IARTEM e-journal https://ojs.bibsys.no/index.php/IARTEM <p><em>IARTEM e-journal</em> is an international, interdisciplinary, peer-reviewed, open access electronic journal published by the <a href="http://iartem.org/">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> International Association for Research on Textbooks and Educational Media (IARTEM) en-US IARTEM e-journal 1837-2104 <p>Copyright (c) IARTEM e-journal</p> <p><img src="https://licensebuttons.net/l/by-nc-nd/4.0/88x31.png" /></p> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> <p>Content published in IARTEM e-journal is - unless otherwise is stated - licensed through <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">Creative Commons License BY-NC-ND 4.0</a>. Content can be copied, distributed and disseminated in any medium or format under the following terms:</p> <p>Attribution: You must give appropriate credit and provide a link to the license</p> <p>Non-Commercial: You may not use the material for commercial purposes.</p> <p>No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.</p> <p>No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.</p> <p>Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.</p> <p>Authors who publish in IARTEM e-journal accept the following conditions:</p> <p>Author(s) retains copyright to the article and give IARTEM e-journal rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place IARTEM e-journal are credited.</p> <p>The author is free to publish and distribute the work/article after publication in IARTEM e-journal, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in IARTEM e-journal cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in IARTEM e-journal.</p> Editorial https://ojs.bibsys.no/index.php/IARTEM/article/view/725 <p>On the road again</p> Georges-Louis Baron Copyright (c) 2020 CC-BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-06 2020-01-06 11 2 10.21344/iartem.v11i2.725 Board Games as Educational Media https://ojs.bibsys.no/index.php/IARTEM/article/view/582 <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> Aleksandra Ilic Rajkovic Mirjana Senic Ruzic Bojan Ljujic Copyright (c) 2019 CC-BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 2019-12-23 2019-12-23 11 2 10.21344/iartem.v11i2.582 Visual Representation of the Curriculum in Geography Textbooks https://ojs.bibsys.no/index.php/IARTEM/article/view/587 <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> Petr Trahorsch Jan D. Bláha Copyright (c) 2019 CC-BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-12 2020-01-12 11 2 10.21344/iartem.v11i2.587 University students’ study habits related to the use of study resources https://ojs.bibsys.no/index.php/IARTEM/article/view/581 <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> Zuzana Sikorova Iva Cervenkova Marek Vaclavic Tomas Barot Copyright (c) 2019 CC-BY-NC-ND https://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-12 2020-01-12 11 2 10.21344/iartem.v11i2.581