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