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We have been teaching undergraduate computer architecture since 2012 in an unconventional way. Most undergraduate computer architecture courses are based on microprocessors, and they quickly move into advanced topics such as instruction pipelining, forwarding, branch prediction, cache, and even memory management unit. We instead spend only the last one-third of our course on these topics. The first two thirds of the course is devoted to microcontrollers, i.e., simple-minded processors with no memory hierarchy, no branch prediction, sometimes even no pipelining. Our claim is that it is very hard to truly grasp the advanced topics without full grasp of the basics. Equipped with the above approach, this article comes up with an all-inclusive list of crucial topics for computer architecture education, and it surveys 25 computer architecture textbooks as well as 38 computer architecture education papers to see how much they cover these topics. In addition to that, the article contains a concise description of the perspective of our course. One of the pillars of our course is a working CPU on FPGA. We have so far had around 600 students design their own unique CPUs using Verilog given a complete instruction set, close to 70% of them with complete success. [ABSTRACT FROM AUTHOR]

This study aimed to utilise linear and equipercentile equating procedures in establishing the equivalence of paper-based and computer-based Grade 7 Mathematics Achievement tests. The single group counter-balanced test equating design was used in the study. Paired t-tests results showed that the performance of the students in paper and computer-based tests were not the same. The respondents found the computer-based test more difficult than paper-based test. Also, this result was supported by the differential item functioning analysis where 27 out of 40 items were flagged for differential item bias. Based on this result, it is essential to implement equating procedure in interpreting the scores of computer-based and paper-based Mathematics Achievement tests. The linear and equipercentile equating procedures had similarities on the way scores are transformed based on the ability of the students. The transformed scores were used to interpret fairly whether the students took the paper-based or computer-based Mathematics Achievement tests. Findings showed that students with "beginning" and "developed" proficiency levels found the computer-based test more difficult than the paper-based test while students with "proficient" level had similar performances in both tests. Lastly, students with "advanced" proficiency level found paper-based test more difficult than computer-based test. [ABSTRACT FROM AUTHOR]

The development of technology like mobile devices, computers, and other smart devices is developing rapidly, especially AR and VR technologies. This study describes a comparison among 100 cited papers in AR and VR studies. Research data covering the top one hundred cited publications for the last thirty years were obtained from the Scopus database. The article is most publication document type. Most of these top-cited papers were published in 2005 for VR and 2013 for AR. The journal Computer and Education is the primary source of the Elsevier, which governs the publication of the most influential AR-VR studies. Most research articles have multiple authors. Slater and Feiner are recognized as the most productive author. The United States dominates the production of highly cited AR-VR papers. Future research should focus on other disciplines, use one or more keywords, and collaborate with Google Scholar, the Web of Science data, for in-depth analysis. [ABSTRACT FROM AUTHOR]

[Display omitted] • This special section includes papers on computer graphics education. • These papers are the best papers from the Eurographics 2022 Education Papers Program. • Specific topics include ray-tracing, the Vulkan API, and virtual reality. [ABSTRACT FROM AUTHOR]

Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so‐called "mode effect," which refers to the possible impact of using computer‐based tests (CBT) instead of paper‐and‐pencil‐based tests (PBT) to assess student performance. Some researchers suggest that the occurrence of a mode effect might be related to the type of device used, the subject being assessed and the characteristics of both the test and the students taking the test. The international TIMSS 2019 Equivalence Study offered the opportunity to explore possible performance differences between a PBT and a tablet assessment in mathematics and science among Dutch primary school students. In the spring of 2017, the TIMSS PBT and tablet test were administered to 532 grade‐four Dutch students. Item response theory was used to explore potential mode effects. This exploration revealed no significant differences in the student ability scales between the paper and the tablet tests for mathematics and science. Also, no systematic mode effects were found for the items with high reading demand. A marginal difference was found for girls outperforming boys on the TIMSS tablet test, although no gender differences in achievement were found for the PBT. [ABSTRACT FROM AUTHOR]

This study investigated the performance of four widely used data-collection designs in detecting test-mode effects (i.e., computer-based versus paper-based testing). The experimental conditions included four data-collection designs, two test-administration modes, and the availability of an anchor assessment. The test-level and item-level results were analyzed with inferential statistics and multidimensional scaling, respectively. The test-level results supported the superiority of the single-group counterbalanced design and the random-groups design over the single-group design without counterbalancing and the anchor test design in the recovery of the actual test-mode effects. Analysis at the item level revealed the presence of a two-dimensional solution, with the data-collection design contributing significant variability over and beyond the test mode. [ABSTRACT FROM AUTHOR]

Highlights: [•] The impact of digital technologies on writing and reading is investigated in Finland. [•] The positive affordances of writing on paper are similar to those found in Italy. [•] Students consider important to write a lot, quickly and instantly without losing time. [•] A keyboard is a point of reference for all comparisons in students’ responses. [ABSTRACT FROM AUTHOR]

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The participants were 96 prospective English teachers, 74 females and 22 males. Two types of data were collected in this research. First, the Questionnaire for Online Reading Comprehension was used to collect data about the participants' views on their computer and paper-based reading activities. Second, one experiment was conducted with 14 volunteering subjects to understand their reading speed, accuracy and comprehension in both computer and paper-based reading activity. The results of the research suggested that prospective English teachers preferred paper-based reading to computer version and their performance was higher in paper-based reading than computer. The study also revealed that reading speed on a computer screen was nearly 12% faster than paper-based reading for prospective English teachers. [ABSTRACT FROM AUTHOR]

Highlights • ePIRLS 2016 is a new assessment of online reading skills of primary school pupils. • Spending time on the internet is positively associated with ePIRLS achievement. • Higher achievers in reading use computers less frequently for schoolwork at home. • Better online readers also use computers less frequently for schoolwork at school. • Owning a smart-phone is negatively associated with paper-based reading. Abstract Online reading necessitates the use of both similar and different skills to traditional paper-based reading. Therefore, some overlap is likely in the background and attitudinal factors associated with reading in the two modes. This study uses a multilevel framework and data from the Progress in International Reading Literacy Study (PIRLS, 2016) to explore the characteristics associated with online and paper-based reading in Ireland. Of independent variables examined, pupil reading confidence has the largest effect size for both PIRLS and ePIRLS. Home background variables have similar effect sizes for the two outcomes. Differences between the models emerge regarding time spent browsing the internet, the frequency of using a computer at school, pupil enjoyment of reading, and pupil ownership of a smartphone. [ABSTRACT FROM AUTHOR]

This study investigated the equivalence of scores from computerized and paper-and-pencil formats of a series of K-3 reading screening tests. Concerns about score equivalence on the computerized formats were warranted because of the use of reading passages, computer unfamiliarity of primary school students, and teacher versus computer administration of the test. The results indicated that the computerized format produced lower scores than the paper-and-pencil format across all four grades. These difficulty differences could be related to the differences in family income but further research is needed into the causal factors. However, confirmatory factor analysis supported the construct and measurement equivalence of the scores from the two formats. [ABSTRACT FROM AUTHOR]

This small-scale pilot study aimed to establish how the mode of response in an examination affects candidates' performances on items that require an extended answer. The sample comprised 46 17-year-old students from two classes (one in a state secondary school and one in a state sixth-form college), who sat a mock A-level English Literature examination. The analysis compared writing produced on screen and on paper to try to uncover any systematic differences between the two modes of delivery. The study considered the linguistic features of the texts produced in each mode, the marks achieved and the views of the participants regarding the use of computers in essay-based examinations. The study found that the response mode had a small effect on the length of essay produced, in that students using a computer wrote more, and on the type of language used, in that students writing on paper used denser but less varied language. There was very little effect on the marks achieved. Participants expressed a variety of concerns about computer-based examinations, such as noisy keyboards, assessment of spelling, and unfairness towards those who are less comfortable with the technology. [ABSTRACT FROM AUTHOR]

The writing process has traditionally been seen ‘as a lonely journey’ to typify the lack of support that students experience for writing outside the classroom. This paper examines an attempt of The Writing Portal (TWP), a supplementary online writing platform, to support students’ writing needs throughout the five stages of the writing process, viz., planning, drafting, revising, editing, and publishing. Social constructivist principles underpin TWP, which was designed to engender collaboration amongst its student participants. Not only does TWP provide links to evaluated Internet resources and a writing portfolio, but it also features collaboration tools such as the Group Forum, chat, a writing portfolio, a private messaging system, and a comment function for pages or articles created. Thus, it is very much akin to a ‘one-stop centre’ for academic writing within a flexible and supportive environment. In this qualitative case study, 16 third-year TESL pre-service teachers at a Malaysian Teacher Education Institute embarked on a 12-week writing course using TWP. Qualitative data in the form of students’ online discourses, task reflections, log files, and digital artefacts were captured to explore how TWP's affordances supported students’ writing needs. In addition, Soller's collaborative learning conversation skills (CLCS) taxonomy was used as an analytical framework to investigate the collaborative learning engendered in the online environment. The findings indicate that TWP served its purpose by addressing students’ writing needs at all stages of the writing process as they accomplished multiple writing tasks. Additionally, evidence of collaborative learning is evident in three functions of TWP: the Group Forum, chat, and the comments for pages/articles. However, there are differences between the frequencies of the specific skills used for each function. To conclude, TWP appears to be a successful tool at supporting students at all stages of the writing process. [ABSTRACT FROM AUTHOR]

Technology-enhanced learning environments provide ample opportunities for learners to self-regulate their learning processes and activities for achieving the intended learning outcomes in various disciplines from soft to hard sciences and from humanities to the natural and social sciences. This special issue discusses the emerging technological advancements and cutting-edge research on self-regulated learning dealing with different cognitive, motivational, emotional, and social processes of learning both at the individual and group levels. Specifically, it discusses how to optimally use advanced technologies to facilitate learners' self-regulated learning for achieving their own individual learning needs and goals. In this special issue, seven researchers/research teams from the fields of collaborative learning, computational thinking, educational psychology, and learning analytics presented contributions to self-regulated learning with the goal of stimulating cross-border discussion in the field. [ABSTRACT FROM AUTHOR]

This investigation seeks to confirm several key factors in computer–based versus paper–based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business undergraduates (N = 105) were randomly assigned to either a computer–based or identical paper–based test. ANOVA of test data showed that the computer–based test group outperformed the paper–based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher–attaining students benefited most from computer–based assessment relative to higher–attaining students under paper–based testing. With the current increase in computer–based assessment, instructors and institutions must be aware of and plan for possible test mode effects. [ABSTRACT FROM AUTHOR]

This study aims to understand the differences in student learning outcomes and classroom behaviour when using the interpersonal computer, personal computer and pen-and-paper to solve arithmetic exercises. In this multi-session experiment, third grade students working on arithmetic exercises from various curricular units were divided into three groups. The first group used personal computers (netbooks), the second group used an interpersonal computer (ie, one projector with a screen, one computer and one mouse per child) and the third group used pen-and-paper. The results of the experiment indicate that all three groups achieved an increase in learning, as shown by the pretest and posttest scores. No significant difference was found between the interpersonal computer and personal computer groups. This suggests that the key characteristic shared by the two groups is the provision of feedback. The format that such feedback takes, either private (through a personal screen) or public (through a shared screen), is shown to make no difference. However, the results significantly favour groups that are provided with instant feedback (interpersonal computer and personal computer) as opposed to delayed feedback (pen-and-paper). [ABSTRACT FROM AUTHOR]

For the past eight years, we have used online homework software as a pedagogical tool for undergraduate students (almost all are second-year students) learning organic chemistry. Being strong proponents of homework, we were surprised to find that about half of the students who complete 90% or more of the online homework assignments received less than 50% of the available points on examinations, even though comparable problems were given. Students who combined traditional pencil-paper problem solving with the online software performed better than students who solely used the online homework package. Our findings contribute to the ongoing debate between pencil-paper and computer learning with the recommendation that they should be combined to provide students with the ultimate learning tool. [ABSTRACT FROM AUTHOR]

This article describes three experiments comparing paper-and-pencil tests (PPTs) to computer-based tests (CBTs) in terms of test method preferences and student performance. In Experiment 1, students took tests using three methods: PPT in class, CBT in class, and CBT at the time and place of their choosing. Results indicate that test method did not affect performance and students liked the idea of additional CBTs. In Experiment 2, students chose the test time and administration method for four exams. CBT was the preferred method and CBT performance did not differ from a PPT comparison group. In Experiment 3, students chose the test method, but not the time, for three exams. PPT was the preferred method. Possible explanations for these findings are discussed. [ABSTRACT FROM PUBLISHER]

A call for papers on educational computing research is presented.

In order to improve the comprehensive ability evaluation effect of students majoring in preschool education, this paper combines computer technology to evaluate the comprehensive ability of students majoring in preschool education. Through linearization, this paper deduces the state space model of data load of students' comprehensive ability and the transfer function model of student's comprehensive ability data load. Moreover, this paper establishes an analytical expression between the model coefficients of the transfer function of student's comprehensive ability data load and the transfer parameters of student's comprehensive ability data load. In addition, this paper analyzes and selects the identification method of the parameters of students' comprehensive ability data load model. Since the parameters of the student comprehensive ability data load model have physical meanings, the parameter identification of the student comprehensive ability data load model is a gray box identification, and constraints are required when identifying the parameters of the student comprehensive ability data load model. The experimental study has verified that the comprehensive ability evaluation model of students majoring in preschool education based on computer technology can play an important role in the comprehensive ability evaluation of students majoring in preschool education. This article adopts the comprehensive load model in the Comprehensive Stability Calculation Program (PSASP) to eliminate the shortcomings of factor analysis in traditional teaching comprehensive evaluation, and has a certain reference value for the promotion of intelligent teaching in the future. [ABSTRACT FROM AUTHOR]

This study examines the research landscape of smart learning environments by conducting a comprehensive bibliometric analysis of the field over the years. The study focused on the research trends, scholar's productivity, and thematic focus of scientific publications in the field of smart learning environments. A total of 1081 data consisting of peer-reviewed articles were retrieved from the Scopus database. A bibliometric approach was applied to analyse the data for a comprehensive overview of the trend, thematic focus, and scientific production in the field of smart learning environments. The result from this bibliometric analysis indicates that the first paper on smart learning environments was published in 2002; implying the beginning of the field. Among other sources, "Computers & Education," "Smart Learning Environments," and "Computers in Human Behaviour" are the most relevant outlets publishing articles associated with smart learning environments. The work of Kinshuk et al., published in 2016, stands out as the most cited work among the analysed documents. The United States has the highest number of scientific productions and remained the most relevant country in the smart learning environment field. Besides, the results also showed names of prolific scholars and most relevant institutions in the field. Keywords such as "learning analytics," "adaptive learning," "personalized learning," "blockchain," and "deep learning" remain the trending keywords. Furthermore, thematic analysis shows that "digital storytelling" and its associated components such as "virtual reality," "critical thinking," and "serious games" are the emerging themes of the smart learning environments but need to be further developed to establish more ties with "smart learning". The study provides useful contribution to the field by clearly presenting a comprehensive overview and research hotspots, thematic focus, and future direction of the field. These findings can guide scholars, especially the young ones in field of smart learning environments in defining their research focus and what aspect of smart leaning can be explored. [ABSTRACT FROM AUTHOR]

Translation of questionnaire instruments to digital administration systems, both self-contained and web-based, is widespread and increasing daily. However, the literature is lean on controlled empirical studies investigating the potential for differential effects of administrative methods. In this study, two university student samples were administered 16 questionnaires across three separate administration conditions: paper-based, computer-based and web-based. Outcomes of interest included data quality and participant affect. Overall, few differences in data quality were observed between administration conditions despite some evidence in favour of paper-based administration (PBA) over the other two. Affective responses of participants favoured the PBA over web- and computer-based administrations. Implications for research use of digital systems for data collection are discussed. [ABSTRACT FROM AUTHOR]

For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors (N=207) enrolled in an introductory computer skills course were randomly assigned to either the computer or paper-based test mode. ANCOVA of test data indicates that students scored slightly higher on computer versus paper administration, Further, the female group, whether tested on paper or online, scored below the males on the first test. However on the final exam, the female students in the computer-administered test group on average attained the highest scores. We suggest that females gained computer savvy during this course that mitigated initial performance deficits that may have resulted from previous lack of exposure to computers and software. [ABSTRACT FROM AUTHOR]

Computer-based assessment (CBA) is yet to have a significant impact on high-stakes educational assessment, but the equivalence between CBA and paper-and-pencil (P&P) test scores will become a central concern in education as CBA increases. It is argued that as CBA and P&P tests provide test takers with qualitatively different experiences, the impact of individual differences on the testing experience, and so statistical equivalence of scores, needs to be considered. As studies of score equivalence have largely ignored individual differences such as computer experience, computer anxiety and computer attitudes, the purpose of this paper is to highlight the potential effects of these. It is concluded that each of these areas is of significance to the study of equivalence and that the often inconsistent findings result from the rapid changes in exposure to technology. [Copyright &y& Elsevier]

The purpose of this study is to investigate student designers' attitude and choices towards the use of computers and paper sketches when involved in a graphic design process. 65 computer graphic technology undergraduates participated in this research. A mixed method study with survey and in-depth interviews was applied to answer the research questions. This result shows that sketches and computers as design tools help students generate ideas in the early stage of design. Students' preferences to use sketches or computers differ, since each tool has its own advantages and disadvantages. [ABSTRACT FROM AUTHOR]

The purposes of this study were to assess the comparability of scores obtained from computer and paper-and-pencil versions of the Iowa Tests of Educational Development and to evaluate examinees' attitudes about multiple aspects of test administration in the two modes. Findings supported the comparability of scores across administration modes with regard to scaling (means and standard deviations), internal consistency, and criterion- and construct-related validity. Overall, examinees preferred taking the computerized tests and valued many operational features of those tests. The least favorable attitudes were reported for the literary skills tests and their scrollable reading passages in particular. [ABSTRACT FROM AUTHOR]

This paper presents the results of a study evaluating student perceptions of online assignment submission. 47 students submitted assignments and received feedback via features within the Virtual Learning Environment Blackboard™. The students then completed questionnaires comparing their experience of online submission and feedback with traditional methods. Results indicated that 88% of students reported a time saving and many reported financial benefits using online submission. 93% of students preferred having their feedback available online rather than printed and handed to them. Overall, students preferred online assignment management to postal or physical hand-in. The main disadvantage of electronic submission appeared to be student distrust of the receipt system. The use of online assignment submission and management is recommended for use in Higher Education establishments where students may be remote. It is most suitable for assignments that do not require inclusion of many images. [ABSTRACT FROM AUTHOR]

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Examines the research showing the equivalence of paper-and-pencil-administered tests and computer-administered tests, especially when the computer-administered test is exactly the same as the paper-and-pencil test. Advantages of computerized testing; Guidelines and standards for computerized testing.

Over the last decade, research on evolving computational thinking (CT) has garnered heightened attention. Assessing the publication tendencies and nucleus contents of investigations on progressing CT to direct future research initiatives, develop policies, and integrate them into instructional materials is timely and exceedingly essential in education. Therefore, this research reviewed publications on progressing CT to identify research trends and core contents published in the Scopus database from 2008 to May 2022. For this reason, this study applied bibliometric and content analysis to 132 selected publications. After examining bibliometrics, the findings indicate a steady increase in publications related to game-based learning (GBL) and CT, reaching a peak in 2021, with the United States emerging as the most prolific contributor in terms of authors, institutions, and countries). The leading country in citations is primarily China. The document that received the most citations is Hsu's 2018 paper on "Computers and Education". Analysis of keywords and themes reveals core content tendencies, emphasizing teaching methods and attitudes aimed at improving CT via GBL. These results offer valuable insights for researchers and educators to inform their future work. However, future studies may benefit from including other databases such as Web of Science (WoS) and PubMed, employing alternative bibliometric software like VOSviewer or CiteSpace, as well as collecting data from June 2022. [ABSTRACT FROM AUTHOR]

Abstract: Objective: To explore effects of the technological interface on reading comprehension in a Norwegian school context. Participants: 72 tenth graders from two different primary schools in Norway. Method: The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure. Conclusion: Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed. [Copyright &y& Elsevier]

The purpose of instructional technology is to make things possible that are otherwise not, or to make easier things that otherwise are difficult. This chapter describes a few of the tweaks to team-based learning that the authors have developed using technology. [ABSTRACT FROM AUTHOR]

Computers have become an important piece of technology in classrooms for implementing academic interventions. Often, students' responses to these interventions are used to help make important educational decisions. Therefore, it is important to consider the effect of these interventions across multiple contexts. For example, previous research has demonstrated that when students practice math fact fluency on the computers gains did not generalize to paper-pencil performance. The current study extended this research by examining the effect of multiple stimulus exemplars on the generalization of computer-based math practice to paper-pencil performance. A total of 57 second-grade students completed fluency drills only on the computer, computer mixed with paper-pencil or with only paper-pencil. Pretest-posttest performance was evaluated using a 3 × 2 doubly multivariate repeated-measures ANOVA, with follow-up univariate analysis to determine whether the interaction between time and treatment type was similar across matched and unmatched treatment modalities. Results from previous research were replicated with a lack of generalization across modalities, but the addition of multiple stimulus exemplars resulted in increased generalization for those students receiving a mix of computer and paper-pencil practice. [ABSTRACT FROM AUTHOR]

Highlights the use of Internet as students' research tool. Description of Usenet newsgroups; Validating information on the Internet; Necessity of narrowing down amount of information gathered; Fostering of debate.

The article provides suggestions for developing a laboratory-based research methods course using computers. Authors describe important considerations for creating this type of course including selecting software, choosing experiments, and teaching students with different levels of computer skill. They also include 3 model projects that required increasing methodological and programming knowledge. The ultimate goal of the course was to have students submit a final project that they designed, ran, and programmed independently.