De-mystifying the Influence of PhET Simulation on Engagement, Satisfaction, and Academic Achievement of Bhutanese Students in the Physics Classroom
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10956-024-10131-x.pdf
Reference62 articles.
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2. Almasri, F. (2022). Simulations to teach science subjects: Connections among students’ engagement, self-confidence, satisfaction, and learning styles. Education and Information Technologies, 27(5), 7161–7181. https://doi.org/10.1007/s10639-022-10940-w
3. Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian Journal of Psychological Medicine, 43(1), 86–88. https://doi.org/10.1177/0253717620977000
4. Babin, M. J., Riviere, E., & Chiniara, G. (2019). Theory for practice: Learning theories for simulation. In G. Chiniara (Ed.), Clinical simulation (2nd ed., pp. 97–114). Academic Press. https://doi.org/10.1016/B978-0-12-815657-5.00008-5
5. Banda, H. J., & Nzabahimana, J. (2021). Effect of integrating physics education technology simulations on students’ conceptual understanding in physics: A review of literature. Physical Review Physics Education Research, 17(2), 023108. https://doi.org/10.1103/PhysRevPhysEducRes.17.023108
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