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The perceived coolness of using virtual reality technology in blended learning performance can improve learning motivation and learning satisfaction

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Editorial: Games-based learning for social change

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Learning scientific observation with worked examples in a digital learning environment

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions

Frontiers in education (Lausanne), 2024-05, Vol.9

2024

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Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review

Frontiers in education (Lausanne), 2024-02, Vol.9

2024

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Using games to ignite teens’ civic and social and emotional learning

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Our responsibilities for future generations from a social-emotional learning perspective: revisiting mindfulness

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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System-wide school mindfulness: addressing elementary students’ social-emotional learning and wellbeing

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Designing learning experiences using serious games: innovative village case study

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Leveraging undergraduate learning assistants when implementing new laboratory curricula

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Game-Based Learning experiences in primary mathematics education

Frontiers in education (Lausanne), 2024-03, Vol.9

Edith Debrenti

2024

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Projective geometry and spatial reasoning for STEM learning

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Editorial: Systems thinking in biology teaching and learning

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Physical education students’ reflections about the learning outcomes of different teaching methods: a mixed methods study

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Peer mentoring for students with learning disabilities: the importance of shared experience on students’ social and emotional development

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Students’ satisfaction and learning experiences at higher agricultural education institutions in Saudi Arabia: an empirical inquest

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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A path model analysis of preform students’ factors and comprehension strategies on cognitive learning outcomes associated with text comprehension

Frontiers in education (Lausanne), 2024-04, Vol.9

2024

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Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school

Frontiers in education (Lausanne), 2024-04, Vol.9

Yi-Huang Shih

2024

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Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Enhancing elementary school teachers’ competence in recognizing and supporting gifted students with learning disabilities in Saudi Arabia

Frontiers in education (Lausanne), 2024-03, Vol.9

Yasir A. Alsamiri

2024

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Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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Promoting relational thinking in preschoolers (ages 3–5) through participatory science learning: insights from RMTS with Roma children

Frontiers in education (Lausanne), 2024-03, Vol.9

2024

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The perceived coolness of using virtual reality technology in blended learning performance can improve learning motivation and learning satisfaction

Academic support through tutoring, guided learning, and learning diaries in the context of the COVID-19 pandemic: an experimental model for master’s students

Editorial: Games-based learning for social change

Learning scientific observation with worked examples in a digital learning environment

Students’ metacognitive knowledge of learning-strategy effectiveness and their recall of teachers’ strategy instructions

Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review

Using games to ignite teens’ civic and social and emotional learning

Our responsibilities for future generations from a social-emotional learning perspective: revisiting mindfulness

System-wide school mindfulness: addressing elementary students’ social-emotional learning and wellbeing

Designing learning experiences using serious games: innovative village case study

Leveraging undergraduate learning assistants when implementing new laboratory curricula

Game-Based Learning experiences in primary mathematics education

Projective geometry and spatial reasoning for STEM learning

Editorial: Systems thinking in biology teaching and learning

Physical education students’ reflections about the learning outcomes of different teaching methods: a mixed methods study

Peer mentoring for students with learning disabilities: the importance of shared experience on students’ social and emotional development

Road works ahead: the journey of an innovative cross-campus hybrid learning space navigating higher education institutions’ organizational setbacks

Students’ satisfaction and learning experiences at higher agricultural education institutions in Saudi Arabia: an empirical inquest

Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices

A path model analysis of preform students’ factors and comprehension strategies on cognitive learning outcomes associated with text comprehension

Children’s learning for sustainability in social studies education: a case study from Taiwanese elementary school

Free play and pedagogical play: a multiple-case study of teachers’ views of play in Chinese early learning centers

Enhancing elementary school teachers’ competence in recognizing and supporting gifted students with learning disabilities in Saudi Arabia

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Promoting relational thinking in preschoolers (ages 3–5) through participatory science learning: insights from RMTS with Roma children

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