Eurasia Journal of Mathematics, Science and Technology Education

• Abdelmoneim, R., Hassounah, E., & Radwan, E. (2022). Effectiveness of virtual laboratories on developing expert thinking and decision-making skills among female school students in Palestine. Eurasia Journal of Mathematics, Science and Technology Education, 18(12), Article em2199. https://doi.org/10.29333/ejmste/12708
• Al-Duhani, F., Mohd Saat, R., & Abdullah, M. N. S. (2024). Effectiveness of web-based virtual laboratory on grade eight students’ self-regulated learning. Eurasia Journal of Mathematics, Science and Technology Education, 20(3), Article em2410. https://doi.org/10.29333/ejmste/14282
• Ali, N., Ullah, S., & Khan, D. (2022). Interactive laboratories for science education: A subjective study and systematic literature review. Multimodal Technologies and Interaction, 6, Article 85. https://doi.org/10.3390/mti6100085
• Aljuhani, K., Sonbul, M., Althabiti, M., & Meccawy, M. (2018). Creating a virtual science lab (VSL): The adoption of virtual labs in Saudi schools. Smart Learning Environments 5, Article 16. https://doi.org/10.1186/s40561-018-0067-9
• Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), Article em2592. https://doi.org/10.29333/ejmste/15988
• Aripin, I., & Suryaningsih, Y. (2020). Developing BTEM-based virtual biology laboratory to improve students’ critical thinking skills on the concept of bacteria. Scientiae Educatia: Jurnal Pendidikan Sains, 9, 216-227. https://doi.org/10.24235/sc.educatia.v9i2.7379
• Barajas-Bustillos, M. A., Maldonado-Macías, A., Reyes-Martinez, R. M., García-Alcaraz, J. L., Hernández Arellano, J. L., & Avelar Sosa, L. (2019). Design and validation of a questionnaire in Spanish language for software usability evaluation. WORK, 64(3), 453-459. https://doi.org/10.3233/WOR-193007
• Başer, M., & Durmuş, S. (2010). The effectiveness of computer supported versus real laboratory inquiry learning environments on the understanding of direct current electricity among pre-service elementary school teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47-61. https://doi.org/10.12973/ejmste/75227
• Byukusenge, C., Nsanganwimana, F., & Tarmo, A. P. (2022). Effectiveness of virtual laboratories in teaching and learning biology: A review of literature. International Journal of Learning, Teaching and Educational Research, 21(6), 1-17. https://doi.org/10.26803/ijlter.21.6.1
• Chen, K., & Chen, C. (2021). Effects of STEM inquiry method on learning attitude and creativity. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), Article em2031. https://doi.org/10.29333/ejmste/11254
• Coleman, S. K., & Smith, C. L. (2019). Evaluating the benefits of virtual training for bioscience students. Higher Education Pedagogies, 4(1), 287-299. https://doi.org/10.1080/23752696.2019.1599689
• Criollo-C, S., Guerrero-Arias, A., Dwinggo Samala, A., Miftachul Arif, Y., & Luján-Mora, S. (2025). Enhancing the educational model using mixed reality technologies with Meta Quest 3: A usability analysis using IBM-CSUQ. IEEE Access, 13, 56930-56945. https://doi.org/10.1109/ACCESS.2025.3555930
• de Jong, T., Gillet, D., Rodríguez-Triana, M. J., Hovardas, T., Dikke, D., Doran, R., Dziabenko, O., Koslowsky, J., Korventausta, M., Law, E., Pedaste, M., Tasiopoulou, E., Vidal, G., & Zacharia, Z. C. (2021). Understanding teacher design practices for digital inquiry-based science learning: The case of Go-Lab. Educational Technology Research and Development 69, 417-444. https://doi.org/10.1007/s11423-020-09904-z
• Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206
• Hajesmaeel-Gohari, S., Khordastan, F., Fatehi, F., Samzadeh, H., & Bahaadinbeigy, K. (2022). The most used questionnaires for evaluating satisfaction, usability, acceptance, and quality outcomes of mobile health. BMC Medical Informatics and Decision Making 22(1), Article 22. https://doi.org/10.1186/s12911-022-01764-2
• Hedlefs Aguilar, M. I., & Garza Villegas, A. A. (2016). Análisis comparativo de la escala de usabilidad del sistema (EUS) en dos versions [Comparative analysis of the system usability scale (SUS) in two versions]. RECI Revista Iberoamericana de las Ciencias Computacionales E Informática, 5(10), 44-58. https://doi.org/10.23913/reci.v5i10.48
• Khalaf, B., Al-Abbas, L., Mahmood, I., Shabeeb, T., & Mustafa, S. (2025). Reforming translation education: The power of inquiry-based learning in translators’ cognitive development. Edelweiss Applied Science and Technology, 9(4), 3103-3115. https://doi.org/10.55214/25768484.v9i4.6741
• Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
• Lewis, J. R. (2018). Measuring perceived usability: The CSUQ, SUS, and UMUX. International Journal of Human-Computer Interaction 34(12), 1148-1156. https://doi.org/10.1080/10447318.2017.1418805
• Li, G. Y. & Fwu, B.-J. (2026). Development of preservice teachers’ inquiry thinking skills: Unpacking the processes and challenges. Thinking Skills and Creativity, 59, Article 101961. https://doi.org/10.1016/j.tsc.2025.101961
• Lisborg, S. (2021). Virtual educational laboratories: Instructive or explorative learning? DASTS, 12(1), 19-49. https://doi.org/10.7146/stse.v12i1.135401
• Llorens-Vernet, P., & Miró, J. (2020). Standards for mobile health-related apps: Systematic review and development of a guide. JMIR Mhealth Uhealth, 8(3), Article e13057. https://doi.org/10.2196/13057
• LOMLOE. (2020). Ley orgánica 3/2020, de 29 de diciembre, por la que se modifica la ley orgánica 2/2006, de 3 de mayo, de educación [Organic law 3/2020, of December 29, amending organic law 2/2006, of May 3, on education]. Boletín Oficial del Estado, 340.
• Maglio, C., Williams, M., & Camponeschi, A. (2025). Biology wet lab e-learning during and after the COVID-19 pandemic: A review of student learning and experiences. Biochemistry and Molecular Biology Education, 53(4), 445-454. https://doi.org/10.1002/bmb.21897
• Mutlu, A., & Acar-Şeşen, B. (2018). Pre-service science teachers’ understanding of chemistry: A factorial design study. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2817-2837. https://doi.org/10.29333/ejmste/90758
• Navarro, C., Arias-Calderón, M., Henríquez, C. A., & Riquelme, P. (2024). Assessment of student and teacher perceptions on the use of virtual simulation in cell biology laboratory Education. Education Sciences, 14(3), Article 243. https://doi.org/10.3390/educsci14030243
• Ngema, M., & Motlhabane, A. (2025). Virtual labs in life sciences education: A case study of grade 10 learners in selected South African rural schools. Eurasia Journal of Mathematics, Science and Technology Education, 21(2), Article em2579. https://doi.org/10.29333/ejmste/15925
• Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
• Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Kyza, E., Edelson, D., & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337-386. https://doi.org/10.1207/s15327809jls1303_4
• Ribeirinha, T., Baptista, M., & Correia, M. (2024). Investigating the impact of STEM inquiry-based learning activities on secondary school student’s STEM career interests: A gender-based analysis using the social cognitive career framework. Education Sciences, 14(10), Article 1037. https://doi.org/10.3390/educsci14101037
• Rivas, Y. C., Valdivieso, P. A. V., & Rodriguez, M. A. Y. (2020). Virtual reality and 21^st century education. International Research Journal of Management, IT and Social Sciences, 7(1), 37-44. https://doi.org/10.21744/irjmis.v7n1.820
• Rúa Martínez, F. D. J., Merchán Merchán, M. A., & Camacho-Tamayo, E. (2024). Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), Article em2517. https://doi.org/10.29333/ejmste/15207
• Santos, M. L., & Prudente, M. (2022). Effectiveness of virtual laboratories in science education: A meta-analysis. International Journal of Information and Education Technology, 12(2), 150-156. https://doi.org/10.18178/ijiet.2022.12.2.1598
• Sauro, J., & Lewis, J. R. (2016). Quantifying the user experience: Practical statistics for user research (2nd ed.). Morgan Kaufmann. https://doi.org/10.1016/B978-0-12-802308-2.00002-3
• Setyowati, A. P., Gunarhadi, & Musadad, A. A. (2023). Development of an inquiry-based virtual laboratory to facilitate biology practicum for high school students. Multidisciplinary Science Journal, 6(10), Article 2024205. https://doi.org/10.31893/multiscience.2024205
• Spencer, D., McKeown, C., Tredwell, D., Huckaby, B., Wiedner, A., Dums, J. T., Cartwright, E. L., Potts, C. M., Sudduth, N., Brown, E., Albright, P., Jhala, A., & Srougi, M. C. (2024). Student experiences with a molecular biotechnology course containing an interactive 3D immersive simulation and its impact on motivational beliefs. PLoS ONE, 19(7), Article e0306224. https://doi.org/10.1371/journal.pone.0306224
• Sshana, Z. J., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199-215. https://doi.org/10.3926/jotse.888
• Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S. V., Giannoutsou, N., Cachia, R., Monés, A. M., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28(6), 6695-6726. https://doi.org/10.1007/s10639-022-11431-8
• Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science & Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
• Tuyishime, J. P. & Tukahabwa, D. (2022). The role of practical approach on students’ engagement in biology: A case of lower secondary schools in Rulindo District, Rwanda. East African Journal of Education and Social Sciences 3(3), 129-139. https://doi.org/10.4314/eajess.v3i3.187
• Wang, D., & Huang, X. (2025). Transforming education through artificial intelligence and immersive technologies: Enhancing learning experiences. Interactive Learning Environments, 33(7), 4546-4565. https://doi.org/10.1080/10494820.2025.2465451
• Wang, M., Zhu, J., Gu, H., Zhang, J., Wu, D., & Wang, P. (2025). Optimizing experiential learning in science education: The role of two-tier testing in digital game-based learning. Entertainment Computing, 54, Article 100960. https://doi.org/10.1016/j.entcom.2025.100960
• Yánez-Pérez, I., Toma, R. B. Y., & Meneses-Villagrá, J. A. (2024a). Design and usability of IndagApp: An app for inquiry-based science education. RIED-Revista Iberoamericana de Educación a Distancia, 27(2), 223-245. https://doi.org/10.5944/ried.27.2.39109
• Yánez-Pérez, I., Toma, R. B. Y., & Meneses-Villagrá, J. A. (2024b). The IndagApp mobile app–An inquiry-based science teaching resource: Usability evaluation with pre-service teachers. Journal of New Approaches in Educational Research, 13(7), 1-20. https://doi.org/10.1007/s44322-024-00008-7
• Yánez-Pérez, I., Toma, R. B. Y., & Meneses-Villagrá, J. A. (2024c). Design and usability evaluation of a mobile app for elementary school inquiry-based science learning. School Science and Mathematics, 125(3), 247-258. https://doi.org/10.1111/ssm.18303
• Zacharia, Z. C., Manoli, C. C., Xenofontos, N. A., & de Jong, T. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63, 257-302. https://doi.org/10.1007/s11423-015-9370-0

APA

Reinoso-Tapia, R., Bobo-Pinilla, J., Gómez-García, I., & Delgado-Iglesias, J. (2026). Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2812. https://doi.org/10.29333/ejmste/18184

Vancouver

Reinoso-Tapia R, Bobo-Pinilla J, Gómez-García I, Delgado-Iglesias J. Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education. EURASIA J Math Sci Tech Ed. 2026;22(4):em2812. https://doi.org/10.29333/ejmste/18184

AMA

Reinoso-Tapia R, Bobo-Pinilla J, Gómez-García I, Delgado-Iglesias J. Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education. EURASIA J Math Sci Tech Ed. 2026;22(4), em2812. https://doi.org/10.29333/ejmste/18184

Chicago

Reinoso-Tapia, Roberto, Javier Bobo-Pinilla, Irati Gómez-García, and Jaime Delgado-Iglesias. "Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 4 (2026): em2812. https://doi.org/10.29333/ejmste/18184

Harvard

Reinoso-Tapia, R., Bobo-Pinilla, J., Gómez-García, I., and Delgado-Iglesias, J. (2026). Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 22(4), em2812. https://doi.org/10.29333/ejmste/18184

MLA

Reinoso-Tapia, Roberto et al. "Usability and educational impact of IndagApp: A virtual tool for inquiry-based science learning in secondary education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 4, 2026, em2812. https://doi.org/10.29333/ejmste/18184