Description The International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) offers a forum for academic exchange of new ideas and research findings related to psychological aspects and serves as a vehicle for promoting techniques and methodologies derived from rigorous research and practices that use psychological and cognitive principles to design and develop cyber learning. Focusing on cyber behavior, psychology, and learning, IJCBPL encourages the exploration of emerging areas in cyber learning such as online social communication, individual differences, cognitive and metacognitive learning, etc. to generate deep understanding about the behavior, information processing, and psychological orientations of online learners.
Topics Covered Cognitive and information processing related to online learning including cognitive architecture and online information processing Motivation Online behavior such as online gaming, online addiction, and Internet predation Online training, online instructional design, and development with a focus on cognitive and psychological processes Psychological aspects of online learning and instruction, including individual differences and psychological and personal traits Social aspects of online learning including online social communication and relationship formation Mission and Scope The mission of the
International Journal of Cyber Behavior, Psychology and Learning (IJCBPL) is to identify learners’ online behavior based on the theories in human psychology, define online education phenomena as explained by the social and cognitive learning theories and principles, and interpret the complexity of cyber learning. IJCBPL offers a multi-disciplinary approach that incorporates the findings from brain research, biology, psychology, human cognition, developmental theory, sociology, motivation theory, and social behavior. This journal welcomes both quantitative and qualitative studies using experimental design, as well as ethnographic methods to understand the dynamics of cyber learning. Impacting multiple areas of research and practices, including secondary and higher education, professional training, Web-based design and development, media learning, adolescent education, school and community, and social communication, IJCBPL targets school teachers, counselors, researchers, and online designers.
Table of Contents and List of Contributors
Volume 11: 4 Issues (2021): Forthcoming, Available for Pre-Order
Volume 10: 4 Issues (2020): Forthcoming, Available for Pre-Order
Volume 9: 4 Issues (2019): Forthcoming, Available for Pre-Order
Volume 8: 4 Issues (2018): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2017): Forthcoming, Available for Pre-Order
Volume 6: 4 Issues (2016): Forthcoming, Available for Pre-Order
Volume 5: 4 Issues (2015): Forthcoming, Available for Pre-Order
Volume 4: 4 Issues (2014): Forthcoming, Available for Pre-Order
Volume 3: 4 Issues (2013): Forthcoming, Available for Pre-Order
Volume 2: 4 Issues (2012): Forthcoming, Available for Pre-Order
Volume 1: 4 Issues (2011): Forthcoming, Available for Pre-Order
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Editor(s)-in-Chief Biography Lijia Lin is an Associate Professor in the School of Psychology and Cognitive Science at East China Normal University in Shanghai, China. He earned his Ph.D. from the Educational Technology Program at Arizona State University in the United States. His research focuses on using a variety of digital technologies and instructional strategies to enhance learning and engagement. His work has been widely published in international peer-reviewed journals, including Learning and Instruction, Computers & Education, and Interactive Learning Environments. He has also made dozens of presentations at the international conferences, such as the annual meeting of the American Educational Research Association, the bi-annual meeting of the International Conference on Computer Supported Collaborative Learning, and the Cognitive Load Theory Conference.
Editorial Board Editor-in-Chief Emeritus
Robert Atkinson, Arizona State University, United States
International Advisory Board
Lucia Monacis, University of Foggia, Italy
Associate Editors
Kirsten Butcher, University of Utah, United States
Anne Cook, University of Utah, United States
Frank Farley, Temple University, United States
Chi Un Lei, The University of Hong Kong, Hong Kong
Renae Low, University of New South Wales, Australia
Antonio Sarasa, Facultad de Informática. Universidad Complutense de Madrid, Spain
https://orcid.org/0000-0003-3698-7954
Kaveri Subrahmanyam, California State University at Los Angeles, United States
Tony Talbert, Baylor University, United States
Harrison Hao Yang, State University of New York at Oswego, United States
Ronald Yaros, University of Maryland, United States
https://orcid.org/0000-0003-2205-757X Editorial Review Board
Kirsten Berthold, University of Freiburg, Germany
Peter Doolittle, Virginia Tech, United States
Sharmila Ferris, William Paterson University, United States
Minghui Gao, Arkansas State University, United States
Paul Gorsky, The Open University of Israel, Israel
Manish Gupta, IBS Hyderabad, a Constituent of IFHE, Deemed to be University, India
https://orcid.org/0000-0001-9671-1605
Pentti Haddington, University of Helsinki, Finland
Shalin Hai-Jew, Kansas State University, United States
https://orcid.org/0000-0002-8863-0175
Weidong Huang, University of Tasmania, Australia
Laura Hunter, Utah Education Network, United States
Marie Iding, University of Hawaii at Manoa, United States
Giuseppe Iurato, Linneaus University, Vaxjo, Sweden, Italy
https://orcid.org/0000-0003-2628-100X
Gert-Jan Meerkerk, Addiction Research Institute, United States
https://orcid.org/0000-0002-5979-5800
Gustavo Mesch, The University of Haifa, Israel
Charles Miller, University of Minnesota, United States
Kenneth Miller, Youngstown State University, United States
Bryant Paul, Indiana University at Bloomington, United States
Henry Potts, University College London, United Kingdom
Claudia Smarkola, Temple University, United States
Nikos Tsianos, National & Kapodistrian University, Greece
Barbara Wilmes, University of Central Arkansas, United States
Submission Prospective authors should note that only original and previously unpublished article manuscripts will be considered. Interested authors must consult the Journal Guidelines for Manuscript Submission at http://www.igi-global.com/journals/guidelines-for-submission.aspx PRIOR to submission. Any further questions may be answered at https://www.igi-global.com/publish/contributor-resources/before-you-write/ . All article manuscript submissions will be forwarded to at least three members of the editorial review board of the journal for a double-blind peer review. The final decision regarding acceptance/revision/rejection will be based on the reviews received from the reviewers.All inquiries should be directed to the attention of: All inquiries regarding IJCBPL should be directed to the attention of: IJCBPL@igi-global.com All manuscript submissions to IJCBPL should be sent through the online submission system: http://www.igi-global.com/authorseditors/titlesubmission/newproject.aspx