Investigating the influencing factors of teaching anxiety in Virtual Reality environments
Author:
Funder
National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-12152-2.pdf
Reference69 articles.
1. Adarkwah, M. A. (2021). I’m not against online teaching, but what about us?: ICT in Ghana post Covid-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
2. Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology [Article]. Computers & Education, 51(3), 1103–1110. https://doi.org/10.1016/j.compedu.2007.11.004
3. Argelaguet Sanz, F., Multon, F., & Lécuyer, A. (2015). A methodology for introducing competitive anxiety and pressure in VR sports training. Frontiers in Robotics and AI, 2, 10. https://doi.org/10.3389/frobt.2015.00010
4. Arpaci, I., & Basol, G. (2020). The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies, 25(5), 3503–3514. https://doi.org/10.1007/s10639-020-10104-8
5. Aslrasouli, M., & Vahid, M. S. P. (2014). An investigation of teaching anxiety among novice and experienced iranian EFL teachers across gender. Procedia - Social and Behavioral Sciences, 98, 304–313. https://doi.org/10.1016/j.sbspro.2014.03.421
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