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The Future of Teaching Post-COVID-19: Microlearning in Product Design Education.

, , , , , and . TALE, page 780-785. IEEE, (2020)

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Implementing Universal Design through augmented-reality game-based learning., , , , , , , and . Comput. Educ. X Real., (2024)Effects of Augmented Reality Gamification on Students' Intrinsic Motivation and Performance., , , , , , , , , and . TALE, page 1-8. IEEE, (2023)Estimating the Likelihood of Words Being Known with Corpus Analysis and K-Means Clustering Algorithm., , , , and . PACLIC, page 535-542. Association for Computational Linguistics, (2023)Lessons post-lockdown: science and engineering education switching to online learning., , , , and . Int. J. Mob. Learn. Organisation, 16 (3): 287-309 (2022)Breaking Boundaries: Students' Motivation Toward Interdisciplinary Learning in Higher Education., , , , , , and . TALE, page 268-275. IEEE, (2021)Virtual educational environments: an investigation into interactive immersive learning in higher education., , , , , and . Int. J. Mob. Learn. Organisation, 18 (3): 381-408 (2024)Mobile Microlearning to Scaffold Project-Based Learning Using ARCS Model: A Preliminary Study., , , and . COMPSAC, page 411-420. IEEE, (2024)A Pilot Study Investigating Student Interaction Preferences in Immersive Virtual Reality Environments., , , , , and . TALE, page 133-140. IEEE, (2022)The Future of Teaching Post-COVID-19: Microlearning in Product Design Education., , , , , and . TALE, page 780-785. IEEE, (2020)Creativity Using Generative AI vs. Physical Modeling: A Case Study of Architecture Workshops in a SfHEI., , , and . COMPSAC, page 1520-1521. IEEE, (2024)