Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences-Reference-Cited by-同舟云学术

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Undergraduate students’ conceptual interpretation and perceptions of haptic-enabled learning experiences

Published:2017-05-08 Issue:1 Volume:14 Page:
ISSN:2365-9440
Container-title:International Journal of Educational Technology in Higher Education
language:en
Short-container-title:Int J Educ Technol High Educ

Author:

Shaikh Uzma A. S.,Magana Alejandra J.,Neri Luis,Escobar-Castillejos David,Noguez Julieta,Benes Bedrich

Funder

Division of Engineering Education and Centers

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Education

Link

http://link.springer.com/content/pdf/10.1186/s41239-017-0053-2.pdf

Reference35 articles.

1. Austin, K. A. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339–1354.

2. Bagno, E., & Eylon, B.-S. (1997). From problem solving to a knowledge structure: An example from the domain of electromagnetism. American Journal of Physics, 65(8), 726–736.

3. Chabay, R., & Sherwood, B. (2006). Restructuring the introductory electricity and magnetism course. American Journal of Physics, 74(4), 329–336.

4. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Earlbaum Associates.

5. Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict. Journal of Research in Science Teaching, 50(6), 677–698. doi: 10.1002/tea.21096 .

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