2015, Volume 18, Issue 4

Special Issue on "Managing Cognitive Load in Technology-Based Learning Environments"

Guest Editor(s): Slava Kalyuga and Tzu-Chien Liu


Special Issue Articles

Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

Sharon Tindall-Ford, Shirley Agostinho, Sahar Bokosmaty, Fred Paas, Paul Chandler

Learning from Concept Mapping and Hypertext: An Eye Tracking Study

Franck Amadieu, Ladislao Salmerón, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemarié, Aline Chevalier

Using the Multi-Display Teaching System to Lower Cognitive Load

Tsung-Sheng Cheng, Yu-Chun Lu, Chu-Sing Yang

The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning

Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber

Full Length Articles

Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain

Lucila Romero, Matthew North, Milagros Gutiérrez, Laura Caliusco

Effects of Annotations and Homework on Learning Achievement: An Empirical Study of Scratch Programming Pedagogy

Addison Y. S. Su, Chester S. J. Huang, Stephen J. H. Yang, T. J. Ding, Y. Z. Hsieh

A Review of Emotion Regulation in Intelligent Tutoring Systems

Mehdi Malekzadeh, Mumtaz Begum Mustafa, Adel Lahsasna

Acceptability and Satisfaction of an ICT-based Training for University Teachers

Rocío Herrero, Juana Bretón-López, Luis Farfallini, Soledad Quero, Ignacio Miralles, Rosa Baños, Cristina Botella

Wiki-Mediated Activities in Higher Education: Evidence-Based Analysis of Learning Effectiveness Across Three Studies

Panagiota Altanopoulou, Nikolaos Tselios, Christos Katsanos, Maria Georgoutsou, Maria-Antonia Panagiotaki

Book Reviews

Starting from Volume 17 Issue 4, all published articles of the Journal of Educational Technology & Society are available under Creative Commons CC-BY-ND-NC 3.0 license.

For articles published in previous to Volume 17 Issue 4, following copyright applies:

Copyright by the International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission.

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