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Mnemotechnics in Second-Language Learning
For some time I have been involved in efforts to develop computer-controlled systems for instruction. One such effort has been a computer-assistedinstruction (CAI) program for teaching reading in the…
Student perceptions of privacy principles for learning analytics
It is concluded that all stakeholders need to be equally involved when learning analytics systems are implemented at higher education institutions and privacy principles are considered.
The acceptance of Tablet-PCs in classroom instruction: The teachers' perspectives
Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios
- Dirk Ifenthaler
- Computer ScienceJ. Educ. Technol. Soc.
- 22 May 2012
The results indicate that generic prompts are an important aid for developing cognitive structures while solving problems and an automated assessment and analysis methodology for determining the quality of learning outcomes is introduced.
Features students really expect from learning analytics
Collaborative problem solving in shared space
The purpose of this study was to examine collaborative problem solving in a shared virtual space. The main question asked was: How will the performance and processes differ between collaborative…
Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning
Development and Validation of a Learning Analytics Framework: Two Case Studies Using Support Vector Machines
The findings indicate that educational data for learning analytics is context specific and variables carry different meanings and can have different implications across educational institutions and area of studies.
An Investigation of the Interrelationships between Motivation, Engagement, and Complex Problem Solving in Game-based Learning
- Deniz Eseryel, Victor Law, Dirk Ifenthaler, Xun Ge, Raymond Miller
- BusinessJ. Educ. Technol. Soc.
It is suggested that learners’ motivation determine their engagement during gameplay, which in turn determines their development of complex problem-solving competencies, and that learner’s motivation, engagement, and problemsolving performance are greatly impacted by the nature and the design of game tasks.