The effects of unique spatial characteristics of 3D-IVR and 2D computerized environments on cognitive modifiability.
Improving children's cognitive modifiability by dynamic assessment in 3D immersive VR environments. Computers and Education, 95(4), 296-308
Ameliorating children's cognitive modifiability through mediated learning and Dynamic Assessment with 3D Immersive VR environments. in Hebrew
Revisiting the Flynn Effect through a meta-analysis of educational studies administered with 3D Immersive Virtual Reality (IVR). Part 3 Forcognito - The future Mind
Solving conceptual and perceptual analogies with Virtual Reality among kindergarten children of emigrant families. Teachers College Record. 116(3),
Usage patterns of communication interfaces for social support among at-risk adolescents. Education and Information Technologies. Accepted February 2013 Online first, March 2013 - DOI: 10.1007/s10639-013-9254-z
The impact of Virtual Reality on educators’ awareness of the cognitive experiences of a dyslectic student. Teachers College Record. 113(1), 181-204.
Enhancing time-connectives with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research, 42(3), 307-325.
The Future of VR in Education: A Future Oriented Meta Analysis of the Literature. Themes in Science and Technology Education, Special Issue on Virtual Reality in Education, 2(1-2), 269-293.
Improving the sequential time perception of teenagers with mild to moderate mental retardation with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research. 40(3), 263-280.
Enhancing pre-service teachers’ awareness to pupils' test-anxiety with 3D immersive simulation. Journal of Educational Computing Research. 38(3), 355-378.
The Impact of Virtual Reality on Parents' Awareness of Cognitive Perceptions of a Dyslectic Child. Education & Information Technologies. 13(4), 329-344.
The impact of virtual reality on the awareness of teenagers to social and emotional experiences of immigrant classmates.Education & Information Technologies. 12(4), 267-280.
Three dimensionality as an effective mode of representation for expressing sequential time perception. Journal of Educational Computing Research. 36(1), 51-63.
Cognitive intervention through Virtual Environments among deaf and hard-of-hearing children. European Journal of Special Needs Education. 18(2), 173-182.
Improving the awareness of toddlers' initial emotional experiences in kindergarten with Virtual Reality. Educational Media International. 39(2), 185-193.
Awareness of toddlers' initial cognitive experiences with Virtual Reality. Journal of Computer Assisted Learning. 17(4), 332-344.
The Why and How VR in schools: A preferred future pedagogic mission by a group of worldwide experts in VR and education. The International Journal of Virtual Reality. 5(1), 1-11.
Virtual Reality as a tool for improving spatial rotation among deaf and Hard-of-Hearing children. CyberPsychology & Behaviour. 4(6), 681-686.
Enhancing the induction skill of Deaf and Hard of Hearing children with Virtual Reality technology. Journal of Deaf Studies and Deaf Education. 5(3), 277-285.
Improving the Flexible Thinking in Deaf and Hard of Hearing Children with Virtual Reality Technology. American Annals of the Deaf. 145(3), 286-291.
Virtual Literacy: Literacy in Virtual Learning Environments. In Didsbury, H.F. (ed). Future Vision: Ideas, Insights, and Strategies. World Future Society. Washington, Maryland, pp. 133-146. Hebrew Version
Virtual Reality in Education: Ethical and Cognitive Implications.School of Education, Graduate Program in ICT, Bar-Ilan University, Israel. (in Hebrew)