The effect of technology on primary students' self-regulated vocabulary learning (SRVL) over time and its dynamic relationship with vocabulary outcomes have been scarcely studied. This quasi-experimental study reports a longitudinal inquiry into the effect of a mobile-assisted self-regulation scheme on primary students' SRVL and the relationship…

This study employed an alternating treatments design to compare the effects of two types of practice conditions on the subtraction fact fluency in a fifth-grade classroom. Eight, fifth-grade students participated in the study over a 5-week intervention period practicing addition and subtraction facts in a "fact families" condition (A +…

Authentic contextual learning (ACL) with mobile apps near home became prevalent and promising due to the COVID-19 pandemic since students were asked to learn near home without going to school. However, learning with mobile apps may cause problematic issues, such as anxiety and acceptance of either students or parents. This study aims to…

The current study evaluated the effect of technology-based self-management on disruptive behavior and academic engagement (AE) with a student with an emotional and behavioral disorder. A multiple baseline design across three general education settings was used to assess the effectiveness of the intervention, self-management using the…

The purpose of this study was to test the effects of a child sexual abuse prevention education program using a hybrid application (CSAPE-H) by examining fifth-grade students' (a) knowledge for sexual abuse prevention and (b) self-protective behaviors against sexual abuse. A quasi-experimental, pretest /posttest design was used. Sixty-eight…

The aim of this study is to investigate the effectiveness of the Comprehension Strategies Mobile App (COSMA) on the reading comprehension performance of students with learning disabilities. Four students with learning disabilities (three boys, one girl) participated in the study. The experimental process of the study was carried out according to…

Research continues to demonstrate that motivated readers read more, yet too often students are not exposed to genres that might motivate them to continue reading. Further, students might not be encouraged to read outside their preferred reading genre. When students are unmotivated to read, they often do not read or do not finish the books they…

The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in…