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Direct linkCowley, B.; Heikura, T.; Ravaja, N. – Journal of Computer Assisted Learning, 2013
In a study on experience-based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single-player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1-h game with a 3-min half-time break to complete an affect…
Descriptors: Games, Experiential Learning, Comprehension, Reflection
Al-Qahtani, Awadh A. Y.; Higgins, S. E. – Journal of Computer Assisted Learning, 2013
The study investigates the effect of e-learning, blended learning and classroom learning on students' achievement. Two experimental groups together with a control group from Umm Al-Qura University in Saudi Arabia were identified randomly. To assess students' achievement in the different groups, pre- and post-achievement tests were used. The…
Descriptors: College Students, Blended Learning, Educational Technology, Conventional Instruction
Plester, B.; Lerkkanen, M.-K.; Linjama, L. J.; Rasku-Puttonen, H.; Littleton, K. – Journal of Computer Assisted Learning, 2011
The aim of the study was to demonstrate the style of text language used by Finnish pre-teen texters (n = 65) and determine how their text language related to their traditional literacy skills, and compare descriptively these results with earlier results from work with young English texters. Three kinds of text messages (natural texts, elicited…
Descriptors: Literacy, Preadolescents, Language Styles, Language Usage
