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Acknowledgements This work was supported by National Research Foundation of Korea Grant funded by the Korean Government (2012-045331). References Anderson. T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computing conferencing context. Journal of Asynchronous Learning Networks, 5(2), 2-17. Arnold, N., & Ducate, L. (2006). Future foreign language teachers' social and cognitive collaboration in an online environment. Language Learning & Technology, 10(1), 42-66. Bandalos, D. L. (2002). The effects of item parceling on goodness-of-fit and parameter estimate. Structural Equation Modeling, 9(1), 78-102. Barfield, W., Zeltzer, D. M., Sheridan, T., & Slater, M. (1995). Presence and performance within virtual environments. In W. Barfield & T. Furness (Eds.), Virtual environments and advanced interface design (pp. 473-513). New York, NY, USA: Oxford University Press, Inc. Cabrera, A. F., Nora, A., & Castaneda, M. B. (1992). The role of finances in the persistence process: A structural model. Research in Higher Education, 33(5), 571-593. Chiu, C. M., Hsu, M. H., Sun, S. Y., Lin, T. C., & Sun, P. C. (2005). Usability, quality, value and e-learning continuance decisions. Computers & Education, 45, 399-416. Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York, NY: Harper Perennial. Davis, F. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. Fountane, G. (1992). The experience of a sense of presence in intercultural and international encounters. Teleoperators and virture Environment, 1(4), 482-490. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. American Journal of Distance Education, 15(1), 7-23. Garrison, D.R., & Anderson, T. (2003). E-learning in the 21 st centrury: A framework for research and practice. London, UK: Routledge. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. Internet and Higher Education, 10(3), 157-172. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. Garrison, D. R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61-74. Hair, J. F., Anderson, R. E., Tathrn, R. L., & Black, W. C. (1995). Multivariate data analysis (4th ed.). Upper Saddle River, NJ: Prentice Hall. Joo, Y. J., Kim, E. K., & Park, S. Y. (2009). The structural relationship among cognitive presence, flow and learning outcome in corporate cyber education. The Journal of Educational Information and Media, 15(3), 21-38. Kang, M. H. (2005). Cybergogy for engaged learning. Seoul, Korea: Ewha Womans University Academic-industrial Cooperation Association. Kang, M. H., Park, J., U., & Shin, S. Y. (2007). Developing a cognitive presence scale for measuring students' involvement during e-learning process. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2823-2828). Chesapeake, VA: AACE. Kanuka, H., & Garrison, R. D. (2004). Cognitive presence in online learning. Journal of Computing in Higher Education, 15(2), 21-39. Keller, M., & Suzuki, K. (1988). Use of the ARCS motivation model in courseware design. In D. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp.401-434). Hillsdale, NJ: Erlbaum. Kim, M. R. (2005). Factors affecting learners' flow and satisfaction in e-learning graduate courses. Journal of Korean Education, 32(1), 165-201. 323
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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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
Page 277 and 278: skills can move to the next learnin
Page 279 and 280: were divided into an experimental g
Page 281 and 282: illustrates the Monopoly gameplay m
Page 283 and 284: Comparison of monopoly and instruct
Page 285 and 286: Guskey, T. R., & Gates, S. L. (1986
Page 287 and 288: Yang, C.-C., Tseng, S.-S., Liao, A.
Page 289 and 290: text only because learners are able
Page 291 and 292: Figure 2. Structure of poetry multi
Page 293 and 294: time period. Bandwidth is measured
Page 295 and 296: Participants and experimental proce
Page 297 and 298: owses multimedia resources. Fewer p
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Page 301 and 302: Wang, Y.-H., Young, S. S.-C., & Jan
Page 303 and 304: mistakes in front of the teacher an
Page 305 and 306: Basic English learning materials we
Page 307 and 308: The instructor also showed positive
Page 309 and 310: H.L, M = 38.11) which occurred in b
Page 311 and 312: Discussions Tangible learning compa
Page 313 and 314: We can conclude from the current st
Page 315 and 316: Joo, Y. J., Joung, S., & Kim, E. K.
Page 317 and 318: on 506 students registered for cybe
Page 319 and 320: and management systems, learning se
Page 321 and 322: multivariate normal distribution as
Page 323 and 324: Structural model examination Table
Page 325 and 326: Direct effect Flow ← Satisfaction
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Page 331 and 332: language accurately, or product-ori
Page 333 and 334: Thailand 5 Vietnam 25 Total 208 Res
Page 335 and 336: Procedures of data collection Figur
Page 337 and 338: discussions. From Brian’s log fil
Page 339 and 340: universities. There were 259 studen
Page 341 and 342: and he provided his arguments and r
Page 343 and 344: Within groups Total Test 4 Between
Page 345 and 346: Crooks, B. (2003). The combined use
Page 347 and 348: Appendix A 342
Page 349: teenager. Chapter four, “Identity
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