VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety-Reference-Cited by-同舟云学术

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VR technology acceptance for English learning amongst secondary school students: role of classroom climate and language learning anxiety

Published:2024-08-27 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Man Siu Shing,Fang Yizhen,Chan Alan Hoi Shou,Han Jiayan

Funder

National Natural Science Foundation of China

Guangzhou Municipal Science and Technology Bureau

Guangzhou Municipal Education Bureau

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10639-024-12969-5.pdf

Reference139 articles.

1. Abd Majid, F., & Mohd Shamsudin, N. (2019). Identifying factors affecting acceptance of virtual reality in classrooms based on technology acceptance model (TAM). Asian Journal of University Education, 15(2), 1–10.

2. Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256.

3. Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers & Education, 143, 103667.

4. Adimora, D. E., Nwokenna, E. N., Omeje, J. C., & Eze, U. N. (2015). Influence of socio-economic status and classroom climate on mathematics anxiety of primary school pupils. Procedia-Social and Behavioral Sciences, 205, 693–701.

5. Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125.

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