# Bibliographical references Agatep, J. L. E., & Villalobos, R. N. (2020). Project-Based Learning Approach in Teaching Information and Communications Technology. *Science Insights, 35*(2), 216-221. Al-Sholi, H. Y., Shadid, O. R., Alshare, K. A., & Lane, M. (2021). An agile educational framework: A response for the Covid-19 pandemic. *Cogent Education, 8*(1), 1980939. Alnagrat, A., Ismail, R. C., Idrus, S. Z. S., & Alfaqi, R. M. A. (2022). A review of extended reality (XR) technologies in the future of human education: Current trend and future opportunity. *Journal of Human Centered Technology, 1*(2), 81-96. Alsalem, M. A. (2016). Redefining literacy: The realities of digital literacy for students with disabilities in K-12. *Journal of Education and Practice, 7*(32), 205-215. Athanasou, J. A., & Cooksey, R. W. (2001). Judgment of factors influencing interest: An Australian study. *Journal of Vocational Education Research, 26*(1), 77-98. Azionya, C. M., & Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the COVID-19 lockdown. *Turkish Online Journal of Distance Education, 22*(4), 164-182. Barteit, S., Lanfermann, L., Bärnighausen, T., Neuhann, F., & Beiersmann, C. (2021). Augmented, mixed, and virtual reality-based head-mounted devices for medical education: systematic review. *JMIR serious games, 9*(3), e29080. Bates, A. T., & Sangra, A. (2011). *Managing technology in higher education: Strategies for transforming teaching and learning.* John Wiley & Sons. Beck, K., Beedle, M., Van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., ... & Kern, J. (2001). *Manifesto for agile software development*. Agile Alliance. Bergdahl, N., Knutsson, O., & Fors, U. (2018, July). ‘So, you think it’s good’ - reasons students engage when learning with technologies – a student perspective. In *Proceedings of EDULEARN18 Conference* (pp. 9230-9237). Bidjerano, T. (2005, October). Gender differences in self-regulated learning. In *36th Annual Meeting of the Northeastern Educational Research Association*. Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. *Journal of Interactive Media in Education*, *2019*(1), 1-14. Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. *International Journal of Educational Technology in Higher Education, 17*, 2. Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. *Annual Review of Sociology, 34*(1), 319-337. Burov, O., & Pinchuk, O. (2021). Extended reality in digital learning: influence, opportunities and risks’ mitigation. *Educational Dimension, 5*, 144-160. Çakmak, V., & Aktan, E. (2016). Review of the communication between teachers and students according to various variants. *Electronic Journal of Social Sciences, 15*(56), 83-97. Callingham, M. (2019). *Student Engagement and Democratic Justice in Education: For One and for All?* \[Doctoral dissertation, Victoria University]. Victoria University Institutional Repository. Cárdenas-Sainz, B. A., Barrón-Estrada, M. L., Zatarain-Cabada, R., & Chavez-Echeagaray, M. E. (2023). Evaluation of eXtended reality (XR) technology on motivation for learning physics among students in mexican schools. *Computers & Education: X Reality*, 3, 100036. Chatterjee, R., & Correia, A. P. (2020). Online students’ attitudes toward collaborative learning and sense of community. *American Journal of Distance Education, 34*(1), 53-68. Chen, C., Landa, S., Padilla, A., & Yur-Austin, J. (2021). Learners' experience and needs in online environments: adopting agility in teaching. *Journal of Research in Innovative Teaching & Learning, 14*(1), 18-31. Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. *Journal of Educational Technology & Society, 17*(4), 352-365. Ciani, K. D., Ferguson, Y. L., Bergin, D. A., & Hilpert, J. C. (2010). Motivational influences on school‐prompted interest. *Educational Psychology, 30*(3), 425-442. Conboy, K. (2009). Agility from first principles: Reconstructing the concept of agility in information systems development. *Information Systems Research, 20*(3), 329-354. Dalgarno, B., & Lee, M. J. (2010). What are the learning affordances of 3‐D virtual environments?. *British Journal of Educational Technology, 41*(1), 10-32. Dawson, P. (2020). *Defending assessment security in a digital world: preventing e-cheating and supporting academic integrity in higher education.* Routledge. Desai, S. R. (2022). Impact of active learning methods on students' learning and course results. *Journal of Engineering Education Transformations, 35*(3), 133-142. DeVito, M. (2016). *Factors influencing student engagement.* \[Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT]. Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. *British Journal of Educational Technology, 51*(6), 2006-2033. Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), *Collaborative-learning: Cognitive and Computational Approaches*. (pp. 1–19). Elsevier. Dörnenburg, E. (2018). The path to devops. *IEEE software, 35*(5), 71-75. Ebede, S. S. (2018). *Student engagement in higher education: Measuring the differences in community engagement* \[Master's thesis, University of Northern Iowa]. UNI ScholarWorks. Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (Eds.). (2020). *Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field*. Association for the Advancement of Computing in Education. Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. *Computers & Education, 142*, 103635. Freund, A. M. (2011). Introduction to the special section: The role of gender in school-related transitions and beyond. *International Journal of Behavioral Development, 35*(3), 193*.* Garzón, J., Baldiris, S., Gutiérrez, J., & Pavón, J. (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. *Educational Research Review, 31*, 100334. Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. *Virtual Reality, 23*(4), 447-459. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. *Computers & Education, 57*(4), 2333-2351. Guo, W., Lau, K. L., Wei, J., & Bai, B. (2021). Academic subject and gender differences in high school students’ self-regulated learning of language and mathematics. *Current Psychology, 42,* 7965–7980. Han, B., & Tosten, R. (2016). In-class teacher-student communication according to high school students’ perceptions. *New Trends and Issues Proceedings on Humanities and Social Sciences, Nicosia, 11*, 190-198. Halawah, I. (2011). Factors influencing college students' motivation to learn from students' perspective. *Education, 132*(2)*,* 379-390. Hernández-Lara, A. B., Serradell-López, E., & Fitó-Bertran, À. (2019). Students’ perception of the impact of competences on learning: An analysis with business simulations. *Computers in Human behavior, 101*, 311-319. Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). *The difference between emergency remote teaching and online learning.* Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. *British Journal of Educational Technology, 48*(4), 950–971. Kahu, E. R., Nelson, K. J., & Picton, C. (2017). Student interest as a key driver of engagement for first year students. *Student Success, 8*(2), 55-66. Krahe, C., Escamilla-Fajardo, P., & López-Carril, S. (2021). The influence of teacher-student communication on the importance of physical education. *Facta Universitatis, Series: Physical Education and Sport, 19*(1), 117-131. Krčelić, P. (2017). Why (not) learn English: Gender differences in learners' motivation and demotivation. *In EDULEARN17 Proceedings, 9th International Conference on Education and New Learning Technologies*. Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. *Computers & Education, 49*(2), 176-192. Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. *The Internet and Higher Education, 20*, 35-50. Liu, X., He, W., Zhao, L., & Hong, J. C. (2021). Gender differences in self-regulated online learning during the COVID-19 lockdown. *Frontiers in Psychology, 12*, 752131. Lowe, T., & El Hakim, Y. (2020). An introduction to student engagement in higher education. In T. Lowe, & Y. El Hakim (Eds.), *A Handbook for Student Engagement in Higher Education* (pp. 3-26). Routledge. Luo, H., Li, G., Feng, Q., Yang, Y., & Zuo, M. (2021). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. *Journal of Computer Assisted Learning, 37*(3), 887-901. Maican, C., Cazan, A.-M., Lixandroiu, R., Dovleac, L., & Maican, M. A. (2021). Exploring the factors influencing the use of communication and collaboration applications. *Journal of Organizational and End User Computing, 33*(4). 94-124. Mayer, R. (2017). Using multimedia for e‐learning. *Journal of Computer Assisted Learning, 33*(5), 403–423. Maran, P. L., Daniëls, R., & Slegers, K. (2022). The use of extended reality (XR) for people with moderate to severe intellectual disabilities (ID): A scoping review. *Technology and Disability, 34*(2), 53-67. McKay, J., & Sridharan, B. (2023). Student perceptions of collaborative group work (CGW) in higher education. *Studies in Higher Education*. Means, B., Bakia, M., & Murphy, R. (2014). *Learning online: What research tells us about whether, when and how.* Routledge. Meccawy, M. (2022). Creating an immersive XR learning experience: A roadmap for educators. *Electronics, 11*(21), 3547. Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. *Journal of School Psychology, 44*(5), 351-373. Myers, K. D. (2019). *Student participation in school sponsored extra-curricular activities at the elementary school level and the impact of student engagement* \[Doctoral dissertation, Philadelphia College of Osteopathic Medicine]. PCOM Psychology Dissertations. Nguyen, H. C. (2019, July). Factors influencing student engagement in higher education context. In *Proceedings of EDULEARN19 Conference* (pp. 1329-1334). Oliphant, T., & Branch-Mueller, J. (2016). Developing a sense of community and the online student experience. *Education for Information, 32*(4), 307-321. Paz-Baruch, N., & Hazema, H. (2023). Self-regulated learning and motivation among gifted and high-achieving students in science, technology, engineering, and mathematics disciplines: Examining differences between students from diverse socioeconomic levels. *Journal for the Education of the Gifted, 46*(1), 34-76. Pebriantika, L., Vidianti, A., & Wijaya, J. E. (2020). Factors affecting student interest in web-based learning in higher education. *Advances in Pedagogical Sciences, 6*(1), 57-60. Pellas, N., Mystakidis, S., & Kazanidis, I. (2021). Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature. *Virtual Reality, 25*(3), 835-861. Peng, G. (2022). Analysis on the influencing factors of teacher-student relationship in postgraduate education. *International Journal of Education and Humanities, 4*(2), 100-102. Permanyer, I., & Boertien, D. (2019). A century of change in global education variability and gender differences in education. *PLOS ONE, 14*(2), e0212692. Priadi, R. (2020). Teacher communication effectiveness in the learning process. *Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3*(4), 3433-3444. Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., ... & Maitama, J. Z. (2022). Gender differences in information and communication technology use & skills: a systematic review and meta-analysis. *Education and Information Technologies, 27*(3), 4225-4258. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. *Computers & Education, 147*, 103778. Rutkiene, A., & Greenspon, R. (2018, May). Contribution of technology enhanced learning to the inclusion of students with special education needs. In *SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference* (Vol. 5, pp. 436-444). Sá, M. J. (2023). Student Academic and Social Engagement in the Life of the Academy—A Lever for Retention and Persistence in Higher Education. *Education Sciences, 13*(3), 269. Salza, P., Musmarra, P., & Ferrucci, F. (2019). Agile methodologies in education: A review. In D. Parsons & K. MacCallum (Eds.), *Agile and lean concepts for teaching and learning: Bringing methodologies from industry to the classroom* (pp. 25-45). Springer. Schmalzried, J. E., & Harvey, M. W. (2014). Perceptions of special education and career and technical education collaboration and communication. *Career Development and Transition for Exceptional Individuals, 37*(2), 84–95. Sharp, H., Robinson, H., & Petre, M. (2016). The role of physical artefacts in agile software development: Two complementary perspectives. *Interacting with Computers, 28*(6), 720-734. Smith, L. D. (2015). *Male gender disparity gap: does gender impact education.* \[Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT]. Spinath, B., Eckert, C., & Steinmayr, R. (2014). Gender differences in school success: What are the roles of students' intelligence, personality and motivation?. *Educational Research, 56*(2), 230-243. Tanti, T., Astalini, A., Darmaji, D., Kurniawan, D. A., & Fitriani, R. (2022). Student perception review from gender: Electronic moduls of Mathematical Physics. *Jurnal Pendidikan Indonesia, 11*(1), 125-132. Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. *Educause Review, 38*(5), 28-38. Turan, Z., Meral, E., & Sahin, I. F. (2018). The impact of mobile augmented reality in geography education: achievements, cognitive loads and views of university students. *Journal of Geography in Higher Education, 42*(3), 427–441. Ucar, S., & Trundle, K. C. (2011). Conducting guided inquiry in science classes using authentic, archived, web-based data. *Computers & Education, 57*(2), 1571–1582. van der Meer, N., van der Werf, V., Brinkman, W. P., & Specht, M. (2023). Virtual reality and collaborative learning: A systematic literature review. *Frontiers in Virtual Reality, 4*, 1159905. Vecchione, M., Alessandri, G., & Marsicano, G. (2014). Academic motivation predicts educational attainment: Does gender make a difference? *Learning and Individual Differences, 32*, 124–131. Vergara, K. C., Herskovic, V., & Guerrero, P. (2022). Understanding gender bias: Differences in tech stereotypes according to the socio-economic background of girls. In *International Computing Education Research Workshop*. ACM. Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self‐regulated learning strategies. *Educational Psychology, 30*(3), 323-347. Virtanen, S., Räikkönen, E., & Ikonen, P. (2015). Gender-based motivational differences in technology education. *International Journal of Technology and Design Education, 25,* 197-211. White, E. H., Pavlovic, M., & Poed, S. (2020). Understanding and mapping digital literacy for students with disability. In P. Griffin, & K. Woods (Eds.), *Understanding Students with Additional Needs as Learners*. Springer. Wilson, S. (2022). Student perception of learning versus performance in project management education. *Journal of Management and Business Education, 5*(1), 48-62. Winn, S. (2002). Student Motivation: A socio-economic perspective. *Studies in Higher Education, 27*(4), 445-457. Zepke, N. (2015). Student Engagement Research: Thinking beyond the Mainstream. *Higher Education Research & Development, 34*(6), 1311-1323.