<?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%">Chung-Ho Su</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF USERS’ BEHAVIORAL INTENTION ON GAMIFICATION AUGMENTED REALITY IN STEM (GAR-STEM) EDUCATION</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%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">gamification apps</style></keyword><keyword><style  face="normal" font="default" size="100%">importance-performance matrix analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1559372609.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">As people attach increasing importance to the learning environment and design of teaching materials in STEM, how to design teaching materials that enable students to seamlessly integrate the learning of scientific investigation, engineering design, mathematical reasoning, and technical skills has become increasingly important. The purpose of this research was to explore the behavioral intention of GAR-STEM teaching application users. The results showed that the best predictor of practicability, entertainment, and media interactivity for intention towards GAR-STEM app design was usage attitude (R2= 0.547), followed by intent to use (R2 = 0.528), practicability (R2 = 0.408), and entertainment (R2 = 0.186). The proposed model explained 52.8% of the variance in behavioral intention. The overall findings suggested that usage attitude and intent to use may augment its function as a key factor for the procedural intention toward GAR-STEM app design.</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%">450-465</style></section></record></records></xml>