| The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education |
83 |
| Augmented reality for STEM learning: A systematic review |
59 |
| The flipped classroom: A review of its advantages and challenges |
55 |
| Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs |
47 |
| Technology Acceptance Model in M-learning context: A systematic review |
42 |
| E-learning success determinants: Brazilian empirical study |
41 |
| The impact of a flipped classroom approach on student learning experience |
41 |
| The use of mobile learning in higher education: A systematic review |
37 |
| Visual learning analytics of educational data: A systematic literature review and research agenda |
33 |
| Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016 |
32 |
| Learning Engagement and Persistence in Massive Open Online Courses (MOOCS) |
31 |
| Immersive virtual reality serious games for evacuation training and research: A systematic literature review |
31 |
| How to learn and how to teach computational thinking: Suggestions based on a review of the literature |
31 |
| Progress and new directions for teaching and learning in MOOCs |
30 |
| A scoping review of research on digital game-based language learning |
27 |
| A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment |
26 |
| Students' ICT self-efficacy and computer and information literacy: Determinants and relationships |
26 |
| Enhancing student learning experience with technology-mediated gamification: An empirical study |
25 |
| Impacts of an augmented reality-based flipped learning guiding approach on students' scientific project performance and perceptions |
24 |
| Improving programming skills in engineering education through problem-based game projects with Scratch |
23 |
| Students' learning performance and perceived motivation in gamified flipped-class instruction |
23 |
| Mobile learning for science and mathematics school education: A systematic review of empirical evidence |
22 |
| Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016 |
22 |
| Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment |
21 |
| A systematic review of eye tracking research on multimedia learning |
21 |
| The effects of metacognition on online learning interest and continuance to learn with MOOCs |
20 |
| Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017 |
20 |
| Tracking e-learning through published papers: A systematic review |
20 |
| The design of blended learning in response to student diversity in higher education: Instructors' views and use of differentiated instruction in blended learning |
20 |
| Effect of augmented reality game Pokemon GO on cognitive performance and emotional intelligence in adolescent young |
20 |
| To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course |
19 |
| Learning communities in the crowd: Characteristics of content related interactions and social relationships in MOOC discussion forums |
19 |
| Exploring the impacts of interactions, social presence and emotional engagement on active collaborative learning in a social web-based environment |
19 |
| Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance |
19 |
| Utilizing early engagement and machine learning to predict student outcomes |
19 |
| Exploring the relationship between online discourse and commitment in Twitter professional learning communities |
19 |
| The essential applications of educational robot: Requirement analysis from the perspectives of experts, researchers and instructors |
19 |
| Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach |
19 |
| A model of factors affecting learning performance through the use of social media in Malaysian higher education |
19 |
| Examining competitive, collaborative and adaptive gamification in young learners' math learning |
18 |
| Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model |
18 |
| A systematic review on teaching and learning robotics content knowledge in K-12 |
18 |
| The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis |
17 |
| A review of experimental mobile learning research in 2010-2016 based on the activity theory framework |
17 |
| Investigating learning outcomes and subjective experiences in 360-degree videos |
17 |
| Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz |
16 |
| Cell phone usage and academic performance: An experiment |
16 |
| Categorising teachers' use of social media for their professional learning: A self-generating professional learning paradigm |
16 |
| Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence |
16 |
| A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies |
16 |
