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The purpose of this research is to discuss a variety of empirical findings suggesting that surprise is positively related with enhanced memory recall. This opens the door for the assumption that surprising stimuli can be used in a controlled way to enhance learning.

A predictive model based on a Darwinian interpretation of this phenomenon is proposed. The model is coined CLEBS, which stands for “computer‐based learning enhanced by surprise”.

A discussion on how the model can be tested is provided in the context of a finance‐oriented Web‐based learning task, where subjects learn about investment instruments such as stocks and bonds.

Important implications are discussed, including possible applications in a variety of areas of interest to organizations in general.

Extending the study of Chan et al. (2016), this paper aims to focus on specific aspects of performance (conceptual and factual knowledge) to provide insight into whether computer game attributes designed into Prrinciples Aren’t That Hard (PATH) improve performance.

A between-subjects experiment is conducted to test the hypotheses. The experimental and control groups are PATH and traditional paper medium, respectively.

The results reveal that PATH users perform better on the conceptual knowledge questions compared to the traditional paper medium users. No significant difference in performance on the factual knowledge (computational) questions is found between PATH and traditional paper medium users.

This study demonstrates that PATH creates an engaging learning environment, which facilitates the acquisition of conceptual knowledge and improved (conceptual) performance. Research can investigate whether technology may be used to facilitate automation of computational tasks which downplay the importance of computational skills (factual knowledge) and focus on the design of computer game attributes in educational or training programs to enhance conceptual knowledge and (conceptual) performance.

The findings of this study will assist educators and educational technology developers to identify and design motivation-enhancing computer game features to promote remember and understand cognitive processes which improve (conceptual) performance.

Game-based learning serves as the underlying theoretical framework for the design of PATH used in an experimental study to examine the positive effects of motivation-enhancing computer game attributes on remember and understand cognitive processes which facilitate (conceptual) performance. This study also uses separate measures of performance; that is, conceptual and factual knowledge, to provide additional insight into the findings of Chan et al. (2016).

Advancements in technology require that everyone is skilled with computational thinking (CT), problem-solving and computer programming skills. This study aims to examine the development of CT in problem-solving skills (PSS) and programming learning attitude by integrating LEGO robotics kits in a project-based learning course.

This study examines the development of CT in PSS and programming learning attitude by integrating LEGO robotics kits in a project-based learning course. This study consists of a single group pre-post-test research design with 32 freshmen university students. Quantitative and qualitative data were collected by pre-post-tests and recording of classroom discussions, respectively.

Therefore, this finding implies that robotics can be used to develop CT in university students; however, there is a need for designing curricula with advanced robotic kits as artificial intelligence (AI) has become more prevalent. Hence, programming knowledge learned will help students to understand the application of robots in AI.

The study creates educators' awareness that CT skills might be developed in freshmen university students through robotics. However, many still consider them toys rather than learning aids.

Computers can be a great benefit for pupils with cognitive disabilities or related difficulties. But even more than in standard learning scenarios, the orchestration plays an important role. Designing learning software for a special target group should not only focus on the pupils but also on the teachers. Finally, to get the best possible benefit from the software, the hardware which is used in the classroom must be carefully selected and arranged. In this paper we present an example of how teachers use a computerised learning environment to teach pupils with special educational needs. We describe a use of software to reintegrate a boy with autism spectrum disorders into a school class where children with and without disabilities are taught. The software development process was based on a participatory design approach which involved contributions from teachers, researchers and programmers. As well as standard single user tasks a special feature of the application is the provision for collaborative learning tasks for pupils with cognitive disabilities.

The purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology‐enhanced learning in an ill‐structured domain.

The study conditions were the same for all the students in the four learning style groups. Student learning style was the independent variable, while students' attitudes and task performance were the dependent variables of the study. Pre‐test treatment post‐test method was used. Students studied in a web‐based learning environment during treatment.

The integration of question prompts as student supporting tool in technology‐enhanced learning environments might not improve learning for all students alike independent of their learning styles.

Small uneven groups because the researcher has no control over the student distribution across the different learning style profiles.

The suggestion for designers is to consider combining prompting with other scaffolding methods, in order to effectively support all students independent of their learning styles.

The paper combines learning in ill‐structured domains through cases and a scaffolding method based on question prompts focusing on contextual elements. The results of the study inform the designers of TELEs that although prompting can be generally helpful, parameters such as the students' learning style are able to limit the cognitive benefit emerging from the prompting intervention.

The paper's purpose is to promote the use of modern technologies such as multimedia packages to engineering students. The aim is to help them to learning in their learning, visualization, problem solving and understanding engineering concepts such as in mechanics dynamics.

TAPS packages are developed to help students solve selected engineering problems in a step‐by‐step approach. A comparison is made with existing commercial engineering packages to see if TAPS packages could further enhance the learning process.

The differences found were indicative of better presentation and clarity, step‐by‐step approach to solve engineering problems, user‐friendly environment, unbiased assessment of performance and flexibility to incorporate 3‐D geometric models in the TAPS packages.

The TAPS packages were compared with two commercial engineering packages and were based on a small number of users. A larger sample size of students would be required to see if TAPS packages are productive enough to be used locally in Malaysian universities and higher learning institutions.

The main originality of the paper can be seen from the development of the TAPS packages and the comparative study with existing commercial engineering packages. The differences found are explained in details in this paper.

Technology is transforming teaching in ways that break down classroom walls while improving course quality and capitalizing on educators’ creativity. Rather than using technology in an ad hoc way, technology needs to fit the content and pedagogical style of the teacher.Our chapter builds on the extant literature on the necessary knowledge to integrate content, pedagogy, and technology (TPACK) in the classroom. We propose a comprehensive model that outlines the factors that lead to the development of TPACK, the relationship between TPACK and the use of technology, and outcomes gleaned from technology-enhanced learning.Our proposed model is an important first step to considering the precursors and outcomes of TPACK, which will need to be validated empirically. We extend the TPACK framework by identifying the predictors of TPACK such as teacher self-efficacy, experience with technology, and student factors. We argue that the extent to which educators develop their TPACK and use technology is bound by contextual factors such as organizational culture, resources, and student characteristics. Without considering the extensions that are identified in the Technology Integration Model, the linkages between TPACK and desirable outcomes (e.g., student engagement) are unclear. As a result, our proposed model has implications for educators and institutions alike.

With the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements into the content to convey the message in a multi‐sensory learning environment. The focus in education is thus moving towards using multimedia as the instructional media and a platform in teaching and learning. This paper focuses on using the multimedia design process to enable educators to re‐design their educational curricula into an interactive and media‐rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process and foster a number of innovative methods to communicate knowledge to the learners. In this context, there is a need to adjust the educator's approach to teaching, preparing content and delivering learning materials.

To determine what factors influence faculty's decisions to use technology in their classes, what factors prevent them from use, and whether there are differences among faculty by gender, ethnicity, rank, sub‐areas, etc. in using instructional technology.

A survey instrument was used to measure attitudes toward technology among accounting educators. The instrument included three separate sections. The first section was devoted to examining factors that could influence faculty's opinion to use technology for teaching. The second section focused on issues that could possibly discourage faculty from use of technology. For these two sections a five‐point Likert scale was developed with possible responses ranging from “not important” to “critically important”. The third and final section was designed to provide demographic information for classification purposes and testing of the research questions.

The results demonstrate that while accounting faculty value technology greatly and do use it in teaching, significant differences exist in their views toward it. Several factors were found to influence faculty's attitudes toward integration of technology. Conversely, there are other factors that tend to hamper widespread integration.

The research was conducted among US accounting faculty, which perhaps limits its usefulness elsewhere or in other disciplines

University‐sponsored incentive programs and financial support could encourage faculty to further incorporate technology and its various dimensions in their classes. Furthermore, administrators should make the necessary arrangements for faculty to attend training seminars designed to provide them with technical support.

This study provides empirical evidence that is useful to both faculty and administrators in integrating technology in education.

This paper aims to present the development of technology‐assisted problem solving (TAPS) packages at University Tenaga Nasional (UNITEN). The project is the further work of the development of interactive multimedia based packages targeted for students having problems in understanding the subject of engineering mechanics dynamics.

In this study TAPS packages are compared with other selected engineering computer packages.

The differences found were indicative of better presentation and clarity, step‐by‐step approach to solve engineering problems, user‐friendly environment, unbiased assessment of performance and flexibility to incorporate 3‐D geometric models in the TAPS packages.

This paper provides a brief account of the differences between the TAPS packages approach used in this research with that of commercial simulation packages accompanying the engineering mechanics dynamics textbook and will be of interest to those in the field of engineering.