<?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%">Wernhuar Tarng</style></author><author><style face="normal" font="default" size="100%">Chi-Kit Tang</style></author><author><style face="normal" font="default" size="100%">Kuo-Liang Ou</style></author><author><style face="normal" font="default" size="100%">Yu-Jung Wu</style></author><author><style face="normal" font="default" size="100%">Tsu-Jen Ding</style></author><author><style face="normal" font="default" size="100%">Jen-Chu Hsu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGN AND EVALUATION OF AN IMMERSIVE VIRTUAL DRONE AND CARDBOARD VR SYSTEM FOR INDIGENOUS CULTURAL AND SCIENCE EDUCATION IN ELEMENTARY SCHOOLS</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%">digital divide</style></keyword><keyword><style  face="normal" font="default" size="100%">Indigenous cultural heritage</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual drones</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235566.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Taiwan's Indigenous tribes mainly reside in remote mountainous areas, where transportation and educational resources are limited. This study developed and evaluated an immersive virtual drone and Cardboard VR system for Indigenous cultural and science education in elementary schools and examined its potential to enhance learning and reduce the digital divide in remote communities. A teaching experiment was conducted to compare the learning outcomes of Indigenous students and their non-Indigenous peers using the VR learning system. The results showed that VR-based instruction significantly improved learning outcomes for students from both ethnic groups. For non-Indigenous students, learning outcomes were also compared with those of conventional instruction using PowerPoint presentations and videos. Non-Indigenous students in the VR-based teaching group outperformed those receiving conventional teaching in learning achievement, and they also reported higher learning motivation and experienced lower cognitive load. Compared with Indigenous students, non-Indigenous students receiving VR-based teaching showed higher learning achievement and technology acceptance, particularly with respect to perceived ease of use, suggesting that prior technological familiarity may affect system usability and learning outcomes. These findings demonstrate that VR technology has the potential to enhance science education and reduce the digital divide between students from diverse ethnic backgrounds. The results also provide valuable insights into broader VR applications in cultural and science educational contexts.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">710-738</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%">Wernhuar Tarng</style></author><author><style face="normal" font="default" size="100%">Yi-Run Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF A VIRTUAL REALITY SYSTEM TO PROMOTE INDIGENOUS CULTURAL HERITAGE AND ENVIRONMENTAL 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%">digital divide</style></keyword><keyword><style  face="normal" font="default" size="100%">ecological preservation</style></keyword><keyword><style  face="normal" font="default" size="100%">Indigenous cultural heritage</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual reality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863032</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">This study examined how a VR360 learning system integrating Tao Indigenous culture and the ecological environment of Orchid Island, Taiwan, influences students’ learning achievement, learning motivation, cognitive load, and technology acceptance. The study aimed to determine whether such culturally grounded VR learning experiences can support educational equity and foster deeper cultural understanding. A quasi-experimental pretest–posttest design was employed to compare Indigenous and non-Indigenous elementary students who both received the VR intervention. Data were collected using validated instruments, including a learning achievement test, a motivation scale, a cognitive load scale, and a technology acceptance questionnaire. The participants comprised 64 students from grades three to six in northern Taiwan (33 Indigenous and 31 non-Indigenous). Both groups demonstrated significant gains in learning achievement following the intervention, with the non-Indigenous group achieving higher scores. Indigenous students reported higher, though not statistically significant, motivation to learn about the Tao cultural heritage and experienced slightly higher cognitive load during the learning process. Both groups expressed high acceptance of the VR360 system. These findings highlight the potential of VR as an effective and culturally responsive educational tool that supports immersive learning and promotes educational equity, offering valuable insights for the design of localized and multicultural learning experiences.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">382-408</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%">Ching-Ching Cheng</style></author><author><style face="normal" font="default" size="100%">Kuo-Hung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEREOTYPES AND TECHNOLOGY EDUCATION: DIFFERENT PERCEPTIONS OF COMPUTER CAREER AMONG ELEMENTARY SCHOOL STUDENTS</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%">career perception</style></keyword><keyword><style  face="normal" font="default" size="100%">digital divide</style></keyword><keyword><style  face="normal" font="default" size="100%">gender studies</style></keyword><keyword><style  face="normal" font="default" size="100%">perception of computer scientists</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</style></keyword><keyword><style  face="normal" font="default" size="100%">urban-rural gap</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482421931.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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%">Prior studies indicated that children’s images of science and engineering greatly influenced their attitude toward career choice. This study explored how elementary school students perceived computer professionals and computer job tasks. Sixty-four students attending computer camps in 2 cities participated in the study. The Draw-a-Scientist Test was employed and interviews were performed to collect and analyze student perceptions of computer professionals and computer job tasks. The results indicated that the students held contrasting perceptions of computer professionals. Although some students envisioned computer professionals with stereotypical characteristics, such as poor eyesight and unsociability, many students viewed computer professionals as people who were knowledgeable, mild tempered, and socially attractive. Moreover, students residing in different areas had conflicting perceptions of computer professionals because of personal experience with various types of computer professional. The results suggested that students did not stereotype computer careers according to gender, but female students exhibited a more negative attitude toward computer careers than did male students. To shape student views on computer jobs and career choices effectively, the researchers suggest providing students with learning opportunities in life contexts to understand the nature of computer professions.</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%">271-283</style></section></record></records></xml>