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Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

Simulation & gaming, 2020-02, Vol.51 (1), p.33-54

2020

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The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students' peer-feedback dispositions

Assessment and evaluation in higher education, 2022-01, Vol.47 (1), p.15-28

2022

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Augmenting the senses: a review on sensor-based learning support

Sensors, 2015-02, Vol.15 (2), p.4097-4133

2015

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Students' perceptions of the peer-feedback experience in MOOCs

Distance education, 2021-01, Vol.42 (1), p.145-163

2021

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Can You Help Me with My Pitch? Studying a Tool for Real-Time Automated Feedback

IEEE transactions on learning technologies, 2016-10, Vol.9 (4), p.318-327

2016

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A narrative literature review of games, animations and simulations to teach research methods and statistics

Computers and education, 2014-05, Vol.74, p.1-14

2014

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Educational Functions and Design of Badge Systems: A Conceptual Literature Review

IEEE transactions on learning technologies, 2018-10, Vol.11 (4), p.536-544

2018

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Supporting co-creation with software, the idSpace platform

Computers in human behavior, 2014-08, Vol.37, p.413-422

2014

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Knowledge matchmaking in Learning Networks: Alleviating the tutor load by mutually connecting Learning Network users

British journal of educational technology, 2006-11, Vol.37 (6), p.881-895

2006

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Flipped Classroom Formats in a Problem-Based Learning Course: Experiences of First-Year Bachelor European Public Health Students

Public health reviews, 2022-08, Vol.43, p.1604795-1604795

2022

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Educational scalability in MOOCs: Analysing instructional designs to find best practices

Computers and education, 2021-02, Vol.161, p.104054, Article 104054

2021

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Stand Tall and Raise Your Voice! A Study on the Presentation Trainer

Design for Teaching and Learning in a Networked World, p.311-324

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Presentation Trainer: Polishing Your Communication Skills

Design for Teaching and Learning in a Networked World, p.526-529

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Instructional design of virtual patients in dental education through a 4C/ID lens: a narrative review

Journal of computers in education (the official journal of the Global Chinese Society for Computers in Education), 2024-06, Vol.11 (2), p.523-556

2024

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Do You Know What Your Nonverbal Behavior Communicates? – Studying a Self-reflection Module for the Presentation Trainer

Immersive Learning Research Network, p.93-106

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A Data-Driven Approach for the Identification of Features for Automated Feedback on Academic Essays

IEEE transactions on learning technologies, 2023-12, Vol.16 (6), p.914-925

2023

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Towards design principles for an online learning platform providing reflective practices for developing employability competences

Education and information technologies, 2024-02

2024

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Language Technologies to Support Formative Feedback

Educational technology & society, 2011-10, Vol.14 (4), p.11-20

2011

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Authoring a full life cycle model in standards-based, adaptive e-learning

Educational technology & society, 2006-01, Vol.9 (1), p.72-83

2006

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Team formation instruments to enhance learner interactions in open learning environments

Computers in human behavior, 2015-04, Vol.45, p.11-20

2015

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Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination

Transforming Learning with Meaningful Technologies, p.396-408

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Latent semantic analysis as a tool for learner positioning in learning networks for lifelong learning

British journal of educational technology, 2004-11, Vol.35 (6), p.729-738

2004

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Introducing serious games with Wikis: empowering the teacher with simple technologies

Interactive learning environments, 2014-09, Vol.22 (5), p.564-577

2014

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Toward Automatic Interpretation of Narrative Feedback in Competency-Based Portfolios

IEEE transactions on learning technologies, 2022-04, Vol.15 (2), p.179-189

2022

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Keep It Simple: Lowering the Barrier for Authoring Serious Games

Simulation & gaming, 2015-02, Vol.46 (1), p.40-67

2015

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Do Badges Affect Intrinsic Motivation in Introductory Programming Students?

The factor structure of the peer-feedback orientation scale (PFOS): toward a measure for assessing students' peer-feedback dispositions

Augmenting the senses: a review on sensor-based learning support

Students' perceptions of the peer-feedback experience in MOOCs

Can You Help Me with My Pitch? Studying a Tool for Real-Time Automated Feedback

A narrative literature review of games, animations and simulations to teach research methods and statistics

Educational Functions and Design of Badge Systems: A Conceptual Literature Review

Supporting co-creation with software, the idSpace platform

Knowledge matchmaking in Learning Networks: Alleviating the tutor load by mutually connecting Learning Network users

Flipped Classroom Formats in a Problem-Based Learning Course: Experiences of First-Year Bachelor European Public Health Students

Educational scalability in MOOCs: Analysing instructional designs to find best practices

Stand Tall and Raise Your Voice! A Study on the Presentation Trainer

Presentation Trainer: Polishing Your Communication Skills

Instructional design of virtual patients in dental education through a 4C/ID lens: a narrative review

Do You Know What Your Nonverbal Behavior Communicates? – Studying a Self-reflection Module for the Presentation Trainer

A Data-Driven Approach for the Identification of Features for Automated Feedback on Academic Essays

Towards design principles for an online learning platform providing reflective practices for developing employability competences

Language Technologies to Support Formative Feedback

Authoring a full life cycle model in standards-based, adaptive e-learning

Team formation instruments to enhance learner interactions in open learning environments

Identifying Critical Features for Formative Essay Feedback with Artificial Neural Networks and Backward Elimination

Latent semantic analysis as a tool for learner positioning in learning networks for lifelong learning

Introducing serious games with Wikis: empowering the teacher with simple technologies

Toward Automatic Interpretation of Narrative Feedback in Competency-Based Portfolios

Keep It Simple: Lowering the Barrier for Authoring Serious Games

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