| Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments |
17 |
| Young children and tablets: A systematic review of effects on learning and development |
16 |
| Designing a technology-enhanced flipped learning system to facilitate students' self-regulation and performance |
16 |
| A gender matching effect in learning with pedagogical agents in an immersive virtual reality science simulation |
15 |
| Investigating the adoption of MOOCs: A technology-user-environment perspective |
15 |
| Multimodal teaching analytics: Automated extraction of orchestration graphs from wearable sensor data |
14 |
| Supervised machine learning in multimodal learning analytics for estimating success in project-based learning |
13 |
| Virtual reality and situated experiential education: A conceptualization and exploratory trial |
13 |
| Mobile-Based micro-Learning and Assessment: Impact on learning performance and motivation of high school students |
13 |
| Effects of game-based learning on students' mathematics achievement: A meta-analysis |
12 |
| Improving early prediction of academic failure using sentiment analysis on self-evaluated comments |
11 |
| Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education |
11 |
| Level of intrinsic motivation of distance education students in e-learning environments |
11 |
| Effectiveness of learning in online academic courses compared with face-to-face courses in higher education |
11 |
| Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead |
10 |
| From signals to knowledge: A conceptual model for multimodal learning analytics |
9 |
| Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning |
9 |
| Learning and engagement in a gamified course: Investigating the effects of student characteristics |
9 |
| How does the smartphone usage of college students affect academic performance? |
8 |
| Facilitating application of language skills in authentic environments with a mobile learning system |
8 |
| Profiling sympathetic arousal in a physics course: How active are students? |
8 |
| Analysing computational thinking in collaborative programming: A quantitative ethnography approach |
8 |
| Digital story design activities used for teaching programming effect on learning of programming concepts, programming self-efficacy, and participation and analysis of student experiences |
8 |
| Flipped learning readiness in teaching programming in middle schools: Modelling its relation to various variables |
8 |
| The effects of augmented reality on students' academic achievement and motivation in a biology course |
7 |
| Enhancing multimodal learning through personalized gesture recognition |
7 |
| Predicting student performance in a blended MOOC |
7 |
| Exploring students' flow experiences in business simulation games |
7 |
| Effects of anxiety levels on learning performance and gaming performance in digital game-based learning |
6 |
| How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement |
6 |
| A review of research on bridging the gap between formal and informal learning with technology in primary school contexts |
6 |
| SN-Learning: An exploratory study beyond e-learning and evaluation of its applications using EV-SNL framework |
6 |
| Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches |
6 |
| Students' engagement characteristics predict success and completion of online courses |
6 |
| Learning performance and cognitive load in mobile learning: Impact of interaction complexity |
6 |
| The development of situational interest during a digital mathematics game |
6 |
| High school students' perceptions of affect and collaboration during virtual science inquiry learning |
5 |
| Context-aware language-learning application in the green technology building: Which group can benefit the most? |
5 |
| Flipping learning not just content: A 4-year action research study investigating the appropriate level of flipped learning |
5 |
| A data-driven procedural-content-generation approach for educational games |
5 |
| Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017 |
5 |
| Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions |
5 |
| Engaging middle school students in scientific practice with a collaborative mobile game |
5 |
| Differences in pre-service teachers' knowledge and readiness to use ICT in education |
5 |
| Attending to structural programming features predicts differences in learning and motivation |
4 |
| Cultivating undergraduates' plagiarism avoidance knowledge and skills with an online tutorial system |
4 |
| The effects of Facebook and WhatsApp on success in English vocabulary instruction |
4 |
| Examining the role of computer-supported knowledge-building discourse in epistemic and conceptual understanding |
4 |
| Using commercial video games in flipped classrooms to support physical concept construction |
4 |
| Using 360-degree videos in teacher education to improve preservice teachers' professional interpersonal vision |
4 |
