<?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%">Sejun Oh</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION CLASSES FOR PRE-SERVICE TEACHERS USING TEXT-VIDEO-BASED AI</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%">educational design</style></keyword><keyword><style  face="normal" font="default" size="100%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">Text-to-Video AI</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</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%">Climate change and sustainability pose abstract, interdisciplinary challenges that demand innovative pedagogy. This study aimed to examine how generative text-to-video (TTV) tools influence pre-service teachers’ lesson-planning competencies and what educational values and affordances pre-service teachers attribute to the technology. A convergent mixed-methods design was employed with 34 pre-service teachers. Quantitative pre- and post-surveys measuring 18 competencies revealed statistically significant gains in 17 items; five exhibited large effects (e.g., d = 1.01 for selecting instructional materials). Qualitative thematic analysis of group-designed lessons identified four recurrent themes: enhanced creativity, stronger curriculum alignment, heightened student engagement, and differentiated use of TTV for diverse learners. Participants valued TTV’s capacity to visualize complex processes, reduce cognitive load, and integrate multiple subjects around climate issues. The converged findings demonstrate that TTV makes abstract content more tangible and motivates learners while expanding teachers’ design repertoires. These results offer an empirical foundation for incorporating TTV into teacher-education programmes and suggest directions for future research on scalable, ethically grounded AI applications in education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">538-551</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%">Hao Fang</style></author><author><style face="normal" font="default" size="100%">Xingyu Chen</style></author><author><style face="normal" font="default" size="100%">Seng Yue Wong</style></author><author><style face="normal" font="default" size="100%">Sa Cheng</style></author><author><style face="normal" font="default" size="100%">Kenny S. L. Cheah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIRTUAL REALITY AND HEALTH SCIENCE EDUCATION: A SCIENTIFIC MAPPING WITH IMPLICATIONS FOR PUBLIC HEALTH AND DIGITAL THERAPEUTICS</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%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">health science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">systematic literature review</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</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%">Virtual Reality (VR) is transforming health science education by enabling immersive, interactive learning environments. As global health challenges rise and digital tools proliferate, it is critical to map the evolution of VR’s application in health science education, particularly its effects on health outcomes. A bibliometric analysis was conducted using the Web of Science Core Collection from 2004–2024. We applied VOSviewer, CiteSpace, and Excel to analyze publication trends, research collaborations, thematic developments, and keyword co-occurrence. From 4,369 articles analyzed, VR-related health education publications have grown exponentially, especially after 2020. The United States, England, and Canada led in publication volume and collaboration. Keyword clustering identified five major themes: surgical simulation, immersive patient education, digital health promotion, AI-enhanced learning, and telemedicine training. Recent trends reflect a shift from technical skills training toward AI integration and personalized VR systems. VR improves learner engagement, enhances long-term health literacy, and supports behavioral change. Its integration with AI and remote delivery models facilitates scalable interventions, bridging healthcare and health science education in underserved regions. Future research should assess VR’s direct impact on clinical and public health outcomes, explore ethical and regulatory safeguards, and foster global equity in digital health science education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">413-433</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%">Hidayah Mohd Fadzil</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS</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%">educational technology</style></keyword><keyword><style  face="normal" font="default" size="100%">infographic</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1519059712.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners’ perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-18</style></section></record></records></xml>