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The impact of visual and auditory distractions on the performance of neurodiverse students in virtual reality (VR) environments.

, , , and . Virtual Real., 28 (1): 29 (March 2024)

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Validating Game-based Measures of Implicit Science Learning., , , , , , and . EDM, page 490-495. International Educational Data Mining Society (IEDMS), (2016)Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning., , , , , and . Comput. Hum. Behav., (2016)Including Neurodiversity in Foundational and Applied Computational Thinking (INFACT)., , , , , , and . SIGCSE (2), page 1076. ACM, (2022)Assessing implicit science learning in digital games., , , , , , , and . Comput. Hum. Behav., (2017)Inclusive VR through Inclusive Co-Design with Neurodiverse Learners., , , , , , and . iLRN, page 1-5. IEEE, (2021)The development of students' computational thinking practices in elementary- and middle-school classes using the learning game, Zoombinis., , , , , , , and . Comput. Hum. Behav., (2021)Martian Boneyards: Scientific Inquiry in an MMO Game., , , , , and . Int. J. Game Based Learn., 2 (1): 52-76 (2012)The impact of visual and auditory distractions on the performance of neurodiverse students in virtual reality (VR) environments., , , and . Virtual Real., 28 (1): 29 (March 2024)Exploring Problem-Solving Behavior in an Optics Game., , , , , and . EDM, page 584-585. International Educational Data Mining Society (IEDMS), (2015)Measuring Implicit Science Learning with Networks of Player-Game Interactions., , , , , , and . CHI PLAY, page 499-504. ACM, (2015)