Bibliografische referenties

Agatep, J. L. E., & Villalobos, R. N. (2020). Project-Based Learning Approach in Teaching Information and Communications Technology. Science Insights, 35(2), 216-221. https://doi.org/10.15354/si.20.or030

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. https://doi.org/10.1080/2331186X.2021.1980939

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. https://doi.org/10.11113/humentech.v1n2.27

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. https://doi.org/10.5328/JVER26.1.77

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. https://doi.org/10.17718/tojde.1002822

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. https://doi.org/10.2196/29080

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. https://agilemanifesto.org/

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). https://dialnet.unirioja.es/servlet/articulo?codigo=7362735

Bidjerano, T. (2005, October). Gender differences in self-regulated learning. In 36th Annual Meeting of the Northeastern Educational Research Association. https://files.eric.ed.gov/fulltext/ED490777.pdf

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. https://doi.org/10.5334/JIME.528

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. https://doi.org/10.1186/S41239-019-0176-8

Buchmann, C., DiPrete, T. A., & McDaniel, A. (2008). Gender inequalities in education. Annual Review of Sociology, 34(1), 319-337. https://doi.org/10.1146/annurev.soc.34.040507.134719

Burov, O., & Pinchuk, O. (2021). Extended reality in digital learning: influence, opportunities and risks’ mitigation. Educational Dimension, 5, 144-160. https://doi.org/10.31812/educdim.4723

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. https://vuir.vu.edu.au/39523/

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. https://doi.org/10.1016/j.cexr.2023.100036

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. https://doi.org/10.1080/08923647.2020.1703479

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. https://doi.org/10.1108/JRIT-11-2020-0073

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.

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. https://doi.org/10.1080/01443411003660232

Conboy, K. (2009). Agility from first principles: Reconstructing the concept of agility in information systems development. Information Systems Research, 20(3), 329-354. https://doi.org/10.1287/isre.1090.0246

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. https://doi.org/10.1111/j.1467-8535.2009.01038.x

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.

DeVito, M. (2016). Factors influencing student engagement. [Unpublished Certificate of Advanced Study Thesis, Sacred Heart University, Fairfield, CT]. https://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1010&context=edl

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. https://doi.org/10.1111/bjet.13030

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and Computational Approaches. (pp. 1–19). Elsevier.

Dörnenburg, E. (2018). The path to devops. IEEE software, 35(5), 71-75. https://doi.org/10.1109/MS.2018.290110337

Ebede, S. S. (2018). Student engagement in higher education: Measuring the differences in community engagement [Master's thesis, University of Northern Iowa]. UNI ScholarWorks. https://scholarworks.uni.edu/etd/935/

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.

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_._ https://doi.org/10.1177/0165025411400805

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. https://doi.org/10.1016/j.edurev.2020.100334

Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459. https://doi.org/10.1007/s10055-019-00379-9

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. https://doi.org/10.1016/j.compedu.2011.06.004

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. https://doi.org/10.1007/s12144-021-02120-9

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.

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. https://doi.org/10.1016/j.chb.2019.07.023

Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. http://hdl.handle.net/10919/104648

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.

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. http://doi.org/10.22190/FUPES200916061E

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. https://doi.org/10.21125/EDULEARN.2017.1028

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. https://doi.org/10.1016/j.compedu.2005.05.004

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. https://doi.org/10.1016/j.iheduc.2013.10.001

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. https://doi.org/10.3389/fpsyg.2021.752131

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. https://doi.org/10.4324/9780429023033-2

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. https://doi.org/10.1111/jcal.12538

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. https://doi.org/10.4018/JOEUC.20210701.OA5

Mayer, R. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197

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. https://doi.org/10.3233/TAD-210363

McKay, J., & Sridharan, B. (2023). Student perceptions of collaborative group work (CGW) in higher education. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2227677

Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.

Meccawy, M. (2022). Creating an immersive XR learning experience: A roadmap for educators. Electronics, 11(21), 3547. https://doi.org/10.3390/electronics11213547

Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004

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. https://digitalcommons.pcom.edu/psychology_dissertations/494/

Nguyen, H. C. (2019, July). Factors influencing student engagement in higher education context. In Proceedings of EDULEARN19 Conference (pp. 1329-1334). https://doi.org/10.21125/edulearn.2019.0345

Oliphant, T., & Branch-Mueller, J. (2016). Developing a sense of community and the online student experience. Education for Information, 32(4), 307-321. https://doi.org/10.3233/EFI-160979

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. https://doi.org/10.1177/01623532221143825

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. https://doi.org/10.31580/APSS.V6I1.1246

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. https://doi.org/10.1007/s10055-020-00450-8

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. https://doi.org/10.54097/ijeh.v4i2.1525

Permanyer, I., & Boertien, D. (2019). A century of change in global education variability and gender differences in education. PLOS ONE, 14(2), e0212692. https://doi.org/10.1371/journal.pone.0212692

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. https://doi.org/10.33258/birci.v3i4.1378

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