<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yu-Chen Chiang</style></author><author><style face="normal" font="default" size="100%">Shao-Chieh Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">extended reality</style></keyword><keyword><style  face="normal" font="default" size="100%">learning performance</style></keyword><keyword><style  face="normal" font="default" size="100%">learning response</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">568-578</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chu-yu Ou</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Chu-Ting Lu</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Hua Xiao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS' STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">autonomy-supportive teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">controlling teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">flow experience</style></keyword><keyword><style  face="normal" font="default" size="100%">intrinsic motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">learning performance</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM project</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1639222297.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Flow experience plays a major role in influencing students’ interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students’ STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students’ learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students’ STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">942-955</style></section></record></records></xml>