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
Open Access Articles: Forthcoming
Volume 11: 4 Issues (2021): 0 Released, 4 Forthcoming
Volume 11: 4 Issues (2021): Forthcoming, Available for Pre-Order
Volume 10: 4 Issues (2020)
Volume 10: 4 Issues (2020): Forthcoming, Available for Pre-Order
Volume 9: 4 Issues (2019)
Volume 9: 4 Issues (2019): Forthcoming, Available for Pre-Order
Volume 8: 4 Issues (2018)
Volume 8: 4 Issues (2018): Forthcoming, Available for Pre-Order
Volume 7: 4 Issues (2017)
Volume 7: 4 Issues (2017): Forthcoming, Available for Pre-Order
Volume 6: 4 Issues (2016)
Volume 6: 4 Issues (2016): Forthcoming, Available for Pre-Order
Volume 5: 4 Issues (2015)
Volume 5: 4 Issues (2015): Forthcoming, Available for Pre-Order
Volume 4: 4 Issues (2014)
Volume 4: 4 Issues (2014): Forthcoming, Available for Pre-Order
Volume 3: 4 Issues (2013)
Volume 3: 4 Issues (2013): Forthcoming, Available for Pre-Order
Volume 2: 4 Issues (2012)
Volume 2: 4 Issues (2012): Forthcoming, Available for Pre-Order
Volume 1: 4 Issues (2011)
Volume 1: 4 Issues (2011): Forthcoming, Available for Pre-Order
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Indices
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
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Robert Atkinson, Arizona State University, United States
- International Advisory Board
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Lucia Monacis, University of Foggia, Italy
- Associate Editors
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Anne Cook, University of Utah, United States
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Antonio Sarasa, Facultad de Informática. Universidad Complutense de Madrid, Spain
https://orcid.org/0000-0003-3698-7954 -
Chi Un Lei, The University of Hong Kong, Hong Kong
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Frank Farley, Temple University, United States
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Harrison Hao Yang, State University of New York at Oswego, United States
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Kaveri Subrahmanyam, California State University at Los Angeles, United States
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Kirsten Butcher, University of Utah, United States
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Ronald Yaros, University of Maryland, United States
https://orcid.org/0000-0003-2205-757X -
Tony Talbert, Baylor University, United States
- Editorial Review Board
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Bryant Paul, Indiana University at Bloomington, United States
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Charles Miller, University of Minnesota, United States
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Claudia Smarkola, Temple University, United States
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Gert-Jan Meerkerk, Utrecht University, Netherlands
https://orcid.org/0000-0002-5979-5800 -
Giuseppe Iurato, Linneaus University, Vaxjo, Sweden, Italy
https://orcid.org/0000-0003-2628-100X -
Gustavo Mesch, The University of Haifa, Israel
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Henry Potts, University College London, United Kingdom
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Kirsten Berthold, University of Freiburg, Germany
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Laura Hunter, Utah Education Network, United States
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Manish Gupta, IBS Hyderabad, a Constituent of IFHE, Deemed to be University, India
https://orcid.org/0000-0001-9671-1605 -
Marie Iding, University of Hawaii at Manoa, United States
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Minghui Gao, Arkansas State University, United States
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Nikos Tsianos, National & Kapodistrian University, Greece
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Peter Doolittle, Virginia Tech, United States
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Shalin Hai-Jew, Kansas State University, United States
https://orcid.org/0000-0002-8863-0175 -
Weidong Huang, University of Tasmania, Australia
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:
Lijia Lin
Editors-in-Chief
International Journal of Cyber Behavior, Psychology and Learning
E-mail: 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