British Journal of Educational Technology (BJET)

  Vol. 52, n°1, 01/2021

 

• BJET editorial 2021, Mutlu Cukurova, Sara Hennessy, Louis Major, Manolis Mavrikis, Sara Price
• Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction, distraction and cyberbullying, Neil Selwyn, Jesper Aagaard
• Do cultural differences affect users’ e‐learning adoption? A meta‐analysis,,Yang Zhao, Ning Wang, Yixuan Li, Ruoxin Zhou, Shuangshuang Li
• Can narrative cutscenes improve home learning from a math game? An experimental study with children, Tomáš Sýkora, Tereza Stárková, Cyril Brom
• Can typical game features have unintended consequences? A study of players’ learning and reactions to challenge and failure in an educational programming game, Catherine C. Chase, Laura J. Malkiewich, Alison Lee, Stefan Slater, Ahram Choi, Chenmu Xing
• Gamification of in‐class activities in flipped classroom lectures, Michael Sailer, Maximilian Sailer
• Pages: 75-90 | First Published: 03 May 2020
• Open Access
• Narrative categorization in digital game‐based learning: Engagement, motivation & learning
• Fredrik S. Breien, Barbara Wasson
• Pages: 91-111 | First Published: 28 July 2020
• The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes
• Stefanie Vanbecelaere, Frederik Cornillie, Delphine Sasanguie, Bert Reynvoet, Fien Depaepe
• Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity, Hans G. K. Hummel, Rob J. Nadolski, Jannes Eshuis, Aad Slootmaker, Jeroen Storm
• An experimental study on the effects of gamified cooperation and competition on English vocabulary learning, Muhterem Dindar, Lei Ren, Hanna Järvenoja
• Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability, Xiuhan Li, Samuel Kai Wah Chu
• Immersive virtual field trips and elementary students’ perceptions, Insook Han
• Pages: 179-195 | First Published: 28 April 2020
• The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures, Billy Sung, Enrique Mergelsberg, Min Teah, Brandon D’Silva, Ian Phau
• Factors promoting the use of virtual worlds in educational settings, Miri Shonfeld, Yoram Greenstein
• Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning, Su Cai, Changhao Liu, Tao Wang, Enrui Liu, Jyh‐Chong Liang
• Improving students’ learning by providing a graphic organizer after a multimedia document, Tiphaine Colliot, Éric Jamet
• Enhancing students’ choreography and reflection in university dance courses: A mobile technology‐assisted peer assessment approach, Lu‐Ho Hsia, Gwo‐Jen Hwang
• Two worlds collide? The role of Chinese traditions and Western influences in Chinese preservice teachers’ perceptions of appropriate technology use, Chuanmei Dong, Pekka Mertala
• Learning from animations and computer simulations: Modality and reverse modality effects, Tzu‐Chien Liu, Yi‐Chun Lin, Chih‐Yi

https://bera-journals.onlinelibrary.wiley.com/toc/14678535/2021/52/1?campaign=woletoc