| Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement |
34 |
| Investigating pre-service teachers' acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective |
16 |
| Explicating the influences that explain intention to use technology among English teachers in China |
15 |
| Trends in the research design and application of mobile language learning: a review of 2007-2016 publications in selected SSCI journals |
14 |
| The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student |
12 |
| Understanding MOOC continuance: An empirical examination of social support theory |
11 |
| Research trends of flipped classroom studies for medical courses: a review of journal publications from 2008 to 2017 based on the technology-enhanced learning model |
11 |
| Impacts of integrating the repertory grid into an augmented reality-based learning design on students' learning achievements, cognitive load and degree of satisfaction |
10 |
| An extension of the technology acceptance model for online learning environments |
9 |
| Effects of integrating mobile technology-assisted peer assessment into flipped learning on students' dance skills and self-efficacy |
9 |
| An inquiry-based augmented reality mobile learning approach to fostering primary school students' historical reasoning in non-formal settings |
9 |
| A microworld-based role-playing game development approach to engaging students in interactive, enjoyable, and effective mathematics learning |
8 |
| Aligning learning design and learning analytics through instructor involvement: a MOOC case study |
7 |
| Creativity in the acquisition of computational thinking |
7 |
| Effects of an augmented reality-based mobile system on students' learning achievements and motivation for a liberal arts course |
6 |
| Programming video games and simulations in science education: exploring computational thinking through code analysis |
6 |
| Exploring the role of university students' online self-regulated learning in the flipped classroom: a structural equation model |
6 |
| Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools |
6 |
| The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class |
6 |
| Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform |
6 |
| The interactive whiteboard in primary school science and interaction |
6 |
| Learning management system implementation: a case study in the Kyrgyz Republic |
6 |
| Exploring the effect of learning styles on learning achievement in a u-Museum |
6 |
| Individual flipped learning and cooperative flipped learning: their effects on students' performance, social, and computer anxiety |
5 |
| Building arguments: key to collaborative scaffolding |
5 |
| Multimedia and interactivity in distance learning of resuscitation guidelines: a randomised controlled trial |
5 |
| Supporting adaptive learning pathways through the use of learning analytics: developments, challenges and future opportunities |
5 |
| Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students |
5 |
| Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds |
5 |
| Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom |
5 |
| Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction |
5 |
| Retaining learners by establishing harmonious relationships in e-learning environment |
5 |
| Human and social factors affecting the decision of students to accept e-learning |
5 |
| Effects of embedding a problem-posing-based learning guiding strategy into interactive e-books on students' learning performance and higher order thinking tendency |
4 |
| Perceptions of instructional quality: impact on acceptance and use of an online learning environment |
4 |
| Temporal emotion-aspect modeling for discovering what students are concerned about in online course forums |
4 |
| Behavioural sequential analysis of using an instant response application to enhance peer interactions in a flipped classroom |
4 |
| Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy |
4 |
| Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation |
4 |
| Collaborative lifelong learning and professional transfer. Case study: ECO European Project |
4 |
| Examining student learning and perceptions in social annotation-based translation activities |
4 |
| Effects of online synchronous instruction with an attention monitoring and alarm mechanism on sustained attention and learning performance |
4 |
| Using an interactive ubiquitous learning system to enhance authentic learning experiences in a cultural heritage course |
4 |
| Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students' English reading comprehension |
4 |
| Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3D experiential gaming approach |
4 |
| Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments |
4 |
| To use augmented reality or not in formative assessment: a comparative study |
4 |
| The rhetoric and reality of technology-enhanced learning developments in UK higher education: reflections on recent UCISA research findings (2012-2016) |
3 |
| Participatory learning culture and community formation in connectivist MOOCs |
3 |
| A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism |
3 |
