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ORCIDComputers in Human Behavior, Volume 22
Volume 22, Number 1, January 2006
- Paul A. Kirschner
, Peter Gerjets:
Instructional design for effective and enjoyable computer-supported learning. 1-8 - Katharina Scheiter, Peter Gerjets, Richard Catrambone:
Making the abstract concrete: Visualizing mathematical solution procedures. 9-25 - Daniel Bodemer, Uwe Faust:
External and mental referencing of multiple representations. 27-42 - Tanja Keller, Peter Gerjets, Katharina Scheiter, Bärbel Garsoffky:
Information visualizations for knowledge acquisition: The impact of dimensionality and color coding. 43-65 - Richard W. Joiner, Jessica Nethercott, Richard Hull, Josephine Reid:
Designing educational experiences using ubiquitous technology. 67-76 - Rolf Schwonke, Sabine Hauser, Matthias Nückles, Alexander Renkl:
Enhancing computer-supported writing of learning protocols by adaptive prompts. 77-92 - Liesbeth Kester, Chris Lehnen, Pascal W. M. Van Gerven, Paul A. Kirschner:
Just-in-time, schematic supportive information presentation during cognitive skill acquisition. 93-112 - Tobias Bartholomé, Elmar Stahl, Stephanie Pieschl, Rainer Bromme:
What matters in help-seeking? A study of help effectiveness and learner-related factors. 113-129 - Shaaron Ainsworth, Piers Fleming:
Evaluating authoring tools for teachers as instructional designers. 131-148 - Michael J. Hannafin:
Disciplined inquiry and research in computer-supported learning. 149-153 - Pierre Dillenbourg:
The solo/duo gap. 155-159
Volume 22, Number 2, March 2006
- Donata Francescato, Rita Porcelli, Minou Ella Mebane, Marcella Cuddetta, Jane E. Klobas, Paolo Renzi:
Evaluation of the efficacy of collaborative learning in face-to-face and computer-supported university contexts. 163-176 - Shu-Sheng Liaw, Weng-Cheng Chang, Wu-Hsiung Hung, Hsiu-Mei Huang:
Attitudes toward search engines as a learning assisted tool: approach of Liaw and Huang's research model. 177-190 - Hans G. K. Hummel, Fred Paas, E. J. R. Koper:
Timing of cueing in complex problem-solving tasks: Learner versus system control. 191-205 - Esra Ceyhan:
Computer anxiety of teacher trainees in the framework of personality variables. 207-220 - Hsiang Chen:
Flow on the net-detecting Web users' positive affects and their flow states. 221-233 - Monica T. Whitty, Adrian N. Carr:
New rules in the workplace: Applying object-relations theory to explain problem Internet and email behaviour in the workplace. 235-250 - Sherry Y. Chen, Jing-Ping Fan, Robert D. Macredie:
Navigation in hypermedia learning systems: experts vs. novices. 251-266 - Alessandro Antonietti, Marisa Giorgetti:
Teachers' beliefs about learning from multimedia. 267-282 - Richard N. Landers, John W. Lounsbury:
An investigation of Big Five and narrow personality traits in relation to Internet usage. 283-293 - Stephan Bera, Min Liu:
Cognitive tools, individual differences, and group processing as mediating factors in a hypermedia environment. 295-319
Volume 22, Number 3, May 2006
- Ron J. C. M. Salden, Fred Paas, Jeroen J. G. van Merriënboer:
A comparison of approaches to learning task selection in the training of complex cognitive skills. 321-333 - Hsiu-Mei Huang:
Do print and Web surveys provide the same results? 334-350 - Jan Noyes, Kate J. Garland:
Explaining students' attitudes toward books and computers. 351-363 - Zheng Yan:
Different experiences, different effects: a longitudinal study of learning a computer program in a network environment. 364-380 - Rehab M. Duwairi:
A framework for the computerized assessment of university student essays. 381-388 - Geraldine Clarebout, Jan Elen:
Tool use in computer-based learning environments: towards a research framework. 389-411 - Michael W. Link, Polly P. Armsby, Robert C. Hubal, Curry I. Guinn:
Accessibility and acceptance of responsive virtual human technology as a survey interviewer training tool. 412-426 - Daniel J. McFarland, Diane Hamilton:
Adding contextual specificity to the technology acceptance model. 427-447 - Clas Linnman, Per Carlbring, Åsa Åhman, Håkan Andersson, Gerhard Andersson:
The Stroop effect on the internet. 448-455 - John J. Beckers, Remy M. J. P. Rikers, Henk G. Schmidt:
The influence of computer anxiety on experienced computer users while performing complex computer tasks. 456-466 - Ludovic Le Bigot, Eric Jamet, Jean-François Rouet, Virginie Amiel:
Mode and modal transfer effects on performance and discourse organization with an information retrieval dialogue system in natural language. 467-500 - Shu-Sheng Liaw, Hsiu-Mei Huang:
Information retrieval from the World Wide Web: a user-focused approach based on individual experience with search engines. 501-517 - Mike Z. Yao, Andrew J. Flanagin:
A self-awareness approach to computer-mediated communication. 518-544 - Per Carlbring, Gerhard Andersson:
Internet and psychological treatment. How well can they be combined? 545-553
Volume 22, Number 4, July 2006
- Claudia Roda, Julie Thomas:
Attention aware systems: Introduction to special issue. 555-556 - Claudia Roda, Julie Thomas:
Attention aware systems: Theories, applications, and research agenda. 557-587 - Sharon Wood, Richard Cox, Peter C.-H. Cheng:
Attention design: Eight issues to consider. 588-602 - David N. Rapp:
The value of attention aware systems in educational settings. 603-614 - Alexander Toet:
Gaze directed displays as an enabling technology for attention aware systems. 615-647 - Anne P. Hillstrom, Yu-Chin Chai:
Factors that guide or disrupt attentive visual processing. 648-656 - Aulikki Hyrskykari:
Utilizing eye movements: Overcoming inaccuracy while tracking the focus of attention during reading. 657-671 - C. Davies, W. Tompkinson, Nick Donnelly, L. Gordon, Kyle R. Cave:
Visual saliency as an aid to updating digital maps. 672-684 - Brian P. Bailey, Joseph A. Konstan:
On the need for attention-aware systems: Measuring effects of interruption on task performance, error rate, and affective state. 685-708 - Brian P. Bailey, Piotr D. Adamczyk, Tony Y. Chang, Neil A. Chilson:
A framework for specifying and monitoring user tasks. 709-732 - Cristy Ho, Charles Spence:
Verbal interface design: Do verbal directional cues automatically orient visual spatial attention? 733-748 - Jan Willem Streefkerk, Myra P. van Esch-Bussemakers, Mark A. Neerincx:
Designing personal attentive user interfaces in the mobile public safety domain. 749-770 - Roel Vertegaal, Jeffrey S. Shell, Daniel Chen, Aadil Mamuji:
Designing for augmented attention: Towards a framework for attentive user interfaces. 771-789
Volume 22, Number 5, September 2006
- John Eustis Williams, David M. McCord:
Equivalence of standard and computerized versions of the Raven Progressive Matrices Test. 791-800 - Egbert G. Harskamp, Cor J. M. Suhre:
Improving mathematical problem solving: A computerized approach. 801-815 - Chorng-Shyong Ong, Jung-Yu Lai:
Gender differences in perceptions and relationships among dominants of e-learning acceptance. 816-829 - Juan Herrero, Julio Meneses:
Short Web-based versions of the perceived stress (PSS) and Center for Epidemiological Studies-Depression (CESD) Scales: a comparison to pencil and paper responses among Internet users. 830-846 - Mohiuddin Ahmed, Charles M. Boisvert:
Using computers as visual aids to enhance communication in therapy. 847-855 - John Todman, Kenneth Day:
Computer anxiety: the role of psychological gender. 856-869 - Paul van Schaik, Jonathan Ling:
The effects of graphical display and screen ratio on information retrieval in web pages. 870-884 - Jens Liegle, Thomas Janicki:
The effect of learning styles on the navigation needs of Web-based learners. 885-898 - Parvaneh Sharafi, Leif R. Hedman, Henry Montgomery:
Using information technology: engagement modes, flow experience, and personality orientations. 899-916 - Matthias Nückles, Alexander Stürz:
The assessment tool: a method to support asynchronous communication between computer experts and laypersons. 917-940
Volume 22, Number 6, November 2006
- Katie Bessière, John E. Newhagen, John P. Robinson, Ben Shneiderman:
A model for computer frustration: the role of instrumental and dispositional factors on incident, session, and post-session frustration and mood. 941-961 - Pei-Chun Shih, Dolores Muñoz, Flor Sánchez:
The effect of previous experience with information and communication technologies on performance in a Web-based learning program. 962-970 - Petra Kozma-Wiebe, Steven M. Silverstein, Akos Fehér, Ilona Kovács, Peter Ulhaas, Sandra M. Wilkniss:
Development of a world-wide web based contour integration test. 971-980 - John M. Raven:
Functional organs and computer use within collaborative group projects. 981-990 - Adam B. Smith, Galina Velikova, E. Penelope Wright, Pamela Lynch, Peter J. Selby:
Computer-assisted questionnaires may facilitate collection of quality-of-life (QOL) data: At a cost. 991-1000 - Jeffery D. Wilfong:
Computer anxiety and anger: the impact of computer use, computer experience, and self-efficacy beliefs. 1001-1011 - Hung-Pin Shih:
Assessing the effects of self-efficacy and competence on individual satisfaction with computer use: an IT student perspective. 1012-1026 - Ivar Bråten, Helge I. Strømsø:
Epistemological beliefs, interest, and gender as predictors of Internet-based learning activities. 1027-1042 - Maria Isabel Beas, Marisa Salanova:
Self-efficacy beliefs, computer training and psychological well-being among information and communication technology workers. 1043-1058 - MaryLouise E. Kerwin:
Evaluation of a computer-based instructional package about eating disorders. 1059-1066 - Shih-Ming Li, Teng-Ming Chung:
Internet function and Internet addictive behavior. 1067-1071 - Kimberly M. Christopherson, Jeffrey N. Weatherly:
The effect of visual complexity when playing a slot-machine simulation: the role of computer experience, computer anxiety, and optimism. 1072-1079 - Mark J. Brosnan, Susan J. Thorpe:
An evaluation of two clinically-derived treatments for technophobia. 1080-1095 - Julie Lemarié, Hélène Eyrolle, Jean-Marie Cellier:
Visual signals in text comprehension: How to restore them when oralizing a text via a speech synthesis? 1096-1115
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