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2005, Cognitive theory of multimedia learning, 31\nMayer, 1998, A split-attention effect in multimedia learning: evidence for dual processing systems in working memory, Journal of Educational Psychology, 90, 312, 10.1037\u002F0022-0663.90.2.312\nMayer, 2002, Animation as an aid to multimedia learning, Educational Psychology Review, 14, 87, 10.1023\u002FA:1013184611077\nMeyer, 2003, The web's impact on student learning, THE Journal, 30, 14\nNewell, 1972\nPaas, 2003, Cognitive load theory and instructional design: recent developments, Educational Psychologist, 38, 1, 10.1207\u002FS15326985EP3801_1\nPaas, 1994, Instructional control of cognitive load in the training of complex cognitive tasks, Educational Psychology Review, 6, 51, 10.1007\u002FBF02213420\nPonzurick, 2000, Delivering graduate marketing education: an analysis of face-to-face versus distance education, Journal of Marketing Education, 22, 180, 10.1177\u002F0273475300223002\nScheiter, 2009, The impact of learner 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Pedagogy and ICT use in schools and around the world: Findings from the IEA SITES 2006 study. Hong Kong: Comparative Education Research Centre, University of Hong Kong.\nLewis, B., Smith, R., & Jenson, J. (2001). Is policy important? Technology policy and its practices in K-12 education in Canada. Paper presented at the annual meeting of the American educational research association, Seattle, WA.\nLogan, 2007, Should computing be taught in single-sex environments? An analysis of the computing learning environment of upper secondary students, Educational Studies, 33, 233, 10.1080\u002F03055690601068493\nMargolis, 2002\nMargolis, J., Fisher, A., & Miller, F. (2000). Caring about connections: Gender and computing (pp. 13–20). IEEE Technology and Society Magazine, Winter 1999\u002F2000.\nMcKinnon, D., & Nolan, P. (1990). Curriculum innovation with computers: Redressing inequalities of access and use in the Freyberg integrated studies project. In A. McDougall & C. Dowling (Eds.), Computers in education: Proceedings of the IFIP TC 3 fifth world conference in education – WCCE 90, Sydney, Australia (pp. 145–153). Amsterdam: Elsevier Science Publishers.\nMinistry of Education, 1995\nMinistry of Education, 2002\nMinistry of Education, 2007\nMitra, 2001, Differences in attitudes between women and men toward computerization, Journal of Educational Computing Research, 24, 227, 10.2190\u002FA5LK-KC6G-HPQH-XP52\nMoursund, 1997\nO’Neill, 2003, Information and communication technologies: An iconography unplugged, Computers in New Zealand Schools, 15, 6\n1999\nRyba, 1995\nSallis, 1990\nSchofield, 1995\nSelby, 1995, Where have all the young women in computing gone?, Computers in New Zealand Schools, 7, 25\nSeybert, H. (2007). Gender differences in the use of computers and the Internet. Statistics in focus: Population and social conditions, 119\u002F2007. Luxembourg: Eurostat, European Communities.\nStake, R. (1998). Case studies. In N. Denzin & Y. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 86–109). Thousand Oaks, CA: Sage Publications.\nSt. Pierre, E.A. (2002). Circling the text: Nomadic writing practices. In N. Denzin & Y. Lincoln (Eds.), The qualitative inquiry reader (pp. 51–69). Thousand Oaks, CA: Sage Publications.\n2003\nUnited Nations Conference on Trade and Development. (2002). E-commerce and development report 2002. New York: United Nations.\nWajcman, 1991\nWajcman, J. (1994). Technological a\u002Fgenders: Technology, culture and class. In L. Green & R. Guinery (Eds.), Framing technology: Society, choice and change (pp. 3–14). St Leonards, NSW: Allen and Unwin.\nYin, 1994",{"EN":288},"Gendering the ICT curriculum: The paradox of choice",{"VOID":290},"10.1016\u002Fj.compedu.2009.02.011","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0360131509000608",[293],{"id":294,"sortIndex":19,"researcher":18,"roles":295,"affiliations":296,"properties":305},"f3f8c510-8e3a-478e-8c90-c8ebebbb53fc",[154],[297],{"id":18,"sortIndex":19,"affiliation":298,"properties":18},{"id":299,"createTime":300,"updateTime":300,"relativeEntities":301,"slug":18,"properties":302,"entityType":56,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"611fb64b-e8de-49a7-b4b8-14561047768d","2024-01-27T04:08:57.429+00:00",[],{"title":303},{"VI":304},"School of Maori, Social and Cultural Studies in Education, College of Education, University of Canterbury, Private Bag 4800, Christchurch 8140, New Zealand",{"title":306},{"VI":307},"Jane Abbiss",{"url":291,"publisher":309,"properties":338},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":310,"slug":10,"properties":311,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":314,"manageAffiliations":315,"indexDatabases":316,"url":18,"thumbnailPath":18,"statistic":18,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"issn":312,"title":313},{"VOID":13},{"EN":15},[],[],[317,324,331],{"id":112,"indexDatabase":318,"url":108,"indexYears":18,"academicFieldIds":323,"indexDatabaseRanking":18},{"id":114,"createTime":115,"updateTime":116,"relativeEntities":319,"label":320,"description":321,"key":123,"publicationTags":322,"standard":18},[],{"EN":119,"VI":119},{"VI":121,"EN":122},[125,107],[127],{"id":93,"indexDatabase":325,"url":108,"indexYears":18,"academicFieldIds":330,"indexDatabaseRanking":18},{"id":95,"createTime":96,"updateTime":97,"relativeEntities":326,"label":327,"description":328,"key":104,"publicationTags":329,"standard":18},[],{"EN":100,"VI":100},{"VI":102,"EN":103},[106,107],[110],{"id":72,"indexDatabase":332,"url":85,"indexYears":86,"academicFieldIds":337,"indexDatabaseRanking":91},{"id":74,"createTime":75,"updateTime":76,"relativeEntities":333,"label":334,"description":335,"key":82,"publicationTags":336,"standard":18},[],{"EN":79,"VI":79},{"EN":79,"VI":81},[84],[88,89,90],{"volume":339,"pages":341},{"VOID":340},"53",{"VOID":342},"343-354","2009-09-01",2009,{"id":346,"createTime":347,"updateTime":348,"relativeEntities":349,"slug":350,"properties":351,"entityType":145,"verifyStatus":17,"verifyTime":348,"verifyNote":362,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":363,"primaryUrl":364,"fullTextUrl":18,"authors":365,"publicationType":191,"publisherRelationship":373,"citationCount":18,"citationInfo":18,"publishDate":408,"publishYear":409,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":229},"2c7b95cc-9d08-4e98-aba7-fb110850341f","2023-11-04T08:39:31.746+00:00","2025-02-10T23:58:01.382+00:00",[],"Investigating-factors-that-influence-conventional-distraction-and-tech-related-distraction-in-math-homework",{"pii":352,"keywords":354,"abstract":356,"title":358,"doi":360},{"VOID":353},"S0360131514002449",{"EN":355},"Distraction,Homework,Math,Self-regulation,Volition",{"EN":357},"This study examined high school students' distractions in math homework. A confirmatory factor analysis was conducted on the scores of six items regarding conventional and tech-related distractions. Data revealed that conventional and tech-related distractions were empirically distinguishable. Two multilevel models were performed, with each type of distractions as the dependent variable. Both types of distraction were negatively related to four student-level variables (homework effort, homework environment, learning-oriented reasons, and value belief). In addition, both were positively related to three student-level variables (time on videogame, peer-oriented reasons, and time on homework) and one class-level variable (time on homework). Meanwhile, tech-related distraction was positively associated with parent education, whereas conventional distraction was negatively associated with expectancy belief, affective attitude, and grade level.",{"EN":359},"Investigating factors that influence conventional distraction and tech-related distraction in math homework",{"VOID":361},"10.1016\u002Fj.compedu.2014.10.024","Author affiliation is blank",3,"https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS0360131514002449",[366],{"id":367,"sortIndex":19,"researcher":18,"roles":368,"affiliations":369,"properties":370},"d644f51b-04f0-4371-ab60-aca5c0dbf5de",[154],[],{"title":371},{"VI":372},"Xu  Jianzhong",{"url":364,"publisher":374,"properties":403},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":375,"slug":10,"properties":376,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":379,"manageAffiliations":380,"indexDatabases":381,"url":18,"thumbnailPath":18,"statistic":18,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"issn":377,"title":378},{"VOID":13},{"EN":15},[],[],[382,389,396],{"id":112,"indexDatabase":383,"url":108,"indexYears":18,"academicFieldIds":388,"indexDatabaseRanking":18},{"id":114,"createTime":115,"updateTime":116,"relativeEntities":384,"label":385,"description":386,"key":123,"publicationTags":387,"standard":18},[],{"EN":119,"VI":119},{"VI":121,"EN":122},[125,107],[127],{"id":93,"indexDatabase":390,"url":108,"indexYears":18,"academicFieldIds":395,"indexDatabaseRanking":18},{"id":95,"createTime":96,"updateTime":97,"relativeEntities":391,"label":392,"description":393,"key":104,"publicationTags":394,"standard":18},[],{"EN":100,"VI":100},{"VI":102,"EN":103},[106,107],[110],{"id":72,"indexDatabase":397,"url":85,"indexYears":86,"academicFieldIds":402,"indexDatabaseRanking":91},{"id":74,"createTime":75,"updateTime":76,"relativeEntities":398,"label":399,"description":400,"key":82,"publicationTags":401,"standard":18},[],{"EN":79,"VI":79},{"EN":79,"VI":81},[84],[88,89,90],{"volume":404,"pages":406},{"VOID":405},"81",{"VOID":407},"304","2015-02-28",2015,{"id":411,"createTime":412,"updateTime":413,"relativeEntities":414,"slug":415,"properties":416,"entityType":145,"verifyStatus":146,"verifyTime":413,"verifyNote":147,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":423,"fullTextUrl":18,"authors":424,"publicationType":191,"publisherRelationship":456,"citationCount":18,"citationInfo":18,"publishDate":491,"publishYear":492,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":229},"5e637ab7-983b-4680-a896-0298679fc29a","2023-11-25T01:28:58.508+00:00","2025-02-05T23:57:57.043+00:00",[],"Identifying-students-mathematical-skills-from-a-multiple-choice-diagnostic-test-using-an-iterative-technique-to-minimise-false-positives",{"references":417,"title":419,"doi":421},{"VOID":418},"Appleby, J. (1999). Introduction to DIAGNOSYS. Available from http:\u002F\u002Fwww.staff.ncl.ac.uk\u002Fjohn.appleby\u002Fdiagpage\u002Fdescrip.htm [accessed May 2004].\nAppleby, 1997, Diagnosys – A knowledge-based diagnostic test of basic mathematical skills, Computers and Education, 28, 113, 10.1016\u002FS0360-1315(97)00001-8\nArtigue, 2001, Teaching and learning algebra: Approaching complexity trough complementary perspectives\nBland, 2000\nBostock, 1996\nChild, 1990\nCurzon, 1997\nDelozanne, 2003, Supporting teachers when diagnosing their students in algebra, 461\nDevlin, 2001, The real reason why software engineers need math, Communications of the ACM, 44, 10.1145\u002F383845.383851\nDix, 2003\nGalloway, C.A. (2001) Vygotsky’s learning theory. In M. Orey, (Ed.), Emerging perspectives on learning, teaching and technology, http:\u002F\u002Fwww.coe.uga.edu\u002Fepltt [accessed January 2004].\nHair, 1998\nHarper, 1991\nHawkins, 1993\nLinn, 2004, A new conceptual approach to teaching the interpretation of clinical tests, Journal of Statistics Education, 12, 10.1080\u002F10691898.2004.11910632\nLuger, 2005\nMinsky, 1961, Proceedings of the Institute of Radio Engineers, 49, 8\nMitchell, 1997\nRussell, 2003\nSutton, 1998\nTanner, 1996\nTariq, V. N. (2003). Diagnosis of mathematical skills among bioscience entrants. In Diagnostic testing for mathematics, LTSN MathsTEAM.\nTodd, K. J. (2001). Historical study of correlation between A-level grades and subsequent performance. In Diagnostic testing for mathematics, LTSN MathsTEAM.",{"EN":420},"Identifying students’ mathematical skills from a multiple-choice diagnostic test using an iterative technique to minimise false positives",{"VOID":422},"10.1016\u002Fj.compedu.2007.10.010","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002FS036013150700139X",[425,441],{"id":426,"sortIndex":19,"researcher":18,"roles":427,"affiliations":428,"properties":438},"fc5b2493-e56e-481c-bf9e-34813b68b893",[154],[429],{"id":18,"sortIndex":19,"affiliation":430,"properties":18},{"id":431,"createTime":432,"updateTime":432,"relativeEntities":433,"slug":434,"properties":435,"entityType":56,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"7c90de01-94da-4898-9910-a43d2f7ead0f","2023-11-25T01:28:58.520+00:00",[],"Computing-and-Electronic-Technology-Department-University-of-Bolton-Bolton-BL3-5AB-UK",{"title":436},{"VI":437},"Computing and Electronic Technology Department, University of Bolton, Bolton BL3 5AB, UK",{"title":439},{"VI":440},"S. Manning",{"id":442,"sortIndex":152,"researcher":18,"roles":443,"affiliations":444,"properties":453},"a8cbd19f-ce78-48e7-aa19-25e2d8165daa",[154],[445],{"id":18,"sortIndex":19,"affiliation":446,"properties":18},{"id":447,"createTime":448,"updateTime":448,"relativeEntities":449,"slug":18,"properties":450,"entityType":56,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"d6331337-a026-495b-bb90-3f8bde09ef37","2023-12-01T18:29:58.192+00:00",[],{"title":451},{"VI":452},"Computing Department, Lancaster University, Lancaster LA1 4YR, UK",{"title":454},{"VI":455},"A. Dix",{"url":423,"publisher":457,"properties":486},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":458,"slug":10,"properties":459,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":462,"manageAffiliations":463,"indexDatabases":464,"url":18,"thumbnailPath":18,"statistic":18,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"issn":460,"title":461},{"VOID":13},{"EN":15},[],[],[465,472,479],{"id":112,"indexDatabase":466,"url":108,"indexYears":18,"academicFieldIds":471,"indexDatabaseRanking":18},{"id":114,"createTime":115,"updateTime":116,"relativeEntities":467,"label":468,"description":469,"key":123,"publicationTags":470,"standard":18},[],{"EN":119,"VI":119},{"VI":121,"EN":122},[125,107],[127],{"id":93,"indexDatabase":473,"url":108,"indexYears":18,"academicFieldIds":478,"indexDatabaseRanking":18},{"id":95,"createTime":96,"updateTime":97,"relativeEntities":474,"label":475,"description":476,"key":104,"publicationTags":477,"standard":18},[],{"EN":100,"VI":100},{"VI":102,"EN":103},[106,107],[110],{"id":72,"indexDatabase":480,"url":85,"indexYears":86,"academicFieldIds":485,"indexDatabaseRanking":91},{"id":74,"createTime":75,"updateTime":76,"relativeEntities":481,"label":482,"description":483,"key":82,"publicationTags":484,"standard":18},[],{"EN":79,"VI":79},{"EN":79,"VI":81},[84],[88,89,90],{"volume":487,"pages":489},{"VOID":488},"51",{"VOID":490},"1154-1171","2008-11-01",2008,{"id":494,"createTime":495,"updateTime":496,"relativeEntities":497,"slug":498,"properties":499,"entityType":145,"verifyStatus":146,"verifyTime":496,"verifyNote":147,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":506,"fullTextUrl":18,"authors":507,"publicationType":191,"publisherRelationship":535,"citationCount":18,"citationInfo":18,"publishDate":570,"publishYear":571,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":229},"7432a404-4aef-42ce-a0e1-c1aa6f5d4c1b","2024-02-07T03:29:23.774+00:00","2025-01-23T23:55:35.527+00:00",[],"A-dialogue-system-to-teach-numerical-analysis",{"references":500,"title":502,"doi":504},{"VOID":501},"Petersen, 1978, A transportable authoring system, Comput. Educ., 2, 331, 10.1016\u002F0360-1315(78)90008-8\nButcher, 1982\nMakinson G.J. and Morarji H.L., Computation with graphics in mathematics teaching initiative. Int. J. Math. Educ. Sci. Technol. In press.\nMartin, 1973\nRobertson, 1979, The ZOG approach to man-machine communication\nHeffler, 1982, A human-computer interface that provides access to a diverse user community, Proc. 14th Hawaii International Conf. on System Science, Vol. 2, 601\nGrimes, 1979, A knowledge oriented view of user interfaces, Proc. 12th Hawaii International Conf. on Svstem Sciences, 158\nBarker, 1982, Author languages for computer-based learning, Br. J. Educ. Technol., 13, 167, 10.1111\u002Fj.1467-8535.1982.tb00439.x\nBrahan, 1980, NATAL-74—concept to reality, Proc. of the Third Canadian Symposium on Instructional Technology, Vancouver, 230\n1977\nMakinson G.J. and Morarji H.L., The input of user-defined functions during execution of CAL program. Int. J. Math. Educ. Sci. Technol. In press.",{"EN":503},"A dialogue system to teach numerical analysis",{"VOID":505},"10.1016\u002F0360-1315(87)90045-5","https:\u002F\u002Fwww.sciencedirect.com\u002Fscience\u002Farticle\u002Fpii\u002F0360131587900455",[508,523],{"id":509,"sortIndex":152,"researcher":18,"roles":510,"affiliations":511,"properties":520},"aa5002e0-31f6-42b5-acb2-660572db485e",[154],[512],{"id":18,"sortIndex":19,"affiliation":513,"properties":18},{"id":514,"createTime":515,"updateTime":515,"relativeEntities":516,"slug":18,"properties":517,"entityType":56,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},"5681a77b-07f9-4200-b6b8-9d67bbce6615","2024-02-07T03:29:23.813+00:00",[],{"title":518},{"VI":519},"School of Mathematical Studies, University of Kent at Canterbury, Canterbury, Kent, England",{"title":521},{"VI":522},"H.L. Morarji",{"id":524,"sortIndex":19,"researcher":18,"roles":525,"affiliations":526,"properties":532},"84f27e12-5919-49be-b4e1-ac2961533bfd",[154],[527],{"id":18,"sortIndex":19,"affiliation":528,"properties":18},{"id":514,"createTime":515,"updateTime":515,"relativeEntities":529,"slug":18,"properties":530,"entityType":56,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19},[],{"title":531},{"VI":519},{"title":533},{"VI":534},"G.J. Makinson",{"url":506,"publisher":536,"properties":565},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":537,"slug":10,"properties":538,"entityType":16,"verifyStatus":17,"verifyTime":18,"verifyNote":18,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"subjectFields":541,"manageAffiliations":542,"indexDatabases":543,"url":18,"thumbnailPath":18,"statistic":18,"gsStatistic":18,"type":18,"analyzePriority":18},[],{"issn":539,"title":540},{"VOID":13},{"EN":15},[],[],[544,551,558],{"id":112,"indexDatabase":545,"url":108,"indexYears":18,"academicFieldIds":550,"indexDatabaseRanking":18},{"id":114,"createTime":115,"updateTime":116,"relativeEntities":546,"label":547,"description":548,"key":123,"publicationTags":549,"standard":18},[],{"EN":119,"VI":119},{"VI":121,"EN":122},[125,107],[127],{"id":93,"indexDatabase":552,"url":108,"indexYears":18,"academicFieldIds":557,"indexDatabaseRanking":18},{"id":95,"createTime":96,"updateTime":97,"relativeEntities":553,"label":554,"description":555,"key":104,"publicationTags":556,"standard":18},[],{"EN":100,"VI":100},{"VI":102,"EN":103},[106,107],[110],{"id":72,"indexDatabase":559,"url":85,"indexYears":86,"academicFieldIds":564,"indexDatabaseRanking":91},{"id":74,"createTime":75,"updateTime":76,"relativeEntities":560,"label":561,"description":562,"key":82,"publicationTags":563,"standard":18},[],{"EN":79,"VI":79},{"EN":79,"VI":81},[84],[88,89,90],{"volume":566,"pages":568},{"VOID":567},"11",{"VOID":569},"47-52","1987-01-01",1987,{"id":573,"createTime":574,"updateTime":575,"relativeEntities":576,"slug":577,"properties":578,"entityType":145,"verifyStatus":146,"verifyTime":585,"verifyNote":147,"syncStatus":17,"languages":18,"translateLanguages":18,"viewCount":19,"primaryUrl":586,"fullTextUrl":18,"authors":587,"publicationType":191,"publisherRelationship":615,"citationCount":18,"citationInfo":18,"publishDate":649,"publishYear":228,"citationAnalyzeStatus":17,"lastCitationAnalyze":18,"indexDatabases":18,"openAccess":18,"references":18,"isForceReanalyzing":229},"51bdae7d-97d2-4f4d-83ee-76c673276779","2024-01-14T21:50:34.524+00:00","2024-12-06T23:55:15.875+00:00",[],"Metro-navigation-for-the-blind",{"references":579,"title":581,"doi":583},{"VOID":580},"Amandine, A., Katz, B., Blum, A., Jacquemin, C., & Denis, M. (2005). A study of spatial cognition in an immersive virtual audio environment: comparing blind and blindfolded individuals. In: Proc. of 11th ICAD, Limerick, Ireland, July 6–9, 2005, pp. 228–235.\nBaudoin, G., Venard, O., Uzan, G., Rousseau, A., Benabou, Y., Paumier A., et al. (2005). How can blinds get information in public transports using PDA? The RAMPE auditive man machine interface. In: Proc. 8th AAATE 2005, Lille, Sept. 2005, pp. 304–316.\nBishop, 1989, Review of research on visualization in mathematics education, Focus on Learning Problems in Mathematics, 11, 7\nCoroama, V. (2003). The chatty environment – a world explorer for the visually impaired. In: Proceedings of Ubicomp, 2003, pp. 1–2. http:\u002F\u002Fwww.vs.inf.ethz.ch\u002Fres\u002Fpapers\u002Fubicomp2003-chatty-env.pdf, Last Accessed Febraury 2009.\nCoroama, 2006, Experiences from the design of a ubiquitous computing system for the blind, 664\nCrommentuijn, K., Winberg, F. (2006). Designing auditory displays to facilitate object localization in virtual haptic 3D environments. In: Proc. of the 8th international ACM ASSETS, Portland, Oregon, USA, 2006, pp. 255–256.\nCrossan, A., Brewster, S. (2006). Two-handed navigation in a haptic virtual environment. In: Extended Proceedings of CHI, Montreal, Canada, pp. 676–681.\nDe Felice, F., Renna, F., Attolico, G., & Distante, A. (2007) A haptic\u002Facoustic application to allow blind the access to spatial information. Second Joint EuroHaptics Conference and Symposium on Haptic Interfaces for Virtual Environment and Teleoperator Systems (WHC’07), pp. 1–6.\nEdwards, 2002, Multimodal interaction and people with disabilities, 27\nEngelbrektsson, 2004, Developing a navigation aid for the frail and visually impaired, Universal Access in the Information Society, 3, 194, 10.1007\u002Fs10209-003-0088-0\nEvett, 2008, Accessible virtual environments for people who are blind – creating an intelligent virtual cane using the Nintendo Wii controller, 271\nFeintuch, U., Ha, J., & Weis, P. (2006). Low-cost haptic-aural virtual environments for way-finding by children with congenital blindness: feasibility study. In: Proc. of the 5th IWVR ’06. New York, USA. August 29–30, pp. 78–81.\nFonadis\nFrauenberger, C., Putz, V., & Holdrich, R. (2004). Spatial auditory displays – a study on the use of virtual audio environments as interfaces for users with visual disabilities, In: 7th DAFx04 Proceedings, Naples, Italy, October 5–8 2004, pp. 384–389.\nGreca, 2000, Mental models, conceptual models, and modeling, International Journal of Science Education, 22, 1, 10.1080\u002F095006900289976\nIenaga, 2006, A study and development of the auditory route map providing system for the visually impaired, Lecture Notes in Computer Science, 4061, 1265, 10.1007\u002F11788713_182\nKapić, T. (2003). Indoor navigation for visually impaired. A project realized in collaboration with NCCR-MICS. July–October 2003, pp. 1–10.\nKehoe, A., Neff, F., & Pitt, I. (2007). Extending traditional user assistance systems to support an auditory interface. In: Proceedings of the 25th IASTED international multi-conference: Artificial intelligence and applications, Innsbruck, Austria, pp. 637–642.\nKildal, 2007, EMA-tactons: vibrotactile external memory aids in an auditory display, Lecture Notes in Computer Science, 4663, 71, 10.1007\u002F978-3-540-74800-7_6\nKulyukin, 2004, RFID in robot-assisted indoor navigation for the visually impaired, Vol. 2, 1979\nLahav, O., Mioduser, D. (2004). Blind persons’ acquisition of spatial cognitive mapping and orientation skills supported by virtual environment. In: Proceedings of the 5th ICDVRAT 2004, Oxford, UK, 2004. pp. 131–138.\nLahav, 2008, Haptic-feedback support for cognitive mapping of unknown spaces by people who are blind, International Journal of Human-Computer Studies, 2008, 66, 23, 10.1016\u002Fj.ijhcs.2007.08.001\nLoomis, 1998, Navigation system for the blind: auditory display modes and guidance, PRESENCE – CAMBRIDGEMASSACHUSETTS, 7, 193, 10.1162\u002F105474698565677\nLoomis, 2002, Spatial updating of locations specified by 3-D sound and spatial language, Journal of Experimental Psychology: Learning, Memory, and Cognition 2002, 28, 335, 10.1037\u002F0278-7393.28.2.335\nMassof, R. (2003). Auditory assistive devices for the blind. In: Proc. of the 2003 international conference on auditory display, Boston, MA, USA, 6–9 July, pp. 1–5.\nMinisterio Armonía Internet\nPitt, 2003, Design of speech-based devices: A practical guide\nPressl, B., Wieser, M. (2005) A computer-based navigation system tailored to the needs of blind people. In: Proceedings of the 15th international conference on electronics, communications and computers, 2006. pp. 1280–1286.\nProject ACTION (U.S.), & ComputerCenter for the Visually Impaired, 1995\nRöber, N., Masuch, M. (2004). Interacting with sound. An interaction paradigm for virtual auditory worlds. In: Proc. of 10th ICAD, Sydney, Australia, July 6–9, 2004, pp. 1–7.\nSánchez, J., Aguayo, F., & Hassler, T. (2007). Independent outdoor mobility for the blind. Virtual Rehabilitation 2007, September 27-29, Venice, Italy, pp. 114–120.\nSánchez, 2006, Modeling 3D interactive environments for learners with visual disabilities, 1326, 10.1007\u002F11788713_191\nSánchez, J., Noriega, G., & Farías, C. (2008). Mental representation of navigation through sound-based virtual environments. 2008 AERA Annual Meeting. New York (NY), USA, March 24–28, pp. 1–19.\nSánchez, 2006, 3D sound interactive environments for blind children problem solving skills, Behaviour & Information Technology, 25, 367, 10.1080\u002F01449290600636660\nSimonnet, M., Guinard, J-Y., & Tisseau, J. (2006). Preliminary work for vocal and haptic navigation software for blind sailors. 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A cognitive model of learning with realistic visualizations, Educational Psychology Review, 34, 649, 10.1007\u002Fs10648-021-09638-1\nStatham, 2019, Scientific rigour of online platforms for 3D visualisation of heritage, Virtual Archaeology Review, 10, 1, 10.4995\u002Fvar.2019.9715\nStrothotte, 1999, Visualizing uncertainty in virtual reconstructions, Proceedings of Electronic Imaging & the Visual Arts, EVA Europe’99, 16\nThiebach, 2015, Probably true” says the expert: How two types of lexical hedges influence students' evaluation of scientificness, European Journal of Psychology of Education, 30, 369, 10.1007\u002Fs10212-014-0243-4\nVillena Taranilla, 2019, Strolling through a city of the Roman Empire: An analysis of the potential of virtual reality to teach history in Primary Education, Interactive Learning Environments, 30, 608, 10.1080\u002F10494820.2019.1674886\nVogt, 2021, Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a 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