Effects on response time and accuracy of technology-enhanced cloze tests: an eye-tracking study     

Ponce  Héctor R.  Mayer  Richard E.  Sitthiworachart  Jirarat  López  Mario J. 《Educational technology research and development : ETR & D》2020,68(5):2033-2053

Educational technology research and development - The transition from paper-based tests to corresponding computer-administered tests allows for the incorporation of improved interfaces that support...  相似文献   

Categorising computer science education research     

Mike Joy  Jane Sinclair  Shanghua Sun  Jirarat Sitthiworachart  Javier López-González 《Education and Information Technologies》2009,14(2):105-126

The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy, specifically aimed to help new researchers in the field understand what types of papers are published and where they appear. Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus and those emerging from more general Higher Education literature.  相似文献   

Incorporating technologies into a flexible teaching space     

Mike Joy  Jonathan Foss  Emma King  Jane Sinclair  Jirarat Sitthiworachart  Rachel Davis 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(2):272-284

Higher education institutions are increasingly exploring how they can use emerging technologies to develop and enhance the learning experiences offered to students. These activities have mainly focused on developing student‐centred facilities. The University of Warwick has taken the next step by developing a space (the Teaching Grid) specifically designed to meet the needs of teaching staff across the institution. This paper describes how the Teaching Grid supports teachers by providing a flexible experimental space together with a rich collection of established and new technologies, and with comprehensive staff support. We analysed the use of the facility during the first 30 months of operation, using data collected from 119 case studies, in order to present a perspective on how they have used the technologies and how this has impacted on their teaching practice. We present a taxonomy that provides a concrete framework to support future analysis of and comparisons between such spaces.  相似文献