Learning and Teaching in Virtual Reality. Possibilities and Limits of Collaborative Immersive Virtual Environments
KapitolaTheoretical Background of Education and Research in iVR
Rok vydání: 2023https://doi.org/10.5817/CZ.MUNI.M280-0500-2023-2
Reference
Adom, D., Yeboah, A., & Ankrah, A. K. (2016). Constructivism philosophical paradigm: Implication for research, teaching and learning. Global journal of arts humanities and social sciences, 4(10), 1–9.
Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166. https://doi.org/10.1016/j.compedu.2021.104154
Allen, W. C. (2006). Overview and evolution of the ADDIE training system. Advances in Developing Human Resources, 8(4), 430–441. https://doi.org/10.1177/1523422306292942
Andriessen, D. (2008). Combining design-based research and action research to test management solutions. In Towards quality improvement of action research (pp. 125–134). Brill.
Azimovna, F. M. (2020). Formation of spiritual and moral values of pupils in physical education lessons. Asian Journal of Multidimensional Research, 9(11), 99–103. https://doi.org/10.5958/2278-4853.2020.00280.3
Basse, G. W., & Airoldi, E. M. (2018). Limitations of design-based causal inference and A/B testing under arbitrary and network interference. Sociological Methodology, 48(1), 136-151.
Berger, P. L., & Luckmann, T. (1967). The social construction of reality. Anchor Books.
Brandao, P. R., & Algarvio, D. P. (2020). Connectivism, information technologies and distance learning. Connectivism, Information Technologies and Distance Learning, 8(2). https://doi.org/10.31112/kriativ-tech-2020-06-29
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer New York. https://doi.org/10.1007/978-0-387-09506-6
Burnham, J. C. (1968). On the origins of behaviorism. Journal of the History of the Behavioral Sciences, 4(2), 143–151.
Cobb, P., Steffe, L. P. (2010). The Constructivist Researcher as Teacher and Model Builder. In A. Sfard, K. Gravemeijer & Yackel (Eds.), A Journey in Mathematics Education Research (pp. 19–30). Springer.
https://doi.org/10.1007/978-90-481-9729-3_3
Cowling, M., & Vanderburg, R. (2020). An interactive virtual reality physics instructional environment based on Vygotskian Educational Theory. Proceedings of the ASCILITE’s First Virtual Conference, 168–173. https://doi.org/10.14742/ascilite2020.0116
Černý, M. (2020). Cyberspace as a Metaphor of Being Online or a Particular form of Space Organization? Czech-Polish Historical and Pedagogical Journal, 12(2), 53–65. https://doi.org/10.5817/cphpj-2020-022
D’Agostino, L. M., & Santangelo, G. D. (2012). Do overseas R&D laboratories in emerging markets contribute to home knowledge creation? An extension of the double diamond model. Management International Review, 52, 251–273. https://doi.org/10.1007/s11575-012-0135-2
Davis, R. B. (1990). Constructivist Views on the Teaching and Learning of Mathematics. Journal for Research in Mathematics Education: Monograph, 4,
1–3+195–210. https://doi.org/10.2307/749908
Debbie, O. (2017). The power of feminist pedagogy in Australia: Vagina shorts and the primary prevention of violence against women. Gender and Education, 29(4), 461-475. https://doi.org/10.1080/09540253.2017.1321737
Debeer, D., Vanbecelaere, S., Den Noortgate, W., Reynvoet, B., & Depaepe, F. (2021). The effect of adaptivity in digital learning technologies. Modelling Learning Efficiency Using Data from an Educational Game. British Journal of Educational Technology, 52(5), 1881–1897. https://doi.org/10.1111/bjet.13103
Delazer, M., Ischebeck, A., Domahs, F., Zamarian, L., Koppelstaetter, F., Siedentopf, C. M., & Felber, S. (2005). Learning by strategies and learning by drill — Evidence from an fMRI study. Neuroimage, 25(3), 838–849. https://doi.org/10.1016/j.neuroimage.2004.12.009
Dewey, J. (1923). Democracy and education: An introduction to the philosophy of education. Macmillan.
Dewey, J. (1934). Art as Experience. Perigee Trade.
Dewey, J. (2001). The educational situation: As concerns the elementary school. Journal of Curriculum Studies, 33(4), 387–403. https://doi.org/10.1080/00220270010023803
Dewey, J. (2009). Individualism old and new. Prometheus Books.
Fekete, A. (2019). Vistas, views, prospects. Research and design. Proceedings of the Fábos Conference on Landscape and Greenway Planning, 6(1). https://doi.org/10.7275/5773-hg57
Fletcher-Wood, H. (2018). Responsive teaching: Cognitive science and formative assessment in practice. Routledge. https://doi.org/10.4324/9781315099699
Fross, K., & Bielak-Zasadzka, M. (2019). Space architecture. Advances in Human Factors, Sustainable Urban Planning and Infrastructure: Proceedings of the AHFE 2018 International Conference on Human Factors, Sustainable Urban Planning and Infrastructure, 9, 342–353. https://doi.org/10.1007/978-3-319-94199-8_33
Fudholi, D. H., Kurniawan, R., Jalaputra, D. P. E., & Muhimmah, I. (2020). Development of virtual reality applications with the ADDIE model for prospective educators of children with autism. Jurnal RESTI (Rekayasa Sistem Dan Teknologi Informasi, 4(4), 672–681. https://doi.org/10.29207/resti.v4i4.2092
Garrison, D. R. (1993). A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions. Distance Education, 14(2), 199–211. https://doi.org/10.1080/0158791930140204
Garver, N. (1977). Derrida on Rousseau on writing. The Journal of Philosophy, 74(11), 663–673.
George, R., Howitt, C., & Oakley, G. (2020). Young children’s use of an augmented reality sandbox to enhance spatial thinking. Children’s Geographies, 18(2), 209–221. https://doi.org/10.1080/14733285.2019.1614533
Giorgi, E., Cattaneo, T., & Serrato Guerrero, K. P. (2022). The Principles of Design for Vulnerable Communities: A Research by Design Approach Overrunning the Disciplinary Boundaries. Buildings, 12(11). https://doi.org/10.3390/buildings12111789
Glassman, M. (2001). Dewey and Vygotsky: Society, experience, and inquiry in educational practice. Educational Researcher, 30(4), 3–14.
Gustafsson, D. (2019). Analysing the Double diamond design process through research & implementation [Master’s thesis, Aalto University]. Aalto repository. https://aaltodoc.aalto.fi/server/api/core/bitstreams/572b8860-5ad1-4f31-93ce-efbf7bbe322b/content
Halabi, O. (2020). Immersive virtual reality to enforce teaching in engineering education. Multimedia Tools and Applications, 79(3–4), 2987–3004. https://doi.org/10.1007/s11042-019-08214-8
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2
Hassan, S., Venkateswaran, S. P., & Nadarajah, V. D. (2021). Evaluation of immediate impact of Faculty Development Programme using a pretest–posttest study design format. Innovation and Education, 3(1). https://doi.org/10.1186/s42862-021-00009-9
Hatfield, G. (2002). Psychology, philosophy, and cognitive science: Reflections on the history and philosophy of experimental psychology. Mind & Language, 17(3), 207–232. https://doi.org/10.1111/1468-0017.00196
Hroch, J., Šíp, R., Madzia, R., & Funda, O. (2010). Pragmatismus a dekonstrukce v anglo-americké filozofii (1. vyd). Paido.
Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology: An introduction to phenomenological philosophy. Northwestern University Press. https://books.google.cz/books/about/The_Crisis_of_European_Sciences_and_Tran.html?id=kV2oQgAACAAJ&redir_esc=y
Chasanidou, D., Gasparini, A. A., & Lee, E. (2015). Design Thinking Methods and Tools for Innovation. In A. Marcus (Ed.), Design, User Experience, and Usability: Design Discourse. Lecture Notes in Computer Science (pp. 12-23). Springer, Cham. https://doi.org/10.1007/978-3-319-20886-2_2
Choi, J., Thompson, C. E., Choi, J., Waddill, C. B., & Choi, S. (2022). Effectiveness of immersive virtual reality in nursing education: Systematic review. Nurse Educator, 47(3), 57–61. https://doi.org/0.1097/NNE.0000000000001117
Chou, D. C. (2018). Applying design thinking method to social entrepreneurship project. Computer Standards & Interfaces, 55, 73–79. https://doi.org/10.1016/j.csi.2017.05.001
Jackson, R. L., & Fagan, E. (2000). Collaboration and learning within immersive virtual reality. Proceedings of the Third International Conference on Collaborative Virtual Environments, 83–92. https://doi.org/10.1145/351006.351018
Jiancaro, T. (2018). Empathy-based design approaches. New Directions in Third Wave Human-Computer Interaction: Volume 2-Methodologies, 43–60.
Johnson, M. (2007). The Meaning of the Body: Aesthetics of Human Understanding. University of Chicago Press. https://doi.org/10.7208/chicago/9780226026992.001.0001
Johnson, M. (2017). Embodied Mind, Meaning, and Reason. University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/E/bo27035179.html
Johnson, W. L., & Lester, J. C. (2016). Face-to-face interaction with pedagogical agents, twenty years later. International Journal of Artificial Intelligence in Education, 26(1), 25–36. https://doi.org/10.1007/s40593-015-0065-9
Johnson-Glenberg, M. C., Megowan-Romanowicz, C., Birchfield, D. A., & Savio- Ramos, C. (2016). Effects of embodied learning and digital platform on the retention of physics content: Centripetal force. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01819
Jochecová, K., Černý, M., Stachoň, Z., Švedová, H., Káčová, N., Chmelík, J., Brůža, V., Kvarda, O., Ugwitz, P., Šašinková, A., Fořtová, N. C., & Šašinka, Č. (2022). Geography Education in a Collaborative Virtual Environment: A Qualitative Study on Geography Teachers. International Journal of Geo-Information, 11(3). https://doi.org/10.3390/ijgi11030180
Kimbell, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285–306. https://doi.org/10.2752/175470811X13071166525216
Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. Y. (2015). Design thinking and education. Springer Singapore. https://doi.org/10.1007/978-981-287-444-3
Kochanowska, M., & Gagliardi, W. R. (2022). The Double Diamond Model: In Pursuit of Simplicity and Flexibility. In D. Raposo, J. Neves, & J., Silva (Eds.), Perspectives on Design II. Springer Series in Design and Innovation (pp. 19–32). Springer. https://doi.org/10.1007/978-3-030-79879-6_2
Kourtesis, P., & MacPherson, S. E. (2021). How immersive virtual reality methods may meet the criteria of the national academy of neuropsychology and american academy of clinical neuropsychology: A software review of the virtual reality everyday assessment lab (vr-eal). Computers in Human Behavior Reports, 4. https://doi.org/10.1016/j.chbr.2021.100151
Kourtesis, P., Korre, D., Collina, S., Doumas, L. A., & MacPherson, S. E. (2020). Guidelines for the development of immersive virtual reality software for cognitive neuroscience and neuropsychology: The development of virtual reality everyday assessment lab (VR-EAL), a neuropsychological test battery in immersive virtual reality. Frontiers in Computer Science, 12. https://doi.org/10.48550/arXiv.2101.08166
Ladendorf, K., Schneider, D. E., Xie, Y. (2019). Mobile-Based Virtual Reality: Why and How Does It Support Learning. In Y. Zhang, D. Cristol, (Eds.), Handbook of Mobile Teaching and Learning (pp. 1353–1371). Springer. https://doi.org/10.1007/978-3-642-41981-2_133-1
Lakoff, G. (1990). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago press.
Lakoff, G. (2008). Women, fire, and dangerous things: What categories reveal about the mind (3rd edition). University of Chicago press.
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought. University of Chicago Press. https://www.degruyter.com/database/COGBIB/entry/cogbib.7098/html?lang=en
Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to Western thought (Nachdr.). Basic Books.
Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago press.
Lakoff, G., & Núñez, R. (2000). Where Mathematics Comes from: How the Embodied Mind Brings Mathematics Into Being. Basic Books. https://psycnet.apa.org/record/2000-16361-000
Lau, K. W., & Lee, P. Y. (2021). Using virtual reality for professional training practices: Exploring the factors of applying stereoscopic 3D technologies in knowledge transfer. Virtual Reality, 25(4), 985–998. https://doi.org/10.1007/s10055-021-00504-7
Leifer, L. J., & Steinert, M. (2011). Dancing with ambiguity: Causality behavior, design thinking, and triple-loop-learning. Information Knowledge Systems Management, 10(1–4), 151–173. https://doi.org/10.3233/IKS-2012-0191
Levin, B. (2000). Putting students at the centre in education reform. Journal of Educational Change, 1(2), 155–172. https://doi.org/10.1023/A:1010024225888
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174–187. https://doi.org/10.1016/j.compedu.2016.01.001
Liu, R., Wang, L., Koszalka, T. A., & Wan, K. (2022). Effects of immersive virtual reality classrooms on students’ academic achievement, motivation and cognitive load in science lessons. Journal of Computer Assisted Learning, 38(5), 1422–1433. https://doi.org/10.1111/jcal.12688
Logue, A. (2013). The origins of behaviorism. In C. E. Buxton (Ed), Points of View in the Modern History of Psychology (pp. 141–167). Academic Press. https://doi.org/10.1016/C2013-0-10450-3
Lotfi, Y. A., Aly, T. F., & Sadek, R. (2023). Virtual Reality as A Tool to Enhance Students’ Perceptions of Architectural Historical Spaces. Engineering Journal, 2(2). https://doi.org/10.21608/MSAENG.2023.291864
Lupo, E., & Vitale, G. (2018). Design Strategies for Cultural Heritage: Innovating Tradition Within Museums. In G. Amoruso (Ed.), Putting Tradition into Practice: Heritage, Place and Design. INTBAU 2017. Lecture Notes in Civil Engineering, vol. 3 (pp. 595–606). Springer, Cham. https://doi.org/10.1007/978-3-319-57937-5_62
Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691–707. https://doi.org/10.1111/jcal.12375
Maletic, J. I., Leigh, J., & Marcus, A. (2001). Visualizing software in an immersive virtual reality environment. Proceedings of ICSE, 1, 12–13. https://www.cs.kent.edu/jmaletic/softvis/papers/Maletic2001ICSE.pdf
Marín-Morales, J., Higuera-Trujillo, J. L., Greco, A., Guixeres, J., Llinares, C., Scilingo, E. P., Alcañiz, M., & Valenza, G. (2018). Affective computing in virtual reality: Emotion recognition from brain and heartbeat dynamics using wearable sensors. Scientific Reports, 8(1), 1–15.
https://doi.org/10.1038/s41598-018-32063-4
Marougkas, A., Troussas, C., Krouska, A., & Sgouropoulou, C. (2023). Virtual Reality in Education: A Review of Learning Theories, Approaches and Methodologies for the Last Decade. Electronics, 12(13). https://doi.org/10.3390/electronics12132832
McMahan, A., & Buckland, W. (2005). Cognitive schemas and virtual reality. Intelligent Agent.
https://www.intelligentagent.com/archive/IA5_1avemcmahanbuckland.pdf
Meinel, C., Leifer, L., & Plattner, H. (2010). Design thinking. Springer Berlin. https://doi.org/10.1007/978-3-642-13757-0
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40. https://doi.org/10.1016/j.compedu.2013.07.033
Moore, N. M. (2005). Constructivism using group work and the impact on self- efficacy, intrinsic motivation, and group work skills on middle-school mathematics students [(Doctoral dissertation, Capella University]. ProQuest.
Morie, J. F. (2007). Performing in (virtual) spaces: Embodiment and being in virtual environments. International Journal of Performance Arts and Digital Media, 3(2–3), 123–138. https://doi.org/10.1386/padm.3.2-3.123_1
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. https://doi.org/10.1111/bjet.13030
Naylor, S., & Keogh, B. (1999). Constructivism in classroom: Theory into practice. Journal of Science Teacher Education, 10(2), 93–106. https://doi.org/10.1023/A:1009419914289
Nessler, D. (2016). How to rethink the Design process, fail, reflect and iterate. https://uxdesign.cc/how-to-fuck-up-the-design-thinking-process-and-make-it-right-dc2cb7a00dca
Nicholls, J. G. (1992). Students as educational theorists. In D. H. Schunk & J. L. Meece (Eds.), Student perceptions in the classroom (pp. 267–286). Routledge. https://doi.org/10.4324/9780203052532
Panke, S. (2019). Design thinking in education: Perspectives, opportunities and challenges. Open Education Studies, 1(1), 281–306.
https://doi.org/10.1515/edu-2019-0022
Paolis, L. T., Faggiano, F., Gatto, C., Barba, M. C., & Luca, V. (2022). Immersive virtual reality for the fruition of ancient contexts: The case of the archaeological and Naturalistic Park of Santa Maria d’Agnano in Ostuni. Digital Applications in Archaeology and Cultural Heritage, 27. https://doi.org/10.1016/j.daach.2022.e00243
Pellas, N., Dengel, A., & Christopoulos, A. (2020). A scoping review of immersive virtual reality in STEM education. IEEE Transactions on Learning Technologies, 13(4), 748–761. https://doi.org/10.1109/TLT.2020.3019405
Piaget, J. (1955). The Child’s Construction of Reality. Routledge and Kegan Paul. Prawat, R. S. (1992). Teachers’ beliefs about teaching and learning: A constructivist perspective. American Journal of Education, 100(3), 354–395. https://doi.org/10.1086/444021
Rockwell, W. T. (2005). Neither brain nor ghost: A nondualist alternative to the mind-brain identity theory. MIT Press.
Roggema, R. (2016). Research by design: Proposition for a methodological approach. Urban Science, 1(1). https://doi.org/10.3390/urbansci1010002
Sanchez, A., María Barreiro, J., & Maojo, V. (2000). Design of virtual reality systems for education: A cognitive approach. Education and Information Technologies, 5, 345–362. https://doi.org/10.1023/A:1012061809603
Selzer, M. N., Gazcon, N. F., & Larrea, M. L. (2019). Effects of virtual presence and learning outcome using low-end virtual reality systems. Displays, 59, 9–15. https://doi.org/10.1016/j.displa.2019.04.002
Shi, A., Wang, Y., & Ding, N. (2022). The effect of game–based immersive virtual reality learning environment on learning outcomes: Designing an intrinsic integrated educational game for pre–class learning. Interactive Learning Environments, 30(4), 721–734. https://doi.org/10.1080/10494820.2019.1681467
Schneider, S. M., & Morris, E. K. (1987). A history of the term radical behaviorism: From Watson to Skinner. The Behavior Analyst, 10, 27–39.
Schoonderbeek, M. (2017). A Theory of “Design by Research”; Mapping Experimentation in Architecture and Architectural Design. Ardeth, 1, 63–79. https://doi.org/10.17454/ARDETH01.05
Steffe, L. P., & Gale, J. E. (Eds.). (1995). Constructivism in education. Psychology Press.
Stickdorn, M., Hormess, M. E., Lawrence, A., & Schneider, J. (2018). This is service design doing: Applying service design thinking in the real world. O’Reilly Media, Inc. https://dl.acm.org/doi/book/10.5555/3208538
Šašinka, Č., Stachoň, Z., Sedlák, M., Chmelík, J., Herman, L., Kubíček, P., & Juřík, V. (2018). Collaborative immersive virtual environments for education in geography. ISPRS International Journal of Geo-Information, 8(1). https://doi.org/10.3390/ijgi8010003
Šíp, R. (2016). Dewey a “český Dewey”, pedagogika a ideologie. Pedagogika, 66(2), 134–153. https://doi.org/10.14712/23362189.2015.723
Švec, V., Nehyba, J., Svojanovský, P., Lawley, J., Šíp, R., Minaříková, E., Pravdová, B., Šimůnková, B., & Slavík, J. (2016). Studenti učitelství mezi tacitními a explicitními znalostmi. Masarykova univerzita. https://doi.org/10.5817/CZ.MUNI.M210-8429-2016
Taçgın, Z. (2020). The perceived effectiveness regarding Immersive Virtual Reality learning environments changes by the prior knowledge of learners. Education and Information Technologies, 25(4).
https://doi.org/10.1007/s10639-019-10088-0
Tatto, M. T. (1998). The influence of teacher education on teachers’ beliefs about purposes of education, roles, and practice. Journal of Teacher Education, 49(1), 66–77. https://doi.org/10.1177/0022487198049001008
Tobin, K. G. (1993). The practice of constructivism in science education. Psychology Press. https://doi.org/10.4324/9780203053409
Vanderburg, R., Mann, G., & Cowling, M. (2021). Changing physics instruction by synergizing Vygotskian educational theory and virtual reality. Journal of Higher Education Theory and Practice, 21(6), 92–98. https://doi.org/10.33423/jhetp.v21i6.4378
Verbeke, J. (2021). This is research by design. In M. Fraser (Ed.), Design research in architecture (pp. 137–160). Routledge. (Original work published 1991). https://doi.org/10.4324/9781315258126
Villena-Taranilla, R., Tirado-Olivares, S., Cozar-Gutierrez, R., & González- Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2022.100434
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, A., Thompson, M., Roy, D., Pan, K., Perry, J., Tan, P., & Klopfer, E. (2022). Iterative user and expert feedback in the design of an educational virtual reality biology game. Interactive Learning Environments, 30(4), 677–694. https://doi.org/10.1080/10494820.2019.1678489
Wong, C. L., Lui, M. M. W., & Choi, K. C. (2019). Effects of immersive virtual reality intervention on pain and anxiety among pediatric patients undergoing venipuncture: A study protocol for a randomized controlled trial. Trials, 20, 1–10. https://doi.org/10.1186/s13063-019-3443-z
Yang, F. C. O., Lo, F. Y. R., Hsieh, J. C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1), 30–49.
http://index.j-ets.net/Published/23_1/ETS_23_1_03.pdf
Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65–77. https://doi.org/10.1207/s15389286ajde2002_2
Yu, S. J., Hsueh, Y. L., Sun, J. C. Y., & Liu, H. Z. (2021). Developing an intelligent virtual reality interactive system based on the ADDIE model for learning pour-over coffee brewing. Computers and Education: Artificial Intelligence, 2. https://doi.org/10.1016/j.caeai.2021.100030
Zając-Lamparska, L., Wiłkość-Dębczyńska, M., Wojciechowski, A., Podhorecka, M., Polak-Szabela, A., Warchoł, Ł., & Izdebski, P. (2019). Effects of virtual reality-based cognitive training in older adults living without and with mild dementia: a pretest–posttest design pilot study. BMC research notes, 12, 1–8. https://doi.org/10.1186/s13104-019-4810-2
Ziafar, M., & Namaziandost, E. (2019). From Behaviorism to New Behaviorism: A Review Study. Loquen: English Studies Journal, 12(2), 109–116. https://doi.org/10.32678/loquen.v12i2.2378