Assessment of user experience in video-based learning environments: From design guidelines to final product

How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction

(2019) Luis R. Murillo-Zamorano et al.   COMPUTERS & EDUCATION

The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system

(2019) Zamzami Zainuddin et al.   COMPUTERS & EDUCATION

On the relationships between behaviors and achievement in technology-mediated flipped classrooms: A two-phase online behavioral PLS-SEM model

(2019) Feng Hsu Wang   COMPUTERS & EDUCATION

Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments

(2019) Md Abdullah Al Mamun et al.   COMPUTERS & EDUCATION

Collaborative agile learning in online environments: Strategies for improving team regulation and project management

(2018) Ingrid Noguera et al.   COMPUTERS & EDUCATION

Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects

(2018) Chung Kwan Lo et al.   COMPUTERS & EDUCATION

The impact of a flipped classroom approach on student learning experience

(2018) Isaiah T. Awidi et al.   COMPUTERS & EDUCATION

Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance

(2015) Chih-Ming Chen et al.   COMPUTERS & EDUCATION

Instructional quality of Massive Open Online Courses (MOOCs)

(2015) Anoush Margaryan et al.   COMPUTERS & EDUCATION

Visual design guidelines for improving learning from dynamic and interactive digital text

(2012) Sung-Hee Jin   COMPUTERS & EDUCATION

Evaluating user experience of adaptive digital educational games with Activity Theory

(2012) Effie Lai-Chong Law et al.   INTERNATIONAL JOURNAL OF HUMAN-COMPUTER STUDIES

Storytelling Effectively Translates TeamSTEPPS Skills into Practice

(2010) Myrta Rabinowitz et al.   JOURNAL OF CONTINUING EDUCATION IN NURSING