Is M-learning acceptance influenced by knowledge acquisition and knowledge sharing in developing countries?     

Al-Emran  Mostafa  Mezhuyev  Vitaliy  Kamaludin  Adzhar 《Education and Information Technologies》2021,26(3):2585-2606

Education and Information Technologies - Researchers have shown that knowledge acquisition and sharing have considerably influenced the acceptance of various technologies. However, there is a...  相似文献   

“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development     

Jiang  Yang  Popov  Vitaliy  Li  Yaoran  Myers  Perla L.  Dalrymple  Odesma  Spencer  Joi A. 《Journal of Science Education and Technology》2021,30(6):877-888

Research suggests that the likelihood of students entering into science, technology, engineering, and mathematics (STEM) careers can be increased by promoting and maintaining students’ interest in STEM during middle school years, a critical developmental stage when students’ interests begin to solidify. One way to attract students to STEM is through technology-enhanced learning environments and experiences, which can spark and cultivate the long-term interest needed to pursue STEM careers. Virtual reality (VR) can potentially increase access to such STEM-related experiences for all students due to its educational and technological affordances. Currently, there has been little exploration of the intersection between VR and career development for K-12 students. This study, therefore, aims to address this gap by exploring the use of VR 360 videos for STEM career exploration. Data were collected using focus group interviews with 39 primarily Latinx middle school students who participated in the summer enrichment program. These interviews were conducted immediately after a VR 360 video activity that featured female characters and/or characters from racial minorities in order to best support students who are underrepresented in STEM fields. The findings support the potential of VR as a tool for career development as long as content, possible physical side effects, and scaffolding are considered. The implications for research and practice are discussed.

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