IARTEM e-journal 2020-07-04T11:45:28+02:00 Georges-Louis Baron Open Journal Systems <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="">International Association for Research on Textbooks and Educational Media</a>. It is designed to provide a scholarly forum for research on textbooks and educational media and resources. The journal publishes theoretical, methodological and empirical contributions within the fields of textbooks, educational media and resources, usage, analysis, impact studies, history, design, production and publishing and their role in teaching<u>, </u>learning and educational achievement at all educational levels from kindergarten to lifelong learning.</p> <p>The journal publishes mainly in English, but accepts contributions in Portuguese and Spanish, with titles, abstracts and keywords in English.</p> Editorial 2020-03-09T18:32:49+01:00 Georges-Louis Baron <p>On the road again</p> 2020-01-06T00:00:00+01:00 Copyright (c) 2020 CC-BY-NC-ND Board Games as Educational Media 2020-03-09T18:32:50+01:00 Aleksandra Ilic Rajkovic Mirjana Senic Ruzic Bojan Ljujic <p>The paper presents qualitative research in creating and using board games as educational media in history teaching. The research was conducted during a course of the history of schooling in Serbia (Belgrade University), with 58 pedagogy students divided in two groups (13 game-designers and 45 evaluators) and a subject teacher. Students were engaged in project-based learning, with the assignment to create board games, and then play and evaluate them. Following these activities, students presented their views on the possibilities of board games application in history teaching within focus groups. Students-designers pointed out that creating a board game was a challenge that required sophisticated intellectual and emotional engagement and that they had acquired knowledge of history with understanding and through problem-solving. They perceived the teacher as an initiator and facilitator in the learning process. Students-evaluators argued that the games had helped them in acquiring and revising the knowledge from a new and unusual perspective.</p> <p>&nbsp;</p> 2019-12-23T00:00:00+01:00 Copyright (c) 2019 CC-BY-NC-ND Visual Representation of the Curriculum in Geography Textbooks 2020-03-09T18:32:48+01:00 Petr Trahorsch Jan D. Bláha jd@jackdaniel.czs <p>One of the most important components of the textbook are visuals which might facilitate the learning process. In some cases, however, due to their inconvenient structure misconceptions might arise. The aim of this study is to analyse and evaluate how convenient the structure of visuals represented in the curriculum in Czech geography textbooks is. For this purpose, we have used an expert evaluation of visuals in 16 textbooks by the quantitative content analysis method; visuals were categorised into groups based on four analysis criteria: type of visual, headline, thematic focus and colour; we were also interested in the space assigned to visuals in the textbook. The results of the analysis show that the key feature in geography textbooks are photographs; whose educational value is far less in comparison to other kinds of visuals. The amount of visuals without any heading is rather alarming. In contrast, there is a high proportion of coloured visuals which might have a positive effect on the learning outcome.</p> 2020-01-12T00:00:00+01:00 Copyright (c) 2019 CC-BY-NC-ND University students’ study habits related to the use of study resources 2020-03-09T18:32:46+01:00 Zuzana Sikorova Iva Cervenkova Marek Vaclavic Tomas Barot <p>The paper reports on the exploratory research study focused on the study habits of university students concerning the use of study resources. The aim of the study was to find out in which ways the students used the study resources and if the ways of use were related to the students’ approaches to learning. The research sample comprised 2,&nbsp;671 students from six different faculties. The inquiry has been conducted by means of two questionnaire tools. The results showed that at least one third of the students considered one or two resources as sufficient while learning for an exam or a test, and over half of the students used study resources almost solely at the end of the course. The study habits significantly differed according to the approaches to learning with the only exception: the students unambiguously preferred learning from printed texts over learning from digital resources.</p> 2020-01-12T00:00:00+01:00 Copyright (c) 2019 CC-BY-NC-ND