• Ak, O., & Kutlu, B. (2015). Comparing 2D and 3D game‐based learning environments in terms of learning gains and student perceptions. British Journal of Educational Technology, 48(1), 129-144. https://doi.org/10.1111/bjet.12346.
• Baumgartner, C. (2014). Environmental Education in Protected Areas along the Danube – Report of the Assessment Tour. Brussels, Belgium: Europen Union.
• Bearman, M., Palermo, C., Allen, L. M., & Williams, B. (2015). Learning empathy through simulation: a systematic literature review. Simulation in Healthcare, 10(5), 308-319. https://doi.org/10.1097/SIH.0000000000000113.
• Biasutti, M. (2015). An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research, 21(5), 734-752. https://doi.org/10.1080/13504622.2014.921805.
• Chen, L., & Pai, T. Y. (2015). Comparisons of GM (1, 1), and BPNN for predicting hourly particulate matter in Dali area of Taichung City, Taiwan. Atmospheric Pollution Research, 6, 572-580. https://doi.org/10.5094/APR.2015.064.
• Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: its hierarchical structure and impact on game‐based science learning. Journal of Computer Assisted Learning, 31(3), 232-253. https://doi.org/10.1111/jcal.12066.
• Chung, Y., Yoo, J., Kim, S., Lee, H., & Zeidler, D. L. (2014). Enhancing students’’ communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 14(1), 1-27. https://doi.org/10.1007/s10763-014-9557-6.
• Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679. https://doi.org/10.1080/13504622.2013.833591.
• Frantz, C. M., & Mayer, F. S. (2014). The importance of connection to nature in assessing environmental education programs. Evaluating Environmental Education, 41, 85-89. https://doi.org/10.1016/j.stueduc.2013.10.001.
• Hall, C., & Allan, F. (2014). Influencing Carbon Behaviours: What Psychological and Demographic Factors Contribute to Individual Differences in Home Energy Use Reduction and Transportation Mode Decisions? Energy and Environment Research, 4(1), 1-15. https://doi.org/10.5539/eer.v4n1p1.
• Hsieh. T. L. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417-433. https://doi.org/10.1007/s10734-014-9720-6.
• Hsu, Y. S., & Wu, H. K. (2016). Development and evaluation of technology-infused learning environments in Taiwan. In M. H. Chiu (Ed.). Science education research and practices in Taiwan: Challenges and opportunities (pp.211-232). New York: Springer. https://doi.org/10.1007/978-981-287-472-6_11.
• Ko, J. W., Park, S., Yu, H. S., Kim, S. J., & Kim, D. M. (2016). The structural relationship between student engagement and learning outcomes in Korea. Asia-pacific Education Researcher, 25(1), 147-157. https://doi.org/10.1007/s40299-015-0245-2.
• Lederman, N. G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23, 285-302. https://doi.org/10.1007/s11191-012-9503-3.
• Lee, C. S., Hayes, K. N., Seitz, J. C., DiStefano, R., & O’Connor, D. (2016). Examining motivational structures that differentially predict engagement and achievement in middle school science. International Journal of Science Education, 38(2), 192-215. https://doi.org/10.1080/09500693.2015.1136452.
• Liddicoat, K. R., & Krasny, M. E. (2014). Memories as Useful Outcomes of Residential Outdoor Environmental Education. The Journal of Environmental Education, 45(3), 178-193. https://doi.org/10.1080/00958964.2014.905431.
• Lindahl, M. G., & Folkesson, A. M. (2016). Attitudes and language use in group discussions on socio-scientific issues. Science & Technology Education, 12(2), 283-301.
• Liu, S.-C., & Lin, H. (2014). Undergraduate students’ ideas about nature and human-nature relationships: an empirical analysis of environmental worldviews. Environmental Education Research, 20(3), 412-429. https://doi.org/10.1080/13504622.2013.816266.
• Morris, H. (2014). Socioscientific issues and multidisciplinarity in school science textbooks. International Journal of Science Education, 36(7), 1137-1158. https://doi.org/10.1080/09500693.2013.848493.
• Nazir, J., & Pedretti, E. (2015). Educators’ perceptions of bringing students to environmental consciousness through engaging outdoor experiences. Environmental Education Research, 22(2), 288-304. https://doi.org/10.1080/13504622.2014.996208.
• Pai, T. Y., Lo, H. M., Wan, T. J., Chen, L., Hung, P. S., Lo, H. H., Lai, W. J., & Lee, H. Y. (2015). Predicting air pollutant emissions from a medical incinerator using grey model and neural network. Applied Mathematical Modelling, 39(5-6), 1513-1525. https://doi.org/10.1016/j.apm.2014.09.017.
• Pai, T. Y., Lo, H. M., Wan, T. J., Wang, S. C., Yang, P. Y., & Huang, Y. T. (2014). Behaviors of biomass and kinetic parameter for nitrifying species in A2O process at different sludge retention time. Applied Biochemistry and Biotechnology, 174(8), 2875-2885. https://doi.org/10.1007/s12010-014-1233-3.
• Pai, T. Y., Wang, S. C., Lo, H. M., Chen, L., Wan, T. J., Lin, M. R., Lin, C. Y., Yang, P. Y., Lai, W. J., Wang, Y. H., & Lu, T. H. (2017). A simulation of sewer biodeterioration by analysis of different components with a model approach. International Biodeterioration & Biodegradation, 125, 37-44. https://doi.org/10.1016/j.ibiod.2017.08.003.
• Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed Learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. https://doi.org/10.1016/j.chb.2016.05.084.
• Rivers, A., Wickramasekera, I. E., Pekala, R. J., & Rivers, J. A. (2016). Empathic Features and Absorption in Fantasy Role-Playing. American Journal of Clinical Hypnosis, 58(3), 286-294. https://doi.org/10.1080/00029157.2015.1103696.
• Sellmann, D. (2014). Environmental education on climate change in a botanical garden: Adolescents’ knowledge, attitudes and conceptions. Environmental Education Research, 20(2), 286-287. https://doi.org/10.1080/13504622.2013.870130.
• Shephard, K., Harraway, J., Lovelock, B., Skeaff, S., Slooten, L., Strack, M., ... Jowett, T. (2014). Is the environmental literacy of university students measurable? Environmental Education Research, 20(4), 476-495. https://doi.org/10.1080/13504622.2013.816268.
• Tung, Y. T., & Pai, T. Y. (2015). Water management for agriculture, energy and social security in Taiwan. CLEAN-Soil Air Water, 43(5), 627-632. https://doi.org/10.1002/clen.201300275.
• Vainio, A., & Paloniemi, R. (2014). The complex role of attitudes toward science in pro-environmental consumption in the Nordic countries. Ecological Economics, 108, 18-27. https://doi.org/10.1016/j.ecolecon.2014.09.026.
• Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2016). Enhancing student engagement in pre-vocational and vocational education: A learning history. Teachers and Teaching, 22(8), 983-999. https://doi.org/10.1080/13540602.2016.1200545.
• Yahaya, J. M., Zain, A. N. M., & Karpudewan, M. (2015). The effects of socio-scientific instruction on pre-service teachers’’ sense of efficacy for learning and teaching controversial family health issues. International Journal of Science and Mathematics Education, 13(2), 467-491. https://doi.org/10.1007/s10763-014-9537-x.
• Zorrilla-Pujana, J., & Rossi, S. (2014). Integrating environmental education in marine protected areas management in Colombia. Ocean & Coastal Management, 93, 67-75. https://doi.org/10.1016/j.ocecoaman.2014.03.006.

Vancouver

Liu Q, Gong D, Chen M. Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy. EURASIA J Math Sci Tech Ed. 2018;14(6):2255-63. https://doi.org/10.29333/ejmste/85937

APA

Liu, Q., Gong, D., & Chen, M. (2018). Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2255-2263. https://doi.org/10.29333/ejmste/85937

AMA

Liu Q, Gong D, Chen M. Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy. EURASIA J Math Sci Tech Ed. 2018;14(6), 2255-2263. https://doi.org/10.29333/ejmste/85937

Chicago

Liu, Qiong, Dafeng Gong, and Min Chen. "Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2255-2263. https://doi.org/10.29333/ejmste/85937

Harvard

Liu, Q., Gong, D., and Chen, M. (2018). Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2255-2263. https://doi.org/10.29333/ejmste/85937

MLA

Liu, Qiong et al. "Applying Virtual Reality to Study the Effects of Environmental Education on College Students’ Ethics and Environmental Literacy". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2255-2263. https://doi.org/10.29333/ejmste/85937