Educational Technology & Gaming

Resources

Adbobe. (2012). How is technology transforming education? Sir Ken Robinson Video Series from Adobe Education. [video]. (2:20 minutes). Available on:How is Technology Transforming Education? Sir Ken Robinson Video Series from Adobe Education

Alstad, Z., Dahlstrom-Hakki, I., Asbell-Clarke, J., Rowe, E., & Altman, M. (2016). The use of multidimensional biopsychological markers to detect learning in educational gaming environments.  Working Paper.

Angeli, C., Howard, S. K., Ma, J., Yang, J., & Kirschner, P. A. (2017). Data mining in educational technology classroom research: Can it make a contribution? . Computers & Education, 113, 226-242.

Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013, October). Improving participation and learning with gamification.  In Proceedings of the First International Conference on gameful design, research, and applications (pp. 10-17). ACM.

Bartolomé, A., Castañeda, L., & Adell, J. (2018). Personalisation in educational technology: the absence of underlying pedagogies.  International Journal of Educational Technology in Higher Education, 15(1), 14. [Request access from HOLLIS]

Bateman, B. L. (2019). Internet resources: Educational technology: A guide to resources on the Web . College & Research Libraries News, 64(1), 9-13.

Bates, A. W. (2015). Teaching in a digital age . Missouri, MO: University of Missouri.

Bavelier, D. (2012). Your brain on video games. Ted Talk. [video]. (17:15 minutes). Available on: https://www.ted.com/talks/daphne_bavelier_your_brain_on_video_games?language=en

Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities . Australasian Journal of Educational Technology, 126-150.

Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills.  Psychological Bulletin, 144(1), 77.

Bennett, S., Dawson, P., Bearman, M., Molloy, E., & Boud, D. (2017). How technology shapes assessment design: Findings from a study of university teachers . British Journal of Educational Technology, 48(2), 672-682.

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map . International Journal of Educational Technology in Higher Education, 17(1), 2.

Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019). Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology . British Journal of Educational Technology, 50(1), 12-63.

Bose, D., Pakala, K., & Grover, L. (2020). A mobile learning community in a living learning community: perceived impact on digital fluency and communication . The Online Journal of New Horizons in Education-January, 10(1).

Brookings Institution. (2013). Education technology: The next generation. [video] (1:23:44 minutes). Available onFull Event - Education Technology: The Next Generation

Burgers, C., Eden, A., van Engelenburg, M. D., & Buningh, S. (2015). How feedback boosts motivation and play in a brain-training game.  Computers in Human Behavior, 48, 94-103.

Celik, D., & Magoulas, G. D. (2019, September). Challenging the alignment of learning design tools with HE lecturers’ learning design practice.  In European Conference on Technology Enhanced Learning (pp. 142-157). Springer, Cham.

Chalki, P., Tsiara, A., & Mikropoulos, T. A. (2019). An educational neuroscience approach in the design of digital educational games.  Themes in eLearning, 12, 17-34.

Chan, M. Y., Haber, S., Drew, L. M., & Park, D. C. (2016). Training older adults to use tablet computers: does it enhance cognitive function?.  The Gerontologist, 56(3), 475-484.

Charland, P., Allaire-Duquette, G., & Léger, P. M. (2018). Collecting neurophysiological data to investigate users’ cognitive states during game play.  GSTF Journal on Computing (JoC), 2(3).

Churchill Club. (2012). Technology in education: How will it change the game? [video]. (1:30:05 minutes). Available on:5.7.12 Technology in education: How will it change the game?

Cinquin, P. A., Guitton, P., & Sauzeon, H. (2019). Online e-learning and cognitive disabilities: A systematic review.  Computers & Education, 130, 152-167.

Cohen, A. M. (2011). The gamification of education .  The Futurist, 45(5), 16.

Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America.  New York, NY: Teachers College Press.

Cowley, B., Fantato, M., Jennett, C., Ruskov, M., & Ravaja, N. (2014). Learning when serious: Psychophysiological evaluation of a technology-enhanced learning game. Educational Technology & Society, 17(1), 3-16.

Crisp, G., Guàrdia, L., & Hillier, M. (2016). Using e-Assessment to enhance student learning and evidence learning outcomes . International Journal of Educational Technology in Higher Education, 18.

Department of Education, U.S. (2014). Devices. Office of Educational Technology. [video] (2:34 minutes). Available on:Department of Education: Devices

Deterding, S. (2012). Gamification: designing for motivation . Interactions, 19(4), 14-17.

Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts.  In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). ACM.

Devonshire, I. M., Davis, J., Fairweather, S., Highfield, L., Thaker, C., Walsh, A., ... & Hathway, G. J. (2014). Risk-based learning games improve long-term retention of information among school pupils . PloS One, 9(7), e103640.

Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017). Who or what contributes to student satisfaction in different blended learning modalities? . British Journal of Educational Technology, 48(2), 473-489.

Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., FernáNdez-Sanz, L., PagéS, C., & MartíNez-HerráIz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392.

Dondlinger, M. J. (2007). Educational video game design: A review of the literature.  Journal of Applied Educational Technology, 4(1), 21-31.

Drew, C. (2019). Re-examining cognitive tools: New developments, new perspectives, and new opportunities for educational technology research . Australasian Journal of Educational Technology, 35(2).

Ducasse, A. M., & Hill, K. (2019). Developing student feedback literacy using educational technology and the reflective feedback conversation . Practitioner Research in Higher Education, 12(1), 24-37.

El-Henawy, W. M. (2019). Using brain-based instruction to optimize early childhood English language education.  In Early childhood development: Concepts, methodologies, tools, and applications (pp. 460-483). Hershey, PA: IGI Global.

Engeness, I., & Edwards, A. (2017). The complexity of learning: Exploring the interplay of different mediational means in group learning with digital tools . Scandinavian Journal of Educational Research, 61(6), 650-667.

Erhel, S., & Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106-114.

FitzGerald, E., Kucirkova, N., Jones, A., Cross, S., Ferguson, R., Herodotou, C., ... & Scanlon, E. (2018). Dimensions of personalisation in technology‐enhanced learning: A framework and implications for design . British Journal of Educational Technology, 49(1), 165-181.

Fitzgerald, M. S., DellaVecchia, G. P., Palincsar, A. P., & Soloway, E. (2018). Third graders' use of digital tools designed for multimodal communication in project-based science.  International Society of the Learning Sciences, Inc.[ISLS]..

Freina, L., & Ott, M. (2015, January). A literature review on immersive virtual reality in education: state of the art and perspectives.  In The International Scientific Conference eLearning and Software for Education (Vol. 1, p. 133). Carol I National Defence University.

Gentry, S. V., Gauthier, A., Ehrstrom, B. L. E., Wortley, D., Lilienthal, A., Car, L. T., ... & Car, J. (2019). Serious gaming and gamification education in health professions: systematic review . Journal of medical Internet research, 21(3), e12994.

Gottschalk, F. (2019). Impacts of technology use on children: Exploring literature on the brain, cognition and well-being . Paris: OECD.

Guerrero, L. Á., García, D. M. A., Pérez, M. A. C., Lira, S. E. T., & de Jesús López Ornelas, E. (2019, September). Learn&safe: digital security to reduce digital gap in educational community . In Proceedings of the IX Latin American Conference on Human Computer Interaction (pp. 1-6).

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning . Computers in human behavior, 54, 170-179.

Haskell, C. (2014). Blowing up the gradebook. [video] (17:44 minutes).Blowing up the gradebook - using video games for learning: Chris Haskell at TEDxAmmon

Hebert, S. (2018). The power of gamification education. [video] (18:48 minutes). TedTalk. Available on:The Power of Gamification in Education | Scott Hebert | TEDxUAlberta

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change . Educational Technology & Society, 19(3), 27-37.

Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research?.  British Journal of Educational Technology, 50(3), 956-971.

Hollands, F., & Escueta, M. (2019). How research informs educational technology decision-making in higher education: the role of external research versus internal research . Educational Technology Research and Development, 1-18.

Homer, B. D., Ober, T. M., & Plass, J. L. (2018). Digital games as tools for embedded assessment.  In A.A: Lipnevich & J.K. Smith’s The Cambridge handbook of instructional feedback, (pp. 357-375). Cambridge University Press.

Hooshyar, D., Ahmad, R. B., Yousefi, M., Fathi, M., Horng, S. J., & Lim, H. (2016). Applying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skills . Computers & Education, 94, 18-36.

Howard-Jones, P. (2012). Neuroscience, games & learning. [video]. (29:26 minutes). Available on:Dr Paul Howard-Jones - Neuroscience, Games & Learning

Howard-Jones, P. (2013). Minds, brains and learning games at #LEGup. [video]. (34:57 minutes). Available on: Dr Paul Howard-Jones on Minds, Brains and Learning Games at #LEGup

Howard-Jones, P. (2013). Plenary 3-Minds, brains and learning games .

Howard-Jones, P. A., Jay, T., Mason, A., & Jones, H. (2015). Gamification of learning deactivates the Default Mode Network  Frontiers in Psychology, 6.

Howard-Jones, P., Ott, M., van Leeuwen, T., & De Smedt, B. (2015). The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning.  Learning, Media and Technology, 40(2), 131-151.

Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.

Huang, R., Spector, J. M., & Yang, J. (2019). Educational Technology: A primer for the 21st centuary . Springer.

Huizenga, J. C., Ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education . Computers & Education, 110, 105-115.

Huo, Y. (2019). A pedagogy-based framework for optimizing learning efficiency across multiple disciplines in educational games . International Journal of Information and Education Technology, 9(10).

Hurwitz, L. B., Lauricella, A. R., Hanson, A., Raden, A., & Wartella, E. (2015). Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement. Early Child Development and Care, 185(9), 1373-1389.

Hwang, G. J., & Chen, P. Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459. https://doi.org/10.1016/j.entcom.2021.100459

Ifenthaler, D., & Tracey, M. W. (2016). Exploring the relationship of ethics and privacy in learning analytics and design: implications for the field of educational technology . Educational Technology Research and Development, 64(5), 877-880.

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens.  Scientific American, 11(04), 2013.

Jack, C., & Higgins, S. (2019). Embedding educational technologies in early years education.  Research in Learning Technology.

Jacobs, K., Leopold, A., Hendricks, D. J., Sampson, E., Nardone, A., Lopez, K. B., ... & Dembe, J. (2017). Project career: Perceived benefits of iPad apps among college students with Traumatic Brain Injury (TBI).  Work, 58(1), 45-50.

Johnson, P., Anderson, A., & Cammidge, T. (2019). EdTech+ EdTeach: Exploring the Integration of Educational Technology Through Teacher Education . Edited by: Wafa Zoghbor, Suhair Al Alami, & Thomaï Alexiou, 71.

Junttila, K., Smolander, A. R., Karhila, R., Giannakopoulou, A., Uther, M., Kurimo, M., & Ylinen, S. (2022). Gaming enhances learning-induced plastic changes in the brain. Brain and Language, 230, Article 105124. https://doi.org/10.1016/j.bandl.2022.105124

Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity . Educational Technology Research and Development, 65(1), 203-218.

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. Hoboken, NJ: John Wiley & Sons.

Kaimara, P., Poulimenou, S. M., Oikonomou, A., Deliyannis, I., & Plerou, A. (2019). Smartphones at schools? Yes, why not?.  European Journal of Engineering Research and Science, 1-6.

Kasemsap, K. (2016). Mastering educational computer games, educational video games, and serious games in the digital age.  Gamification-Based E-Learning Strategies for Computer Programming Education, 30.

Kennedy, M., & Dunn, T. J. (2018). Improving the use of technology enhanced learning environments in higher education in the UK: A qualitative visualization of students' views.  Contemporary Educational Technology, 9(1), 76-89.

Kickmeier-Rust, M. D., Göbel, S., & Albert, D. (2008, September). 80Days: Melding adaptive educational technology and adaptive and interactive storytelling in digital educational games.  In Proceedings of the First International Workshop on Story-Telling and Educational Games (STEG’08).

Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL).  Multimedia Tools and Applications, 74(19), 8483-8493. [Request access from HOLLIS]

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research.  International Journal of Information Management, 45, 191-210.

Kynigos, C., & Kolovou, A. (2018). Teachers as designers of digital educational resources for creative mathematical thinking.  In Research on Mathematics Textbooks and Teachers’ Resources (pp. 145-164). Springer, Cham.

Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations.  Computers in Human Behavior, 80, 158-167.

Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations.  Computers in Human Behavior, 80, 158-167.

Lampert, B., Pongracz, A., Sipos, J., Vehrer, A., & Horvath, I. (2018). MaxWhere VR-learning improves effectiveness over clasiccal tools of e-learning. Acta Polytechnica Hungarica, 15(3), 125-147.

Landers, R. N. (2014). Developing a theory of gamified learning linking serious games and gamification of learning.  Simulation & Gaming, 45(6), 752-768.

Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome . Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553-3564.

Liou, H. H., Yang, S. J., Chen, S. Y., & Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning . Journal of Educational Technology & Society, 20(3), 110-121.

Lodge, J. M., Kennedy, G., & Lockyer, L. (2016). Brain, mind and educational technology . Australasian Journal of Educational Technology, 32(6).

Lodge, J. M., & Horvath, J. C. (2016). Science of learning and digital learning environments.   In J.C. Horvath, .M. Lodge and J. Hattie's From the laboratory to the classroom: Translating science of learning for teachers.

London School of Economics. (2016). Edtech: The student view on educational technology. [video] (2:19 minutes). Available on:Edtech – The student view on educational technology

Ludvigsen, S., & Steier, R. (2019). Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning . International Journal of Computer-Supported Collaborative Learning, 14(4), 415-423.

Maastricht University. (2018). Trend in educational technology. [webpage and videos]. https://library.maastrichtuniversity.nl/trends-in-educational-technology/

Macgilchrist, F. (2019). Cruel optimism in edtech: when the digital data practices of educational technology providers inadvertently hinder educational equity . Learning, Media and Technology, 44(1), 77-86.

Maddison, R., Simons, M., Straker, L., Witherspoon, L., Palmeira, A., & Thin, A. G. (2013). Active video games: An opportunity for enhanced learning and positive health effects?. Cognitive Technology, 18(1), 6-13.

Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature.  In Proceedings of the 2nd International GamiFIN Conference, GamiFIN 2018. CEUR-WS.

Mao, J., Ifenthaler, D., Fujimoto, T., Garavaglia, A., & Rossi, P. G. (2019). National policies and educational technology: a synopsis of trends and perspectives from five countries . TechTrends, 63(3), 284-293.

Mayer, R. E. (2019). Computer games in education . Annual review of psychology, 70, 531-549.

McGonigal, J. (2010). Gaming can make a better world. Ted Talk. [video]. (19:56 minutes).  Available on: https://www.ted.com/talks/jane_mcgonigal_gaming_can_make_a_better_world?language=en

Mirriahi, N., Liaqat, D., Dawson, S., & Gašević, D. (2016). Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms.  Educational Technology Research and Development, 64(6), 1083-1106.

Nelson, N. J., Fien, H., Doabler, C. T., & Clarke, B. (2016). Considerations for realizing the promise of educational gaming technology . Teaching Exceptional Children, 48(6), 293-300.

Nouchi, R., Taki, Y., Takeuchi, H., Hashizume, H., Akitsuki, Y., Shigemune, Y., ... & Kawashima, R. (2012). Brain training game improves executive functions and processing speed in the elderly: a randomized controlled trial . PloS one, 7(1), e29676.

O’Brien, J. (2017). Back to the future of edtech: A meditation. EDUCAUSE. [blog] https://www.educause.edu/interactive/2017/4/back-to-the-future-of-edtech/

Olmos-Raya, E., Ferreira-Cavalcanti, J., Contero, M., Castellanos-Baena, M. C., Chicci-Giglioli, I. A., & Alcañiz, M. (2018). Mobile virtual reality as an educational platform: A pilot study on the impact of immersion and positive emotion induction in the learning process.  In Eurasia Journal of Mathematics Science and Technology Education (Vol. 14, No. 6, pp. 2045-2057). Eurasia Publishing House.

Olmos, E., Cavalcanti, J. F., Soler, J. L., Contero, M., & Alcañiz, M. (2018). Mobile virtual reality: A promising technology to change the way we learn and teach . In Mobile and ubiquitous learning (pp. 95-106). Springer, Singapore. [Request access from HOLLIS]

Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings . International journal of technology and design education, 29(4), 717-737.

Ozcelik, E., Cagiltay, N. E., & Ozcelik, N. S. (2013). The effect of uncertainty on learning in game-like environments.  Computers & Education, 67, 12-20.

Ozernov‐Palchik, O., Norton, E. S., Sideridis, G., Beach, S. D., Wolf, M., Gabrieli, J. D., & Gaab, N. (2017). Longitudinal stability of pre‐reading skill profiles of kindergarten children: implications for early screening and theories of reading. Developmental science, 20(5), e12471.

Pacheco, B. (2018). The rise of the human digital brain: How multidirectional thinking is changing the way we learn.  IAP.

Palac, D., Bullard, T., Cohen, J. D., Nguyen, L. T., Mudar, R. A., & Mullen, S. P. (2019). Effects of traditional vs. iPad-enhanced aerobic exercise on wayfinding efficacy and cognition: A pilot randomized controlled trial . International journal of environmental research and public health, 16(18), 3495.

Pardo, A., Jovanovic, J., Dawson, S., Gašević, D., & Mirriahi, N. (2019). Using learning analytics to scale the provision of personalised feedback . British Journal of Educational Technology, 50(1), 128-138.

Parsons, D., Inkila, M., & Lynch, J. (2019). Navigating learning worlds: Using digital tools to learn in physical and virtual spaces . Australasian Journal of Educational Technology, 35(4).

Parsons, T. D., Lin, L., & Cockerham, D. (Eds.). (2018). Mind, brain and technology: Learning in the age of emerging technologies . Springer.

Pechenkina, E., & Aeschliman, C. (2017). What do students want? Making sense of student preferences in technology-enhanced learning . Contemporary Educational Technology, 8(1), 26-39.

Pozzi, F., Asensio-Perez, J. I., Ceregini, A., Dagnino, F. M., Dimitriadis, Y., & Earp, J. (2020). Supporting and representing Learning Design with digital tools: in between guidance and flexibility . Technology, Pedagogy and Education, 1-20.

Pynn, I. L. (2017). School has a bad storyline: Gamification in educational environments . Electronic Theses and Dissertations. 5652. University of Central Florida.

Rankin, J. (2018). Teaching with educational technology. MIT OpenCourseWare. [video] (1:07:10 minutes). Available on:8. Teaching with Educational Technology

Riva, G., Wiederhold, B. K., & Mantovani, F. (2019). Neuroscience of virtual reality: From virtual exposure to embodied medicine . Cyberpsychology, Behavior, and Social Networking, 22(1), 82-96.

Roberts-Mahoney, H., Means, A. J., & Garrison, M. J. (2016). Netflixing human capital development: Personalized learning technology and the corporatization of K-12 education . Journal of Education Policy, 31(4), 405-420.

Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children's engagement during digital game-based learning of reading: The effects of time, rewards, and challenge.  Computers & Education, 71, 237-246.

Sahin, N. T., Abdus-Sabur, R., Keshav, N. U., Liu, R., Salisbury, J. P., & Vahabzadeh, A. (2018). Augmented Reality intervention for social communication in autism in a school classroom: Rated by teachers and parents as effective and usable in a controlled, longitudinal pilot study. https://doi.org/10.31234/osf.io/h2eu8

Sandanayake, T. C. (2019). Promoting open educational resources-based blended learning . International Journal of Educational Technology in Higher Education, 16(1), 3.

Sanger, J., Wilson, J., Davies, B., & Whittaker, R. (2019). Young children, videos and computer games: Issues for teachers and parents . Routledge.

Serrano-Laguna, Á., Manero, B., Freire, M., & Fernández-Manjón, B. (2018). A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes . Multimedia Tools and applications, 77(2), 2849-2871.

Shi, L., Cristea, A. I., Hadzidedic, S., & Dervishalidovic, N. (2014, August). Contextual gamification of social interaction–towards increasing motivation in social e-learning.  In International Conference on Web-Based Learning (pp. 116-122). Springer International Publishing.

Siemens, G. (2014). Connectivism: A learning theory for the digital age . Instructional Technology and Distance Learning, 2(1),

Sood, P., Kletzel, S. L., Krishnan, S., Devos, H., Negm, A., Hoffecker, L., ... & Heyn, P. C. (2019). Nonimmersive brain gaming for older adults with cognitive impairment: A scoping review.  The Gerontologist. https://doi.org/10.1093/geront/gny164

Sousa, M. J., Cruz, R., & Martins, J. M. (2017). Digital learning methodologies and tools–a literature review . Edulearn17 Proceedings, 5185-5192.

Spector, J. M., Ifenthaler, D., Sampson, D., Yang, J. L., Mukama, E., Warusavitarana, A., ... & Bridges, S. (2016). Technology enhanced formative assessment for 21st century learning . Journal of Educational Technology & Society, 19(3), 58-71.

Spencer, K. (2017). The psychology of educational technology and instructional media.  Routledge.

Strickland, H. P., & Kaylor, S. K. (2016). Bringing your a-game: Educational gaming for student success . Nurse Education Today, 40, 101-103.

Thomas, A. (2018). The effective use of game-based education. TedTalk. [video]. (17:08 minutes). Available on:The Effective Use of Game-Based Learning in Education | Andre Thomas | TEDxTAMU

Trajkovik, V., Malinovski, T., Vasileva-Stojanovska, T., & Vasileva, M. (2018). Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes . PloS one, 13(8).

Uncapher, M. R. (2018). Design considerations for conducting large‐scale learning research using innovative technologies in schools.  Mind, Brain, and Education. https://doi.org/10.1111/mbe.12185

U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan: A Call to Action for Closing the Digital Access, Design, and Use Divides, January 2024. Washington, DC. https://tech.ed.gov/files/2024/01/NETP24.pdf 

Wilkerson, M. H. (2017). Teachers, students, and after-school professionals as designers of digital tools for learning.  In Participatory Design for Learning (pp. 125-138). Routledge.

Williamson, B., Pykett, J., & Nemorin, S. (2018). Biosocial spaces and neurocomputational governance: brain-based and brain-targeted technologies in education.  Discourse: Studies in the Cultural Politics of Education, 39(2), 258-275. [Request access from HOLLIS]

Witton, G. (2017). The value of capture: Taking an alternative approach to using lecture capture technologies for increased impact on student learning and engagement . British Journal of Educational Technology, 48(4), 1010-1019.

Xu, H., Liu, S., & Liu, M. (2019). Analysis of the application of modern educational technology in middle school mathematics teaching . International Journal of Innovation and Research in Educational Sciences, 6(3), 2349-5219.

Zhao, Y., Frey, B., Rice, S., Rury, J. L., & Isaacson, R. (2019). Investigating the Relationship between faculty perception of educational technology and the level of technology integration into teaching and learning (Doctoral dissertation, University of Kansas).

Other Resources

Ed on EdTech. (2019). Latest news in education and tech. [website, blog, videos]. https://www.youtube.com/channel/UC4FY5hGOl7pBRqJ_TWDvhVA

EdTech. (2019). EdTech 50 2019. [webpage]. https://edtechnology.co.uk/Article/edtech-50-schools-2019/

Fernandez, A. Retooling brain care with low cost data driven technologies.

Gamasutra. (2019).  7 educational games that every developer should study. [webpage]. https://www.gamasutra.com/view/news/288343/7_educational_games_that_every_developer_should_study.php

Study.com (n.d.) Educational technology trends: What teachers should know. Available on https://study.com/academy/lesson/educational-technology-trends-what-teachers-should-know.html

Surabhi, S. (2019). 3 ways machine learning in EdTech is changing the educational industry. Net Solutions. [webpage] https://www.netsolutions.com/insights/machine-learning-in-edtech/

Technology for Every Student? (2:43 minutes) Interview with researcher Todd Rose about digital technology and Universal Design at the Center for Applied Special Technology (CAST).

Universal Design for Learning (UDL) UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Date of last update: 15-Dec-2022 CB

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