Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions.…

This article explores how the adoption of educational robotics, cloud-based animation software, and simplified visual programming software can provide valuable opportunities for dialogic interaction and learning. The potentialities of this type of activity are often overlooked in dialogic investigations. Based on empirical illustration, we discuss…

The purpose of this design-based research study was to provide a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners and investigate the theoretical potential of audio-video software interventions for second language acquisition. Specifically, the study explored current virtual…

Collaborative learning has long been proved to be a crucial agent for enhancing students' social skills, problem-solving abilities and individual learning performance. Understanding how students move from one phase to another in their collaboration process can inform educators of how best to facilitate such learning. However, this is still an area…

This study examined the impact of e-book interactivity design on the learning of Chinese characters by fourth graders (10-year-old children). This study was guided by two main questions: (1) Are there any differences in achievements (Chinese character writing, lexical comprehension, and lexical usage) between groups of young learners who read…

Since past studies showing that competition has negative effects on group process were primarily conducted in traditional classrooms involving face-to-face situations, this study extends past research by investigating whether the negative effects associated with face-to-face team competition can be mitigated with the support of networking…

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…

The 7th International Conference on Education Data Mining held on July 4th-7th, 2014, at the Institute of Education, London, UK is the leading international forum for high-quality research that mines large data sets in order to answer educational research questions that shed light on the learning process. These data sets may come from the traces…