Chen, B., Sivo, S., Seilhamer, R., Sugar, A., & Jin, M. (2013, September). User acceptance of
mobile technology: A campus-wide implementation of Blackboard’s Mobile TM Learn
application. Journal of Educational Computer Research, 49(3), 327-343.
http://dx.doi.org/10.2190/EC.49.3.c
Chi, M.T.H. (2005). Commonsense conceptions of emergent processes: Why some
misconceptions are robust. Journal of Learning Sciences, 14(2), 161-199.
http://dx.doi.org/10.1207/s15327809jls1402_1
Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS quarterly, 13(3), 319-340. http://dx.doi.org/10.2307/249008
Davis, F.D., Bagozzi, R.P., & Warshaw, P.R. (1989). User acceptance of computer technology: A
comparison of two theoretical models. Management Science, 982-1003.
http://dx.doi.org/10.1287/mnsc.35.8.982Guo, P.J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An
empirical study of MOOC videos. Proceedings from the First ACM Conference on Learning @ Scale
Conference. New York, NY. 41-50. http://dx.doi.org/10.1145/2556325.2566239
Hibbert, M. (2014). What makes an instructional video compelling?. EDUCAUSE Review Online.
Retrieved from: http://er.educause.edu/articles/2014/4/what-makes-an-online-instructiona...
Kapli, N.V. (2010). The effects of segmented multimedia worked examples and self-explanations on acquisition
of conceptual knowledge and problem-solving performance in an undergraduate engineering course (Doctoral
dissertation). Retrieved from ProQuest LLC.
Lauterbach, M. (1997). Getting more out of eye diagrams. IEEE Spectrum, 34(3), 60-63.
http://dx.doi.org/10.1109/6.576010
Marques, J.C., Quintela, J., Restivo, M.T., & Trigo, V.M. (2013, February). Engineering, concepts
and video clips. International Journal of Engineering Pedagogy, 3, 22.
Mayer, R. (2002, Spring). Cognitive theory and the design of multimedia instruction: An example
of the two-way street between cognition and instruction. New directions for teaching and learning,
2002 (89), 55-71. http://dx.doi.org/10.1002/tl.47
Rejón-Guardia, F., Sánchez-Fernández, J., & Muñoz-Leiva, F. (2013). The acceptance of
microblogging in the learning process: The μBAM model. Journal of Technology and Science
Education, 3(1), 31-48. http://dx.doi.org/10.3926/jotse.65
Sivo, S.A., & Cheng-Chang, P. (2005). Undergraduate Engineering and Psychology Students’ Use
of a Course Management System: A Factorial Invariance Study of User Characteristics and
Attitudes. Journal of Technology Studies, 31(2), 94-103. http://dx.doi.org/10.21061/jots.v31i2.a.4
Sivo, S.A., Pan, C.-C., & Hahs-Vaughn, D.L. (2007). Combined Longitudinal Effects of Attitude
and Subjective Norms on Student Outcomes in a Web-Enhanced Course: A Structural Equation
Modelling Approach. British Journal of Educational Technology, 38(5), 861-875.
http://dx.doi.org/10.1111/j.1467-8535.2006.00672.x
Streveler, R.A., Litzinger, T.A., Miller, R.L., & Steif, P.S. (2008). Learning conceptual knowledge
in the engineering sciences: Overview and future research directions. Journal of Engineering
Education, 97(3), 279-294. http://dx.doi.org/10.1002/j.2168-9830.2008.tb00979.xThe National Research Center for Distance Education and Technological Advancements
(DETA). (2015). DETA research toolkit. University f Wisconsin-Milwaukee. Retrieved from:
http://uwm.edu/deta/toolkits/
Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information
technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
Thank you for copying data from http://www.arastirmax.com
