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Effects of integrating a role‐playing game into a virtual reality‐based learning approach on students' perceptions of immersion, self‐efficacy, learning motivation and achievements
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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An analysis of science instruction for the science practices: Examining coherence across system levels and components in current systems of science education in K‐8 schools
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An appropriate conception of teaching science: A view from studies of science learning
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Immersive training systems: Virtual reality and education and training
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The concept of flow in collaborative game-based learning
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Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach
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Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis
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Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses
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Designing digital game-based learning for professional upskilling: A systematic literature review
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A systematic review of the role of learning games in fostering mathematics education in K-12 settings
inferredcites →https://doi.org/10.1016/j.ijhcs.2008.04.004openalex-snapshot
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inferredcites →https://doi.org/10.1016/j.ijhcs.2016.09.014openalex-snapshot
The development and validation of the ARI questionnaire: An instrument for measuring immersion in location-based augmented reality settings
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Adding immersive virtual reality to a science lab simulation causes more presence but less learning
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Statistical Power Analysis for the Behavioral Sciences
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The development of a questionnaire to measure students' motivation towards science learning
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Undergraduate students’ earth science learning: relationships among conceptions, approaches, and learning self-efficacy in Taiwan
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Differences between students’ learning behaviors and performances of adopting a competitive game-based item bank practice approach for learning procedural and declarative knowledge
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Reducing Cognitive Load During Closed Concept Map Construction and Consequences on Reading Comprehension and Retention
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Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation
inferredcites →https://doi.org/10.1111/bjet.12464openalex-snapshot
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Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring
inferredcites →https://doi.org/10.1111/bjet.13030openalex-snapshot
Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research
inferredcites →https://doi.org/10.1111/bjet.13093openalex-snapshot
Immersion experiences and behavioural patterns in game‐based learning
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A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training
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Fostering complex professional skills with interactive simulation technology: A virtual reality‐based flipped learning approach
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inferredcites →https://doi.org/10.1111/jcal.12527openalex-snapshot
Micro‐persistence and difficulty in a game‐based learning environment for computational thinking acquisition
inferredcites →https://doi.org/10.1111/jcal.12638openalex-snapshot
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inferredcites →https://doi.org/10.1111/jcal.12664openalex-snapshot
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inferredcites →https://doi.org/10.1111/jcal.12667openalex-snapshot
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Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences
inferredcites →https://doi.org/10.1504/ijmlo.2019.100412openalex-snapshot
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inferredcites →https://doi.org/10.1504/ijmlo.2021.10036902openalex-snapshot
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The Influence of Immersive Virtual Reality (IVR) on Skill Transfer of Learners: The Moderating Effects of Learning Engagement
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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