@article {1031,
	title = {ON THE FACEBOOK DEPENDENCE AND ITS NEGATIVE EFFECTS ON UNIVERSITY STUDENTS{\textquoteright} WORK: A MULTI-GROUP ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {62-74},
	abstract = {The explosion of social networking websites in general, and Facebook in particular, impacts the educational context both positively and negatively. Too much time spent on Facebook leads to negative effects on the university work of students. The objectives of this research are to measure and analyse the relationship between the Facebook dependence and the negative consequences of the excessive use of Facebook on the university work of students. In this respect, a conceptual model has been tested that has two inter-correlated latent variables: the withdrawal syndrome, measuring the Facebook dependence and the negative consequences onto the university work. The analysis of results has been done onto three groups featuring the user{\textquoteright}s profile according to the network size (number of Facebook friends) of students. The findings show that the larger the Facebook network, the higher the frequency and duration of Facebook use. The analysis of measurement invariance shows that the model exhibits factorial, metric, and scalar invariance on the three user profiles. The comparison between groups shows that students having larger networks and spending more time on Facebook have a higher level of dependence and their university work is more affected.},
	keywords = {e-learning process, educational value, formative measurement models, motivation to learn},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.62},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224699},
	author = {Gabriel Gorghiu and Costin   Pribeanu and Vincentas  Lamanauskas}
}
@article {813,
	title = {USING FORMATIVE MEASUREMENT MODELS TO EVALUATE THE EDUCATIONAL AND MOTIVATIONAL VALUE OF AN AR-BASED APPLICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {70-79},
	abstract = {With the explosion of new technologies for e-learning there is an increasing demand to assess the educational and motivational value of a new application. Augmented reality (AR) is a promising technology that creates new learning experiences by integrating real objects from the traditional school into a computing environment. A research challenge is to better understand the relationships between various factors of interest for the successful deployment of educational systems in primary and secondary schools. There are several approaches to evaluation that are based on quantitative methods. In recent years there is an increasing interest in taking an alternative perspective to measurement by using formatively measured constructs. This paper will highlight several benefits in using formative measurement models to evaluate the educational and motivational value of an AR-based e-learning application. The evaluation target is a Chemistry learning scenario that has been developed in the European project ARiSE {\textendash} Augmented Reality in School Environment. Based on our previous work we developed a new evaluation instrument that includes both reflectively and formatively measured constructs to evaluate the ergonomic, educational, and motivational quality of a desktop AR application. The preliminary results from a pilot study show the extent to which specific features of the Chemistry scenario are positively influencing the educational and motivational value.},
	keywords = {augmented reality, educational value, formative measurement models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.70},
	url = {http://oaji.net/articles/2014/457-1419345838.pdf},
	author = {Costin   Pribeanu}
}
