Ghent University Academic Bibliography

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Inside the conversation : exploring the impact of scripting on peer feedback dialogues during computer‐supported collaborative inquiry learning

Amber Van Hoe (UGent) , Wiebe Joel, Slotta Jim, Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2026) JOURNAL OF COMPUTER ASSISTED LEARNING. 42(3).
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A sequencing effect of adding generative learning strategies to immersive virtual reality on middle school students' performance, intrinsic motivation, and self-efficacy

Carl Boel (UGent) , Tijs Rotsaert (UGent) , Martin Valcke (UGent) and Tammy Schellens (UGent)

(2025) JOURNAL OF COMPUTER ASSISTED LEARNING. 41(3).
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Towards tailored cognitive support in augmented reality assembly work instructions

Pieter Vanneste, Kim Dekeyser, Luis Alberto Pinos Ullauri, Dries Debeer (UGent) , Frederik Cornillie, Fien Depaepe, Annelies Raes, Wim van den Noortgate and Sameh Said-Metwaly

(2024) JOURNAL OF COMPUTER ASSISTED LEARNING. 40(2). p.797-811
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Exploring the impact of audio self-modelling on Chinese as a foreign language students' tone pronunciation skill, self-efficacy, and motivation

Linghong Li (UGent) , Martin Valcke (UGent) , Linda Badan (UGent) and Christoph Anderl (UGent)

(2024) JOURNAL OF COMPUTER ASSISTED LEARNING. 40(6). p.2528-2543
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Dolos : language‐agnostic plagiarism detection in source code

Rien Maertens (UGent) , Charlotte Van Petegem, Niko Strijbol, Toon Baeyens (UGent) , Arne Jacobs, Peter Dawyndt (UGent) and Bart Mesuere (UGent)

(2022) JOURNAL OF COMPUTER ASSISTED LEARNING. 38(4). p.1046-1061
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The supporting role of learning analytics for a blended learning environment : exploring students' perceptions and the impact on relatedness

Elise Ameloot, Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2022) JOURNAL OF COMPUTER ASSISTED LEARNING. 38(1). p.90-102
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Comparing learning ecologies of primary graphical programming : create or fix?

Tom Neutens (UGent) , Evelien Barbion, Kris Coolsaet (UGent) and Francis wyffels (UGent)

(2021) JOURNAL OF COMPUTER ASSISTED LEARNING. 37(5). p.1296-1311
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Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

Ngoc Thuy Thi Thai (UGent) , Bram De Wever (UGent) and Martin Valcke (UGent)

(2020) JOURNAL OF COMPUTER ASSISTED LEARNING. 36(3). p.397-411
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Auditory support in linguistically diverse classrooms : factors related to bilingual text-to-speech use

Evelien Van Laere and Johan van Braak (UGent)

(2017) JOURNAL OF COMPUTER ASSISTED LEARNING. 33(1). p.79-95
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‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

Hannelore Montrieux (UGent) , Annelies Raes (UGent) and Tammy Schellens (UGent)

(2017) JOURNAL OF COMPUTER ASSISTED LEARNING. 33(3). p.267-281

Academic Bibliography

Inside the conversation : exploring the impact of scripting on peer feedback dialogues during computer‐supported collaborative inquiry learning

A sequencing effect of adding generative learning strategies to immersive virtual reality on middle school students' performance, intrinsic motivation, and self-efficacy

Towards tailored cognitive support in augmented reality assembly work instructions

Exploring the impact of audio self-modelling on Chinese as a foreign language students' tone pronunciation skill, self-efficacy, and motivation

Dolos : language‐agnostic plagiarism detection in source code

The supporting role of learning analytics for a blended learning environment : exploring students' perceptions and the impact on relatedness

Comparing learning ecologies of primary graphical programming : create or fix?

Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

Auditory support in linguistically diverse classrooms : factors related to bilingual text-to-speech use

‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

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