<?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%">Irwanto Irwanto</style></author><author><style face="normal" font="default" size="100%">Indah Sari Mukarramah</style></author><author><style face="normal" font="default" size="100%">Valérie Théric</style></author><author><style face="normal" font="default" size="100%">Patrice Bonnet</style></author><author><style face="normal" font="default" size="100%">Ni Putu Sri Ayuni</style></author><author><style face="normal" font="default" size="100%">Teti Novianti</style></author><author><style face="normal" font="default" size="100%">Magali Coupaud</style></author><author><style face="normal" font="default" size="100%">Jérémy Castéra</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF IMMERSIVE VIRTUAL REALITY ON STUDENTS’ INTEREST AND MOTIVATION IN CHEMISTRY</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%">chemistry motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">immersive virtual reality</style></keyword><keyword><style  face="normal" font="default" size="100%">interest in chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">upper-secondary school students</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%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765172</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%">Integrating immersive virtual reality (IVR) into chemistry education offers valuable potential to enhance student engagement through interactive visualisation. However, empirical studies regarding the effect of this new technology on students’ affective factors in school chemistry, particularly in developing countries such as Indonesia, remain limited. This study aimed to explore the effect of IVR on Indonesian upper-secondary school students’ interest and motivation in learning chemistry. Employing a quasi-experimental pretest and posttest non-equivalent control group design, the research involved 68 twelfth-grade students who were divided into two groups: an experimental group and a control group, with the experimental group experiencing learning through an IVR app and the control group following conventional teaching methods. The instruments included an interest in chemistry scale and a chemistry motivation scale. The data were analysed using descriptive statistics and Mann-Whitney U tests with a .05 significance level. The results revealed that while both groups demonstrated improvement in their interest and motivation scores, students in the IVR group achieved significantly higher gains. These results highlight that IVR-supported chemistry teaching is a powerful learning tool to foster twelfth-grade students’ interest and motivation, offering valuable implications for integrating immersive VR into science classrooms. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">74-87</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%">Yangyi Qian</style></author><author><style face="normal" font="default" size="100%">Yangqian Wang</style></author><author><style face="normal" font="default" size="100%">Jinju Wen</style></author><author><style face="normal" font="default" size="100%">Simin Wu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS’ AND STUDENTS’ CHEMISTRY CONCEPTUAL STRUCTURES</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%">cluster analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual structure</style></keyword><keyword><style  face="normal" font="default" size="100%">core concepts in chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">multidimensional scaling</style></keyword><keyword><style  face="normal" font="default" size="100%">upper-secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1687108348.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.</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%">493-505</style></section></record></records></xml>