Bibliographical references
Last updated
Last updated
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.
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.
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.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches. (pp. 1–19). Elsevier.
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.
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.
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.
Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
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).
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. Educause Review, 38(5), 28-38.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.