British Journal of Educational Technology (BJET)

 Vol. 51, n°6, 11/2020

Thème :  Constructivist educational technology: Re‐examining the foundations and state of the literature Guest Editors: David John Lemay and Tenzin Doleck

 

• Constructivist educational technology: Re‐examining the foundations and state of the literature, David John Lemay, Tenzin Doleck
• An examination of constructivist educational technologies: Key affordances and conditions, Reza Feyzi Behnagh, Sepideh Yasrebi
• Examining physiological and self‐report indicators of empathy during learners’ interaction with a queer history app, Jason M. Harley, Yang Liu, Byunghoon “Tony” Ahn, Susanne P. Lajoie, Andre P. Grace
• Integrating novel engineering strategies into STEM education: APP design and an assessment of engineering‐related attitudes, Liyan Wang, Feng‐Kuang Chiang
• Self‐directed reflective assessment for collective empowerment among pre‐service teachers, Yuqin Yang, Yang Du, Jan van Aalst, Daner Sun, Fan Ouyang

Special Section: Immersive virtual reality in education Guest Editors: Matt Bower and Morris Siu‐Yung Jong

Immersive virtual reality in education, Matt Bower, Morris Siu‐Yung Jong

• Effectiveness of immersive virtual reality using head‐mounted displays on learning performance: A meta‐analysis, Bian Wu, Xiaoxue Yu, Xiaoqing Gu
• Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research, Anna Flavia Di Natale, Claudia Repetto, Giuseppe Riva, Daniela Villani
• Effects of an immersive virtual reality‐based classroom on students’ learning performance in science lessons, Ruixue Liu, Lei Wang, Jing Lei, Qiu Wang, Youqun Ren
• Cardiopulmonary resuscitation training for high school students using an immersive 360‐degree virtual reality environment, E. Z. Barsom, R. D. Duijm, L. W. P. Dusseljee‐Peute, E. B. Landman‐van der Boom, E. J. van Lieshout, M. W. Jaspers, M. P. Schijven
• Integrating interactive learner‐immersed video‐based virtual reality into learning and teaching of physical geography, Morris Siu‐Yung Jong, Chin‐Chung Tsai, Haoran Xie, Frankie Kwan‐Kit Wong
• Can an immersive virtual reality simulation increase students’ interest and career aspirations in science?, Guido Makransky, Gustav B. Petersen, Sara Klingenberg
• The virtual field trip: Investigating how to optimize immersive virtual learning in climate change education, Gustav B. Petersen, Sara Klingenberg, Richard E. Mayer, Guido Makransky
• Investigating the effect of teaching as a generative learning strategy when learning through desktop and immersive VR: A media and methods experiment, Sara Klingenberg, Maria L. M. Jørgensen, Gert Dandanell, Karen Skriver, Aske Mottelson, Guido Makransky
• Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis, Kun‐Hung Cheng, Chin‐Chung Tsai
• Evaluation of an immersive virtual learning environment for operator training in mechanical and plant engineering using video analysis, Carolin Pletz, Bernd Zinn
• Immersive virtual reality for supporting complex scientific knowledge: Augmenting our understanding with physiological monitoring, Michelle Lui, Rhonda McEwen, Martha Mullally
• Using immersive virtual reality to support designing skills in vocational education, Kevin Gonyop Kim, Catharine Oertel, Martin Dobricki, Jennifer K. Olsen, Alessia E. Coppi, Alberto Cattaneo, Pierre Dillenbourg
• Reasons associated with preservice teachers’ intention to use immersive virtual reality in education, Matt Bower, Dorothy DeWitt, Jennifer W. M. Lai

https://bera-journals.onlinelibrary.wiley.com/toc/14678535/2020/51/6?campaign=woletoc