Influences of immersive virtual reality (IVR)-based science, technology, religion, engineering, art, and mathematics (STREAM) instructional approach on students’ learning performances
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11423-024-10381-x.pdf
Reference38 articles.
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2. Buttussi, F., & Chittaro, L. (2018). Effects of different types of virtual reality display on presence and learning in a safety training scenario. IEEE Transactions on Visualization and Computer Graphics, 24(2), 1063–1076.
3. Chen, H. R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35(3), 398–406. https://doi.org/10.1016/j.evalprogplan.2011.11.007
4. Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425–434. https://doi.org/10.1177/014662168801200410
5. Damjanovic, V., & Simmons, J. (2022). Integrating tangible technologies with young children’s STREAM project. Children’s creative inquiry in STEM (pp. 291–308). Springer.
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