Forensic Sciences Research
Subject Area and Category
- Biochemistry, Genetics and Molecular Biology (miscellaneous)
- Analytical Chemistry
- Physical and Theoretical Chemistry
- Pathology and Forensic Medicine
- Psychiatry and Mental Health
- Anthropology
Oxford University Press
Publication type
20961790, 24711411
Information
How to publish in this journal
The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.
Category | Year | Quartile |
---|---|---|
Analytical Chemistry | 2019 | Q2 |
Analytical Chemistry | 2020 | Q2 |
Analytical Chemistry | 2021 | Q1 |
Analytical Chemistry | 2022 | Q1 |
Analytical Chemistry | 2023 | Q2 |
Anthropology | 2019 | Q1 |
Anthropology | 2020 | Q1 |
Anthropology | 2021 | Q1 |
Anthropology | 2022 | Q1 |
Anthropology | 2023 | Q1 |
Biochemistry, Genetics and Molecular Biology (miscellaneous) | 2019 | Q2 |
Biochemistry, Genetics and Molecular Biology (miscellaneous) | 2020 | Q2 |
Biochemistry, Genetics and Molecular Biology (miscellaneous) | 2021 | Q2 |
Biochemistry, Genetics and Molecular Biology (miscellaneous) | 2022 | Q2 |
Biochemistry, Genetics and Molecular Biology (miscellaneous) | 2023 | Q2 |
Pathology and Forensic Medicine | 2019 | Q3 |
Pathology and Forensic Medicine | 2020 | Q2 |
Pathology and Forensic Medicine | 2021 | Q1 |
Pathology and Forensic Medicine | 2022 | Q1 |
Pathology and Forensic Medicine | 2023 | Q2 |
Physical and Theoretical Chemistry | 2019 | Q2 |
Physical and Theoretical Chemistry | 2020 | Q2 |
Physical and Theoretical Chemistry | 2021 | Q1 |
Physical and Theoretical Chemistry | 2022 | Q1 |
Physical and Theoretical Chemistry | 2023 | Q2 |
Psychiatry and Mental Health | 2019 | Q2 |
Psychiatry and Mental Health | 2020 | Q2 |
Psychiatry and Mental Health | 2021 | Q2 |
Psychiatry and Mental Health | 2022 | Q2 |
Psychiatry and Mental Health | 2023 | Q3 |
The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.
Year | SJR |
---|---|
2019 | 0.487 |
2020 | 0.729 |
2021 | 0.894 |
2022 | 0.883 |
2023 | 0.572 |
Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.
Year | Documents |
---|---|
2016 | 9 |
2017 | 34 |
2018 | 36 |
2019 | 40 |
2020 | 44 |
2021 | 47 |
2022 | 100 |
2023 | 40 |
This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.
Cites per document | Year | Value |
---|---|---|
Cites / Doc. (4 years) | 2016 | 0.000 |
Cites / Doc. (4 years) | 2017 | 1.000 |
Cites / Doc. (4 years) | 2018 | 0.558 |
Cites / Doc. (4 years) | 2019 | 1.544 |
Cites / Doc. (4 years) | 2020 | 2.916 |
Cites / Doc. (4 years) | 2021 | 3.597 |
Cites / Doc. (4 years) | 2022 | 3.216 |
Cites / Doc. (4 years) | 2023 | 2.619 |
Cites / Doc. (3 years) | 2016 | 0.000 |
Cites / Doc. (3 years) | 2017 | 1.000 |
Cites / Doc. (3 years) | 2018 | 0.558 |
Cites / Doc. (3 years) | 2019 | 1.544 |
Cites / Doc. (3 years) | 2020 | 2.845 |
Cites / Doc. (3 years) | 2021 | 3.942 |
Cites / Doc. (3 years) | 2022 | 3.351 |
Cites / Doc. (3 years) | 2023 | 1.890 |
Cites / Doc. (2 years) | 2016 | 0.000 |
Cites / Doc. (2 years) | 2017 | 1.000 |
Cites / Doc. (2 years) | 2018 | 0.558 |
Cites / Doc. (2 years) | 2019 | 1.486 |
Cites / Doc. (2 years) | 2020 | 2.803 |
Cites / Doc. (2 years) | 2021 | 4.488 |
Cites / Doc. (2 years) | 2022 | 2.165 |
Cites / Doc. (2 years) | 2023 | 1.483 |
Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.
Cites | Year | Value |
---|---|---|
Self Cites | 2016 | 0 |
Self Cites | 2017 | 1 |
Self Cites | 2018 | 0 |
Self Cites | 2019 | 4 |
Self Cites | 2020 | 7 |
Self Cites | 2021 | 8 |
Self Cites | 2022 | 30 |
Self Cites | 2023 | 22 |
Total Cites | 2016 | 0 |
Total Cites | 2017 | 9 |
Total Cites | 2018 | 24 |
Total Cites | 2019 | 122 |
Total Cites | 2020 | 313 |
Total Cites | 2021 | 473 |
Total Cites | 2022 | 439 |
Total Cites | 2023 | 361 |
Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.
Cites | Year | Value |
---|---|---|
External Cites per document | 2016 | 0 |
External Cites per document | 2017 | 0.889 |
External Cites per document | 2018 | 0.558 |
External Cites per document | 2019 | 1.494 |
External Cites per document | 2020 | 2.782 |
External Cites per document | 2021 | 3.875 |
External Cites per document | 2022 | 3.122 |
External Cites per document | 2023 | 1.775 |
Cites per document | 2016 | 0.000 |
Cites per document | 2017 | 1.000 |
Cites per document | 2018 | 0.558 |
Cites per document | 2019 | 1.544 |
Cites per document | 2020 | 2.845 |
Cites per document | 2021 | 3.942 |
Cites per document | 2022 | 3.351 |
Cites per document | 2023 | 1.890 |
International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.
Year | International Collaboration |
---|---|
2016 | 44.44 |
2017 | 8.82 |
2018 | 13.89 |
2019 | 17.50 |
2020 | 15.91 |
2021 | 17.02 |
2022 | 22.00 |
2023 | 25.00 |
Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.
Documents | Year | Value |
---|---|---|
Non-citable documents | 2016 | 0 |
Non-citable documents | 2017 | 1 |
Non-citable documents | 2018 | 5 |
Non-citable documents | 2019 | 9 |
Non-citable documents | 2020 | 13 |
Non-citable documents | 2021 | 12 |
Non-citable documents | 2022 | 14 |
Non-citable documents | 2023 | 13 |
Citable documents | 2016 | 0 |
Citable documents | 2017 | 8 |
Citable documents | 2018 | 38 |
Citable documents | 2019 | 70 |
Citable documents | 2020 | 97 |
Citable documents | 2021 | 108 |
Citable documents | 2022 | 117 |
Citable documents | 2023 | 178 |
Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.
Documents | Year | Value |
---|---|---|
Uncited documents | 2016 | 0 |
Uncited documents | 2017 | 6 |
Uncited documents | 2018 | 29 |
Uncited documents | 2019 | 33 |
Uncited documents | 2020 | 26 |
Uncited documents | 2021 | 24 |
Uncited documents | 2022 | 46 |
Uncited documents | 2023 | 72 |
Cited documents | 2016 | 0 |
Cited documents | 2017 | 3 |
Cited documents | 2018 | 14 |
Cited documents | 2019 | 46 |
Cited documents | 2020 | 84 |
Cited documents | 2021 | 96 |
Cited documents | 2022 | 85 |
Cited documents | 2023 | 119 |
Evolution of the percentage of female authors.
Year | Female Percent |
---|---|
2016 | 31.03 |
2017 | 41.32 |
2018 | 40.00 |
2019 | 52.00 |
2020 | 43.75 |
2021 | 39.52 |
2022 | 44.71 |
2023 | 39.15 |
Evolution of the number of documents cited by public policy documents according to Overton database.
Documents | Year | Value |
---|---|---|
Overton | 2016 | 2 |
Overton | 2017 | 2 |
Overton | 2018 | 4 |
Overton | 2019 | 11 |
Overton | 2020 | 2 |
Overton | 2021 | 1 |
Overton | 2022 | 3 |
Overton | 2023 | 0 |
Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.
Documents | Year | Value |
---|---|---|
SDG | 2018 | 4 |
SDG | 2019 | 10 |
SDG | 2020 | 21 |
SDG | 2021 | 17 |
SDG | 2022 | 25 |
SDG | 2023 | 7 |
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Journal of Forensic Science and Research | ISSN: 2575-0186
- Pubmed NLM Abbr: J Forensic Sci Res
- Website: www.forensicscijournal.com
- E-ISSN: 2575-0186
- Current Issue: Volume-7 | Issue-1
- Category: Biology Group
- Issue Regularity: Yearly
- Review Process type: Double Blind
- Publication fee: Visit here
- Plagiarism checker: iThenticate
- Managing entity: USA
- Editor-in-Chief: Alessandro Bonsignore, Italy Steven A. Koehler, United States
- Language: English
- Ability to collect research papers: Worldwide
- IndexCopernicus ICV: 85.92
- Archiving: Portico
- Organized by: Heighten Science Publications Inc.
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University of Genoa, Italy.
Steven A. Koehler
University of Pittsburgh Graduate School of Public Health, United States.
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- Huazhong University of Science and Technology, Hong Kong
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- Nova Southeastern University, United States
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Title proper: Journal of forensic science and research.
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Virtual reality immersive simulations for a forensic molecular biology course—a quantitative comparative study.
1. Introduction
2. materials and methods, 2.1. vr simulation design and development, 2.2. forensic molecular biology vr prototype, 2.3. simulation scenario and activities.
- Identify forensic evidence (blood samples) in a crime scene.
- Propose and apply appropriate evidence collection methods.
- Handle effectively genomic DNA from the collected human bloodstains.
- Perform diagnostic DNA profiling and analyzing tests using laboratory equipment.
- Interpret diagnostic DNA analysis test results accurately.
- Moreover, students will be able to develop the following transversal skills:
- Ability to analyze and solve problems.
- Ability to communicate and cooperate in professional settings.
2.4. Evaluation of the VR Forensic Module
3.1. data analysis, 3.2. findings, 3.2.1. demographics, 3.2.2. impact of instructional modalities on learners’ perceptions, 3.2.3. factors influencing learners’ attitude toward vr-based simulations, 4. discussion and conclusions, 5. limitations and future work recommendations, supplementary materials, author contributions, institutional review board statement, informed consent statement, data availability statement, acknowledgments, conflicts of interest, appendix a. data collection instrument.
Instructional Group | 1. In which format was your training course delivered? | Dichotomous | 1: Face-to-Face, 2: Online |
Background information | Please indicate your gender. | Nominal | 1: Male, 2: Female, 3: Prefer not to answer |
Background information | Please indicate your age group. | Ordinal | 1: 18–20 years old, 2: 21–23 years old, 3: 24 years old and above |
Background information | How would you rate your experience with computer-based games? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Background information | How would you rate your experience with 3D virtual environments? | Likert scale | 1: No experience, 2: Beginner, 3: Intermediate, 4: Advanced, 5: Expert |
Perceived Quality of the Virtual Environment | Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q2. How would you rate the visual quality of the 3D objects in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q3. How would you rate the smoothness and realism of the animations in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q4. How would you rate the overall quality of the learning materials in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q5. How would you rate the clarity and readability of the texts in the scenario? | Likert scale | 1: Very Poor, 2: Poor, 3: Fair, 4: Good, 5: Excellent |
Perceived Quality of the Virtual Environment | Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | Likert scale | 1: Not at all, 2: Very little, 3: Somewhat, 4: To a great extent |
Perceived Quality of the Virtual Environment | Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | Likert scale | 1: No, not really, 2: Neutral, 3: Yes, definitely |
Perceived Quality of the Virtual Environment | Q8. What is your overall impression of learning in a 3D virtual environment? | Likert scale | 1: Very negative, 2: Negative, 3: Neutral, 4: Positive, 5: Very positive |
Perceived Quality of the Virtual Environment | Q9. How would you rate your overall immersive learning experience in the virtual environment? | Likert scale | 1: Very uninteresting, 2: Uninteresting, 3: Neutral, 4: Interesting, 5: Very interesting |
Adoption Perception | Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | Likert scale | 1: Not necessary at all, 2: Somewhat necessary, 3: Absolutely necessary |
Adoption Perception | Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | Likert scale | 1: No, not really, 2: Maybe, 3: Yes, definitely |
Adoption Perception | Q12. How likely are you to recommend this learning approach to other students? | Likert scale | 1: Not likely at all, 2: Somewhat likely, 3: Very likely |
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Click here to enlarge figure
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | −0.64 | −0.07 |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | −0.55 | −0.33 |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | −0.47 | −0.43 |
Q4. How would you rate the overall quality of the learning materials in the scenario? | −0.59 | −0.16 |
Q5. How would you rate the clarity and readability of the texts in the scenario? | −0.33 | −0.6 |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | −0.67 | 0.29 |
Q7. Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | −0.58 | −0.04 |
Q8. What is your overall impression of learning in a 3D virtual environment? | −0.74 | −0.01 |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | −0.59 | 0.43 |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | −0.23 | −0.11 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | −0.53 | 0.33 |
Q12. How likely are you to recommend this learning approach to other students? | −0.57 | 0.1 |
Item | Factor 1 * | Factor 2 |
---|---|---|
Q1. How would you rate the content of the scenario in terms of relevance and accuracy? | 0.85 | - |
Q2. How would you rate the visual quality of the 3D objects in the scenario? | 0.78 | - |
Q3. How would you rate the smoothness and realism of the animations in the scenario? | 0.75 | - |
Q4. How would you rate the overall quality of the learning materials in the scenario? | 0.8 | - |
Q5. How would you rate the clarity and readability of the texts in the scenario? | 0.68 | - |
Q6. To what extent did your activities in the 3D virtual environment help you understand the presented topics? | 0.85 | - |
Q7. Do you feel that this tool positively impact-ed your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 0.8 | - |
Q8. What is your overall impression of learning in a 3D virtual environment? | 0.9 | - |
Q9. How would you rate your overall immersive learning experience in the virtual environment? | 0.82 | - |
Q10. To what extent do you believe teacher’s presence is necessary when undertaking learning activities in a virtual environment? | - | 0.72 |
Q11. Would you consider using a similar educational 3D Virtual Environment for future training? | - | 0.8 |
Q12. How likely are you to recommend this learning approach to other students? | - | 0.85 |
Group/Category | Face-to-Face | Online | ||
---|---|---|---|---|
n | Percent | n | Percent | |
Gender | ||||
Males | 14 | 60.87 | 16 | 69.57 |
Females | 9 | 39.13 | 7 | 30.43 |
Age group | ||||
18–20 years old | 8 | 34.78 | 12 | 52.17 |
21–23 years old | 12 | 52.17 | 8 | 34.78 |
24 years old and above | 3 | 13.04 | 3 | 13.04 |
Experience with computer-based games | ||||
No experience | 1 | 4.35 | 0 | 0 |
Beginner | 2 | 8.7 | 0 | 0 |
Intermediate | 9 | 39.13 | 3 | 13.04 |
Advanced | 8 | 34.78 | 12 | 52.17 |
Expert | 3 | 13.04 | 8 | 34.78 |
Experience with Virtual Reality | ||||
No experience | 2 | 8.7 | 0 | 0 |
Beginner | 5 | 21.74 | 12 | 52.17 |
Intermediate | 10 | 43.48 | 4 | 17.39 |
Advanced | 5 | 21.74 | 6 | 26.09 |
Expert | 1 | 4.35 | 1 | 4.35 |
Group/Category | Face-to-Face | Online | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
M | Med | Std Dev | Min | Max | M | Med | Std Dev | Min | Max | |
Age group | 20.96 | 21 | 1.97 | 18 | 24 | 20.65 | 20 | 2.21 | 18 | 24 |
Experience with computer-based games | 3.43 | 3 | 0.99 | 1 | 5 | 4.22 | 4 | 0.67 | 3 | 5 |
Experience with virtual 3D virtual environments | 2.91 | 3 | 1 | 1 | 5 | 2.83 | 2 | 0.98 | 2 | 5 |
Perceived Quality of the Virtual Environment | 3.35 | 3.45 | 0.85 | 2 | 5 | 2.95 | 3 | 0.82 | 1 | 4 |
Adoption Perception | 2.5 | 2.67 | 0.67 | 1 | 3 | 2.43 | 3 | 0.66 | 1 | 3 |
Face-to-Face | Online | |
---|---|---|
1.1 How would you rate of the content of the scenario? | 2.95 | 3.65 |
1.2 How would you rate the quality of the 3D objects? | 3.17 | 3.43 |
1.3 How would you rate the quality of the animations? | 3.21 | 3.21 |
1.4 How would you rate the quality of the learning material (in the scenario) in general? | 3.30 | 3.6 |
1.5 How would you rate the quality of the texts (in the scenario)? | 3.39 | 3.52 |
1.6 Did your activities in the virtual world help you comprehend the presented topics? | 2.73 | 3.39 |
1.7 Do you feel that this tool positively impacted your learning by helping you develop new transversal skills such as collaboration and problem-solving? | 2.39 | 2.56 |
1.8 What is your overall impression of having a class in TESLA virtual world? | 2.82 | 3.69 |
1.9 How interesting did you find your time in the virtual world? | 2.95 | 3.13 |
2.1 Is there a need of a real teacher to be present in the classroom when learning in the virtual world? | 2.43 | 2.47 |
2.2 Would you use a similar educational Virtual World in the future? | 2.34 | 2.43 |
2.3 Would you recommend this Virtual World to other students? | 2.52 | 2.6 |
Variable | χ (Statistic) | DF | p |
---|---|---|---|
Gender | 0.096 | 1 | 0.75 |
Age Group | 4.533 | 2 | 0.6 |
Computer Game Experience | 9.073 | 4 | 0.05 |
3D Virtual Environment Experience | 7.545 | 4 | 0.11 |
Variable | U | Z | p |
---|---|---|---|
Q1. Content Relevance | 158.5 | −2.48 | 0.01 * |
Q2. Visual Quality | 211.5 | −1.26 | 0.2 |
Q3. Animation Quality | 262 | −0.05 | 0.96 |
Q4. Material Quality | 198 | −1.64 | 0.1 |
Q5. Text Quality | 234.5 | −0.74 | 0.46 |
Q6. Topic Comprehension | 189.5 | −1.69 | 0.09 |
Q7. Transversal Skill Development | 225 | −0.98 | 0.32 |
Q8. Overall Impression | 165 | −2.33 | 0.02* |
Q9. Interest Level | 243.5 | −0.5 | 0.62 |
Q10. Teacher Necessity | 244 | −0.5 | 0.61 |
Q11. Future Use | 252.5 | −0.28 | 0.77 |
Q12. Recommendation | 236.5 | −0.71 | 0.47 |
Age | Exp. Games | Exp. 3D Env. | Content Rel. | Visual Qual. | Anim. Real. | Learn. Mat. Qual. | Text Clar. | Comp. | Skill Dev. | Imp. | Experience | Teacher Pres. | Future Use | Recommend | |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Age | 1 | ||||||||||||||
Experience with Games | −0.21 | 1 | |||||||||||||
Experience with 3D Environments | −0.18 | 0.16 | |||||||||||||
Content Realism | 0.02 | 0.53 ** | −0.11 | 1 | |||||||||||
Visual Quality | −0.08 | 0.31 * | 0.07 | 0.31 * | 1 | ||||||||||
Animation Realism | −0.05 | 0.12 | −0.07 | 0.36 * | 0.30 * | 1 | |||||||||
Learning Material Quality | 0.06 | 0.26 | 0.22 | 0.33 * | 0.47 ** | 0.39 ** | 1 | ||||||||
Text Clarity | 0 | 0.15 | −0.2 | 0.33 * | 0.33 * | 0.44 ** | 0.26 | 1 | |||||||
Comprehension | −0.13 | 0.33 * | −0.09 | 0.46 ** | 0.30 * | 0.21 | 0.30 * | 0.13 | 1 | ||||||
Transversal Skill Dev. | 0.13 | 0.25 | −0.15 | 0.32 * | 0.27 | 0.37 * | 0.2 | 0.23 | 0.41 ** | 1 | |||||
Impression | 0.05 | 0.30 * | −0.17 | 0.56 ** | 0.53 ** | 0.31 * | 0.44 ** | 0.2 | 0.45 ** | 0.49 ** | 1 | ||||
Immersive Learning Experience | −0.04 | 0.27 | −0.13 | 0.50 ** | 0.18 | 0.06 | 0.29 * | −0.03 | 0.56 ** | 0.22 | 0.51 ** | 1 | |||
Teacher Pres. | 0.31 * | 0 | −0.05 | 0.17 | 0.38 ** | −0.02 | 0.39 ** | 0.16 | 0.07 | 0.27 | 0.28 | 0.11 | 1 | ||
Future Use | 0.21 | 0.19 | −0.04 | 0.30 * | 0.18 | 0.14 | 0.27 | −0.03 | 0.44 ** | 0.33 * | 0.36 * | 0.41 ** | 0.30 * | 1 | |
Recommend | −0.05 | 0.22 | −0.09 | 0.17 | 0.27 | 0.17 | 0.42 ** | 0.17 | 0.47 ** | 0.45 ** | 0.39 ** | 0.26 | 0.15 | 0.43 ** | 1 |
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Ewais, A.; Mystakidis, S.; Khalilia, W.; Diab, S.; Christopoulos, A.; Khasib, S.; Yahya, B.; Hatzilygeroudis, I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Appl. Sci. 2024 , 14 , 7513. https://doi.org/10.3390/app14177513
Ewais A, Mystakidis S, Khalilia W, Diab S, Christopoulos A, Khasib S, Yahya B, Hatzilygeroudis I. Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study. Applied Sciences . 2024; 14(17):7513. https://doi.org/10.3390/app14177513
Ewais, Ahmed, Stylianos Mystakidis, Walid Khalilia, Shadi Diab, Athanasios Christopoulos, Said Khasib, Baha Yahya, and Ioannis Hatzilygeroudis. 2024. "Virtual Reality Immersive Simulations for a Forensic Molecular Biology Course—A Quantitative Comparative Study" Applied Sciences 14, no. 17: 7513. https://doi.org/10.3390/app14177513
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