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Spain 1 1 0 Austria 1 0 1 Greece 1 1 2 Chile 1 1 0 Taiwan 0 0 5 U.S.A. 1 1 0 Japan 1 0 1 Singapore 0 0 1 (international collaboration) Malaysia 0 0 1 (international collaboration) Turkey 0 0 2 Total 6 4 12 Participant levels As revealed in Table 6, all highly cited empirical studies involved post-secondary students and elementary school students. No other educational levels of participants, such as junior high and senior high students, were found. The educational levels of the participants involved in six empirical studies published during 2003 to 2010 were: elementary school level (50%) and college level (50%). During 2003-2006, two empirical studies (Hernandez-Leo et al., 2006; Sugar et al., 2004) involved college students and two empirical studies (Virvou et al., 2005; Zurita et al., 2005) used elementary school students. Interestingly, 11 empirical studies during 2007-2010 involved college students whereas only one study (Liu, 2007) used elementary school students. Table 6. Frequencies of participant level in highly cited empirical studies during 2003-2010, 2003-2006, and 2007-2010 Participant level Frequencies 2003-2010 2003-2006 2007-2010 College 3 2 11 Elementary school 3 2 1 Total 6 4 12 Learning domain Table 7 presents different learning domains applied in the highly cited empirical studies over different time intervals. During 2003-2010, two articles were classified into education domain and two articles were science domain (including computer and engineering). The two remaining empirical studies were about math and geography. During 2003-2006, two empirical studies (Hernandez-Leo et al., 2006; Sugar et al., 2004) were conducted in education domain, and the two remaining studies were about math (Zurita, et al., 2005) and geography (Virvou et al., 2005). During 2007-2010, six empirical studies were conducted in science domain. Four studies (Chen & Hsu, 2008; Teo et al., 2008; Yang, 2009; Makri & Kynigos, 2007) were identified into education domain, and the two remaining studies were classified into math (Liu, 2007) and business (Hou et al., 2008) domains. Table 7. Frequencies of learning domain in highly cited empirical studies during 2003-2010, 2003-2006, and 2007-2010 Learning domain Frequencies 2003-2010 2003-2006 2007-2010 Education 2 2 4 Geography 1 1 0 Math 1 1 1 Science (including computer and 2 0 6 engineering) Business 0 0 1 Total 6 4 12 11
Research method Table 8 shows different research methods applied in the highly cited empirical studies over different time intervals. During 2003-2010, among highly cited empirical studies (n = 6), four empirical studies utilized mixed method and two used quantitative method. During 2003-2006, three empirical studies (Hernandez-Leo et al., 2006; Virvou et al., 2005; Sugar et al., 2004) used mixed method, followed by one empirical study (Zurita et al., 2005) with quantitative method. No empirical study using qualitative method was found in the two intervals. During 2007-2010, five empirical studies (Hou et al., 2008; Liu, 2007; Yang, 2009; Delialioglu & Yildirim, 2007; Makri & Kynigos, 2007) utilized qualitative method, followed by four studies (Chen & Hsu, 2008; Yukselturk & Bulut, 2007; Demetriadis & Pombortsis, 2007; Huang et al., 2009) with mixed method and three studies (Holzinger et al., 2008; El-Bishouty et al., 2007; Teo et al., 2008) with quantitative method. Interestingly, the number of empirical studies using qualitative method obviously increased in the period of 2007-2010. Table 8. Frequencies of research method in highly cited empirical studies during 2003-2010, 2003-2006, and 2007-2010 Research method Frequencies 2003-2010 2003-2006 2007-2010 Mixed method 4 3 4 Quantitative 2 1 3 Qualitative 0 0 5 Total 6 4 12 Frequent author keywords According to Mao, Wang, and Ho (2010), author keywords analysis provides researchers with “the information of research trend” (p. 813). The authors used word clouds to present the frequently used author keywords obtained from the highly cited empirical studies during 2003-2010, 2003-2006, 2007-2010, respectively. The Wordle program automatically generated three graphics (Figure 2(a), 2(b), and 2(c)) after the authors typed all the keywords listed on the empirical studies in different periods of time. The results indicated that “learning” was the top keyword that appeared in empirical studies over the different time intervals. During 2003-2010, the word clouds showed that frequently appeared keywords were: collaborative learning, computer-supported collaborative learning, dynamic media, and educational technology (Figure 2(a). It is important to note that the Wordle program shows single words, and in this analysis, those words were combined as per the keywords provided by the authors in order to obtain meaningful analysis. Only four empirical studies were identified during 2003-2006. The frequently appeared keywords were: computer-supported collaborative learning and educational technology (Figure 2(b)). During 2007-2010, the word clouds showed that mobile learning, media learning, blended learning, online learning, instructional technology, and language learning using blog (Figure 2(c)). (a) (b) (c) Figure 2. (a)Word clouds of the keywords listed on empirical studies during 2003-2010; (b) Word clouds of the keywords listed on empirical studies during 2003-2006; and (c) Word clouds of the keywords listed on empirical studies during 2007-2010 12
Page 1 and 2: http://www.ifets.info ISSN: 1436-45
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Timely Diagnostic Feedback for Data
Page 7 and 8: Lim et al. addressed two gaps, a us
Page 9 and 10: The new found benefits of technolog
Page 11 and 12: analysis of all articles submitted
Page 13 and 14: Since some articles could not meet
Page 15: Table 2. Distribution of research t
Page 19 and 20: authors concluded that mixed-method
Page 21 and 22: trends. Library and Information Sci
Page 23 and 24: Taylor, E. W. (2001). Adult Educati
Page 25 and 26: Zealand 10 paper 15 19 Using mutual
Page 27 and 28: impact on a variety of sectors arou
Page 29 and 30: Grand challenges These grand challe
Page 31 and 32: eport for details of competencies c
Page 33 and 34: learning repositories to use in con
Page 35 and 36: Acknowledgements This paper is base
Page 37 and 38: eliminating duplicates, a total of
Page 39 and 40: Findings of this review In the foll
Page 41 and 42: Table 2. Summary of empirical resea
Page 43 and 44: students’ conception of learning
Page 45 and 46: their creative capacity in designin
Page 47 and 48: which make it impossible to see how
Page 49 and 50: The content knowledge Table 3 depic
Page 51 and 52: The first revision we have made to
Page 53 and 54: Angeli, C., & Valanides, N. (2005).
Page 55 and 56: Lee, H., & Hollebrands, K. (2008).
Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
Page 65 and 66: industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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