Ausgabe 1/2023
Inhalt (9 Artikel)
Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment
Jerry Chih-Yuan Sun, Syuan-Ling Ye, Shih-Jou Yu, Thomas K. F. Chiu
Enhancing Students’ Understanding of Nerve Cells’ Structures and Their Symbiotic Functioning by Using Technology-Enhanced Instruction Incorporating Virtual Labs and Animations
Céline Byukusenge, Florien Nsanganwimana, Albert Paulo Tarmo
A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching
Branko Anđić, Eva Ulbrich, Thierry (Noah) Dana-Picard, Stanko Cvjetićanin, Filip Petrović, Zsolt Lavicza, Mirjana Maričić
The Go-Lab Platform, an Inquiry-learning Space: Investigation into Students’ Technology Acceptance, Knowledge Integration, and Learning Outcomes
Chi-Jung Sui, Hsin-Chueh Chen, Ping-Han Cheng, Chun-Yen Chang
Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing
Tyler S. Love, Joshua P. Cysyk, Anilchandra Attaluri, Robert D. Tunks, Kevin Harter, Renee Sipos
Exploration of Students’ Social Presence in Web-Based Discussion for Conceptual Learning of Organic Chemistry
Aloys Iyamuremye, Janvier Mukiza, Ezechiel Nsabayezu, Jean de Dieu Kwitonda, Claude Habimana
The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students
Herbert James Banda, Joseph Nzabahimana