In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.

Earlier studies have suggested that higher education institutions could harness the predictive power of Learning Management System (LMS) data to develop reporting tools that identify at-risk students and allow for more timely pedagogical interventions. This paper confirms and extends this proposition by providing data from an international research project investigating which student online activities accurately predict academic achievement. Analysis of LMS tracking data from a Blackboard Vista-supported course identified 15 variables demonstrating a significant simple correlation with student final grade. Regression modelling generated a best-fit predictive model for this course which incorporates key variables such as total number of discussion messages posted, total number of mail messages sent, and total number of assessments completed and which explains more than 30% of the variation in student final grade. Logistic modelling demonstrated the predictive power of this model, which correctly identified 81% of students who achieved a failing grade. Moreover, network analysis of course discussion forums afforded insight into the development of the student learning community by identifying disconnected students, patterns of student-to-student communication, and instructor positioning within the network. This study affirms that pedagogically meaningful information can be extracted from LMS-generated student tracking data, and discusses how these findings are informing the development of a customizable dashboardlike reporting tool for educators that will extract and visualize real-time data on student engagement and likelihood of success.

Previous research suggests that an eventual information technology (IT) success depend on both its initial adoption (acceptance) and subsequent continued usage (continuance). Expectancy disconfirmation theory (EDT) has been successfully used to predict users’ intention to continue using information technologies. This study proposed a decomposed EDT model to examine cognitive beliefs and affect that influence users’ continuance decision in the context

In this study the effects of two different interactive learning tasks, in which simple games were included were described with respect to student motivation and deep strategy use. The research involved 235 students from four elementary schools in The Netherlands. One group of students (N ¼ 128) constructed their own memory 'drag and drop' game, whereas the other group (N ¼ 107) played an existing 'drag and drop' memory game. Analyses of covariance demonstrated a significant difference between the two conditions both on intrinsic motivation and deep strategy use. The large effect sizes for both motivation and deep strategy use were in favour of the construction condition. The results suggest that constructing a game might be a better way to enhance student motivation and deep learning than playing an existing game. Despite the promising results, the low level of complexity of the games used is a study limitation.

The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student's responses from a twotier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T 3 G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.