Enhancing Global Artificial Intelligence Literacy,Innovation and Entrepreneurship Through an Exploratory Cross-Cultural Study: Interactions With Pedagogical Agents in Immersive Virtual Reality Environments

Abstract

As artificial intelligence (AI) continues to transform global education, the development of AI literacy has become a pressing priority. However, current initiatives often approach AI literacy from local or national perspectives, overlooking the importance of a broader, global context. In cross-cultural learning, immersive virtual reality (VR) environments based on 360-degree video technology offer authentic experiences; however, these are typically asynchronous, limiting learners’ opportunities for real-time interaction, feedback, and support. Such limitations may hinder the effective development of global AI literacy, innovation, and entrepreneurship. To address this challenge, the present study designed and implemented AI-powered interactive pedagogical agents (PAs) within immersive VR environments. These agents provided real-time, context-sensitive support during cross-cultural learning activities, aiming to enhance engagement and promote global AI literacy, innovation, and entrepreneurship. A total of 68 students from China, Northern Cyprus, and Kazakhstan participated in the study. With the assistance of PAs, students created cross-cultural scripts and recorded corresponding 360-degree videos, which were then exchanged among participants. Using VR headsets, students viewed immersive learning content on AI concepts and their applications across diverse cultural contexts, engaging in verbal interactions with PAs throughout the viewing experience. Following this, students reflected on their learning experiences under the guidance of PAs. A mixed-methods research, comprising pre- and post-test questionnaires, interviews, and reflection reports, demonstrated statistically significant gains in students’ global AI literacy, innovation, and entrepreneurship following the intervention. Participants also reported high levels of perceived credibility and immersion with the PAs in VR environments. Based on these findings, the study offers recommendations to inform future practices in global AI literacy education.

Keywords

global AI literacy interactive pedagogical agent innovation entrepreneurship cross-cultural learning virtual reality

Get full access to this article

View all access options for this article.

References

Ahn

Y. H.

E. Y.

(2024). Effects of the international training program for enhancing intelligent capabilities through blended learning on computational thinking, artificial intelligence competencies, and core competencies for the future society in graduate students. Applied Sciences, 14(3), 991. https://doi.org/10.3390/app14030991

Alnahhas

Yousef

(2024, June 11-14). GAI as a catalyst in national technology sovereignty: Evaluating the influence of GAI on government policy [Conference paper]. 25th Annual International Conference on Digital Government Research. https://doi.org/10.1145/3657054.3657126

Barari

RezaeiZadeh

Khorasani

Alami

(2022). Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy. Interactive Learning Environments, 30(9), 1640–1652. https://doi.org/10.1080/10494820.2020.1739078

Bell

(2023). Entrepreneurship education in the era of generative artificial intelligence. Entrepreneurship Education, 6(3), 229–244. https://doi.org/10.1007/s41959-023-00099-x

Benson

Joseph

Moore

(2017). Culture learning and technology. Rutledge.

Carayannis

E. G.

Campbell

D. F.

(2014). Developed democracies versus emerging autocracies: Arts, democracy, and innovation in Quadruple Helix innovation systems. Journal of Innovation and Entrepreneurship, 3(1), 1–23. https://doi.org/10.1186/s13731-014-0012-2

Carayannis

E. G.

Grigoroudis

(Eds.), (2023). Handbook of research on artificial intelligence, innovation and entrepreneurship. Edward Elgar Publishing.

Carayannis

E. G.

Samara

E. T.

Bakouros

Y. L.

(2015). Innovation and entrepreneurship. Theory, policy and practice, 218(10), 1–3. https://doi.org/10.1007/978-3-319-11242-8

Chen

(2024). Enhancing cross‐cultural educational awareness: Experimental study on immersive experiences using virtual reality. British Educational Research Journal, 00(2), 1–18. https://doi.org/10.1002/berj.4089

10.

Chen

Y. L.

(2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637–646. https://doi.org/10.1007/s40299-016-0293-2

11.

Cheng

Varshney

K. R.

Liu

(2021). Socially responsible ai algorithms: Issues, purposes, and challenges. Journal of Artificial Intelligence Research, 71(2021), 1137–1181. https://doi.org/10.1613/jair.1.12814

12.

Chien

S. Y.

Hwang

G. J.

(2022). A question, observation, and organisation‐based SVVR approach to enhancing students’ presentation performance, classroom engagement, and technology acceptance in a cultural course. British Journal of Educational Technology, 53(2), 229–247. https://doi.org/10.1111/bjet.13159

13.

Chiu

T. K.

Ahmad

Ismailov

Sanusi

I. T.

(2024). What are artificial intelligence literacy and competency? A comprehensive framework to support them. Computers and Education Open, 6, Article 100171. https://doi.org/10.1016/j.caeo.2024.100171

14.

Chung

Kim

Jang

Choi

Kim

(2024). Developing an AI literacy diagnostic tool for elementary school students. Education and Information Technologies, 30(1), 1013–1044. https://doi.org/10.1007/s10639-024-13097-w

15.

Crawley

Malmqvist

Ostlund

Brodeur

Edstrom

(2007). Rethinking engineering education. The CDIO approach, 302(2), 60–62. https://doi.org/10.1007/978-3-319-05561-9

16.

Creswell

J. W.

Creswell

J. D.

(2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

17.

Dahya

King

W. E.

Lee

K. J.

Lee

J. H.

(2021). Perceptions and experiences of virtual reality in public libraries. Journal of Documentation, 77(3), 617–637. https://doi.org/10.1108/JD-04-2020-0051

18.

Deardorff

D. K.

(2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002

19.

Deci

E. L.

Olafsen

A. H.

Ryan

R. M.

(2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108

20.

Derakhshan

Teo

Khazaie

(2024). Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the Middle East. Computers & Education, 213, Article 105013. https://doi.org/10.1016/j.compedu.2024.105013

21.

Dong

C. C.

(2021). Research on the impact of university innovation and entrepreneurship education on university students’ entrepreneurship willingness based on virtual reality technology. Mathematical Problems in Engineering, 2021(1), 9730705–9730708. https://doi.org/10.1155/2021/9730705

22.

Galmar

(2024). Building AI literacy for humanities students: Teaching beyond generative AI (pp. 1–2). AI & SOCIETY. https://doi.org/10.1007/s00146-024-02091-y

23.

Gao

Wan

Liu

Xie

Huang

Meng

(2021). Investigating the effectiveness of virtual reality for culture learning. International Journal of Human-Computer Interaction, 37(18), 1771–1781. https://doi.org/10.1080/10447318.2021.1913858

24.

Georgiev

Nikolova

(2021). Virtual reality simulations for presenting cultural-historic content in e-learning for kids. Digital Presentation and Preservation of Cultural and Scientific Heritage, 11(1), 267–272. https://doi.org/10.55630/dipp.2021.11.24

25.

Gong

Nass

(2007). When a talking-face computer agent is half-human and half-humanoid: Human identity and consistency preference. Human Communication Research, 33(2), 163–193. https://doi.org/10.1111/j.1468-2958.2007.00295.x

26.

Gonsalves

(2024). Generative AI’s impact on critical thinking: Revisiting bloom’s taxonomy. Journal of Marketing Education, 1(1), Article 02734753241305980. https://doi.org/10.1177/02734753241305980

27.

Grewal

D. S.

Grewal

P. D. S.

(2014). A critical conceptual analysis of definitions of artificial intelligence as applicable to computer engineering. IOSR Journal of Computer Engineering, 16(2), 9–13. https://doi.org/10.9790/0661-16210913

28.

Haddad

Nagpal

(2021). Can students’ perception of the diverse learning environment affect their intentions toward entrepreneurship? Journal of Innovation & Knowledge, 6(3), 167–176. https://doi.org/10.1016/j.jik.2021.04.002

29.

Hameed

Perkis

(2024). Authenticity and presence: Defining perceived quality in VR experiences. Frontiers in Psychology, 15(4), Article 1291650. https://doi.org/10.3389/fpsyg.2024.1291650

30.

Heilinger

J. C.

(2022). The ethics of AI ethics. A constructive critique. Philosophy & Technology, 35(3), 61. https://doi.org/10.1007/s13347-022-00557-9

31.

Huang

Y. M.

Wang

W. S.

Lee

H. Y.

Lin

C. J.

T. T.

(2024). Empowering virtual reality with feedback and reflection in hands‐on learning: Effect of learning engagement and higher‐order thinking. Journal of Computer Assisted Learning, 40(4), 1413–1427. https://doi.org/10.1111/jcal.12959

32.

Hudson

Matson-Barkat

Pallamin

Jegou

(2019). With or without you? Interaction and immersion in a virtual reality experience. Journal of Business Research, 100(7), 459–468. https://doi.org/10.1016/j.jbusres.2018.10.062

33.

Hui

E. S. Y. E.

(2025). Incorporating Bloom’s taxonomy into promoting cognitive thinking mechanism in artificial intelligence-supported learning environments. Interactive Learning Environments, 33(2), 1087–1100. https://doi.org/10.1080/10494820.2024.2364237

34.

Hutson

(2025). Scaffolded integration: Aligning AI literacy with authentic assessment through a revised taxonomy in education. FAR Journal of Education and Sociology, 2(1), 28–54. https://digitalcommons.lindenwood.edu/faculty-research-papers/744/

35.

Hwang

W. Y.

Nguyen

R. G.

Shadiev

(2026). A study of AI-supported cross-cultural learning and its influence on cross-cultural understanding, learning behavior, and writing performance of learners in authentic contexts. Journal of Computer Assisted Learning, 42(2), 1–23. https://doi.org/10.1002/jcal.70208

36.

Ilgun Dibek

Sahin Kursad

Erdogan

(2025). Influence of artificial intelligence tools on higher order thinking skills: A meta-analysis. Interactive Learning Environments, 33(3), 2216–2238. https://doi.org/10.1080/10494820.2024.2402028

37.

Jack

E. P.

Raturi

A. S.

(2006). Lessons learned from methodological triangulation in management research. Management Research News, 29(6), 345–357. https://doi.org/10.1108/01409170610683833

38.

Jeon

Lee

Choi

(2024). A systematic review of research on speech-recognition chatbots for language learning: Implications for future directions in the era of large language models. Interactive Learning Environments, 32(8), 4613–4631. https://doi.org/10.1080/10494820.2023.2204343

39.

Kahn

K. B.

(2018). Understanding innovation. Business Horizons, 61(3), 453–460. https://doi.org/10.1016/j.bushor.2018.01.011

40.

Kangiwa

B. I.

Oludare

O. E.

Nassarawa

H. S.

Abubakar

N. S.

Efeoma

E. L.

Enefola

H. A.

(2024). Leveraging artificial intelligence for enhancing entrepreneurship and creativity in STEM education. Journal of Educational Research and Practice, 4(6), 149–162. https://doi.org/10.70382/bejerp

41.

Khukalenko

I. S.

Kaplan-Rakowski

Iushina

V. D.

(2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies, 27(8), 11591–11613. https://doi.org/10.1007/s10639-022-11061-0

42.

Korte

S. M.

Cheung

W. M. Y.

Maasilta

Kong

S. C.

Keskitalo

Wang

M. M.

Lee

J. C. K.

(2024). Enhancing artificial intelligence literacy through cross-cultural online workshops. Computers and Education Open, 6, Article 100164. https://doi.org/10.1016/j.caeo.2024.100164

43.

Lan

Y. J.

Chen

N. S.

(2024). Teachers’ agency in the era of LLM and generative AI. Educational Technology & Society, 27(1), I–XVIII. https://www.jstor.org/stable/48754837

44.

Lans

Biemans

Mulder

Verstegen

(2010). Self‐awareness of mastery and improvability of entrepreneurial competence in small businesses in the agrifood sector. Human Resource Development Quarterly, 21(2), 147–168. https://doi.org/10.1002/hrdq.20041

45.

Chen

Wang

Sitaram

Xie

(2024). Culturellm: Incorporating cultural differences into large language models. Advances in Neural Information Processing Systems, 37(24), 1–40. https://doi.org/10.48550/arXiv.2402.10946

46.

Deng

(2022). Interactive cultural communication effect in VR space of intelligent mobile communication network. Wireless Communications and Mobile Computing, 2022(1), Article 9689272. https://doi.org/10.1155/2022/9689272

47.

Lim

W. N.

Yap

K. M.

Lee

Wee

Yen

C. C.

(2021). A systematic review of weight perception in virtual reality: Techniques, challenges, and road ahead. IEEE Access, 9(12), 163253–163283. https://doi.org/10.1109/ACCESS.2021.3131525

48.

Lin

T. J.

Lan

Y. J.

(2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486–497. https://www.jstor.org/stable/jeductechsoci.18.4.486

49.

Lopes

Oliveira

Silveira

Farinha

Oliveira

(2021). Business dynamism and innovation capacity, an entrepreneurship worldwide perspective. Journal of Open Innovation: Technology, Market, and Complexity, 7(1), 94. https://doi.org/10.3390/joitmc7010094

50.

Zhu

Pang

Shadiev

(2025). Understanding the relationship between colleges students’ artificial intelligence literacy and higher order thinking skills using the 3P model: The mediating roles of behavioral engagement and peer interaction. Educational Technology Research & Development, 73(2), 693–716. https://doi.org/10.1007/s11423-024-10434-1

51.

Lucet

(2009). Virtual reality: A knowledge tool for cultural heritage. In Computer vision and computer graphics. Theory and applications: International conference, VISIGRAPP 2008, Funchal-Madeira, Portugal, January 22-25, 2008. Revised selected papers (pp. 1–10). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-10226-4_1

52.

Luo

Liu

Pang

P. C. I.

McKay

Chen

Buchanan

Chang

(2025). Enhanced bloom’s educational taxonomy for fostering information literacy in the era of large Language models. Computer Science, 25(5), 1–29. https://doi.org/10.48550/arXiv.2503.19434

53.

Crosthwaite

Sun

Zou

(2024). Exploring ChatGPT literacy in language education: A global perspective and comprehensive approach. Computers and Education: Artificial Intelligence, 7, Article 100278. https://doi.org/10.1016/j.caeai.2024.100278

54.

Morandini

Fraboni

De Angelis

Puzzo

Giusino

Pietrantoni

(2023). The impact of artificial intelligence on workers’ skills: Upskilling and reskilling in organisations. Informing Science, 26(11), 39–68. https://doi.org/10.28945/5078

55.

Murugan

Dev

Kumari

Dwaramwar

P. A.

Somasundaram

Boopathi

(2025). Exploring the cultural impacts of artificial intelligence on sustainable entrepreneurship development. In Essential information systems service management (pp. 221–250). IGI Global.

56.

Narayan

Rodriguez

Araujo

Shaqlaih

Moss

(2013). Constructivism—Constructivist learning theory. In The handbook of educational theories (pp. 169–183). IAP Information Age Publishing.

57.

Nebel

Beege

Schneider

Rey

G. D.

(2024). The learning adversary-An experimental investigation of adaptive pedagogical agents as opponents in educational videogames. Learning and Individual Differences, 110, Article 102425. https://doi.org/10.1016/j.lindif.2024.102425

58.

D. T. K.

Lee

Tan

R. J. Y.

Downie

J. S.

Chu

S. K. W.

(2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445–8501. https://doi.org/10.1007/s10639-022-11491-w

59.

D. T. K.

Leung

J. K. L.

R. C. W.

Chu

S. K. W.

(2023). Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world. Educational Technology Research & Development, 71(1), 137–161. https://doi.org/10.1007/s11423-023-10203-6

60.

Okoye

Hosseini

(2024). T-test statistics in R: Independent samples, paired sample, and one sample T-tests. In R programming: Statistical data analysis in research (pp. 159–186): Springer Nature Singapore. https://doi.org/10.1007/978-981-97-3385-9_8

61.

Pantano

Tavernise

(2009). Learning cultural heritage through information and communication technologies: A case study. International Journal of Information Communication Technologies and Human Development, 1(3), 68–87. https://doi.org/10.4018/jicthd.2009070104

62.

Perchik

J. D.

Smith

A. D.

Elkassem

A. A.

Park

J. M.

Rothenberg

S. A.

Tanwar

Sotoudeh

Sturdivant

Tridandapani

(2023). Artificial intelligence literacy: Developing a multi-institutional infrastructure for AI education. Academic Radiology, 30(7), 1472–1480. https://doi.org/10.1016/j.acra.2022.10.002

63.

Peters

Vold

Robinson

Calvo

R. A.

(2020). Responsible AI—Two frameworks for ethical design practice. IEEE Transactions on Technology and Society, 1(1), 34–47. https://doi.org/10.1109/TTS.2020.2974991

64.

Rahim

I. H. A.

Mukhtar

(2021). Perception of students on entrepreneurship education. International Journal of Business and Social Science, 12(1), 94–102. https://doi.org/10.30845/ijbss.v12n1p13

65.

Rath

Satpathy

Patnaik

B. C. M.

(2019). Augmented reality (Ar) & virtual reality (Vr)-a channel for digital transformation in industrialization fostering innovation & entrepreneurship. International Journal of Innovative Technology and Exploring Engineering, 8(10), 3228–3236. https://doi.org/10.35940/ijitee.J1167.0881019

66.

Rezaei-Zadeh

O’Reilly

Hogan

Cleary

Murphy

(2013, June 12-14). Designing a specific tool for measuring students’ and tutors’ mutual expectations from each other in an e-learning platform [Conference session]. ICELW 2013 conference proceeding: New York, NY, USA. https://learningideasconf.s3.amazonaws.com/Docs/Past/2013/papers/Rezaei-Zadeh_et_al.pdf

67.

Schroeder

N. L.

Craig

S. D.

(2021). Learning with virtual humans: Introduction to the special issue. Journal of Research on Technology in Education, 53(1), 1–7. https://doi.org/10.1080/15391523.2020.1863114

68.

Schroeder

N. L.

Davis

R. O.

Yang

(2025). Designing and learning with pedagogical agents: An umbrella review. Journal of Educational Computing Research, 62(8), 2127–2156. https://doi.org/10.1177/07356331241288476

69.

Shadiev

Chen

Sintawati

Altinay

Kerimbayev

Tlili

(2025). Facilitating cross-cultural competence of students in an interactive VR learning environment. Educational Technology & Society, 28(1), 78-108. https://doi.org/10.30191/ETS.202501_28

70.

Shadiev

Nguyen

T. R. G.

Hwang

W. Y.

(2026). AI-enhanced cross-cultural learning with contextualization, personalization, and socialization in authentic contexts. Interactive Learning Environments, 1–29. https://doi.org/10.1080/10494820.2025.2612252

71.

Shadiev

Wang

Chen

Gayevskaya

Borisov

(2024). Research on the impact of the learning activity supported by 360-degree video and translation technologies on cross-cultural knowledge and attitudes development. Education and Information Technologies, 29(7), 7759–7791. https://doi.org/10.1007/s10639-023-12143-3

72.

Shadiev

Wang

Huang

Y. M.

(2021). Cross-cultural learning in virtual reality environment: Facilitating cross-cultural understanding, trait emotional intelligence, and sense of presence. Educational Technology Research & Development, 69(5), 2917–2936. https://doi.org/10.1007/s11423-021-10044-1

73.

Shadiev

Dang

Sintawati

(2022). Facilitating students’ creativity, innovation, and entrepreneurship in a telecollaborative project. Frontiers in Psychology, 13(4), 1–16. https://doi.org/10.3389/fpsyg.2022.887620

74.

Sharunova

Butt

Qureshi

A. J.

(2018). Transdisciplinary design education for engineering undergraduates: Mapping of bloom’s taxonomy cognitive domain across design stages. Procedia CIRP, 70(28), 313–318. https://doi.org/10.1016/j.procir.2018.02.042

75.

Shi

Shadiev

(2025). A systematic review of online persistent learning: Methodologies, findings and issues. British Journal of Educational Technology, 1–28. https://doi.org/10.1111/bjet.70036

76.

Shonfeld

Cotnam-Kappel

Judge

C. Y.

Ntebutse

J. G.

Williamson-Leadley

Yildiz

M. N.

(2021). Learning in digital environments: A model for cross-cultural alignment. Educational Technology Research & Development, 69(4), 1–20. https://doi.org/10.1007/s11423-021-09967-6

77.

Hall

Suddaby

Ahlstrom

Wei

(2023). Technology, entrepreneurship, innovation and social change in digital economics. Technovation, 119, Article 102484. https://doi.org/10.1016/j.technovation.2022.102484

78.

Siegle

R. F.

Schroeder

N. L.

Lane

H. C.

Craig

S. D.

(2023). Twenty-five years of learning with pedagogical agents: History, barriers, and opportunities. TechTrends, 67(5), 851–864. https://doi.org/10.1007/s11528-023-00869-3

79.

Sikström

Valentini

Sivunen

Kärkkäinen

(2024). Pedagogical agents communicating and scaffolding students’ learning: High school teachers’ and students’ perspectives. Computers & Education, 222, Article 105140. https://doi.org/10.1016/j.compedu.2024.105140

80.

Slater

Wilbur

(1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603–616. https://doi.org/10.1162/pres.1997.6.6.603

81.

Tafazoli

(2024a). Guest editorial: CALLing out culture: The interplay between language, technology and culture. Journal for Multicultural Education, 18(1/2), 1–5. https://doi.org/10.1108/JME-06-2024-240

82.

Tafazoli

(2024b). From virtual reality to cultural reality: Integration of virtual reality into teaching culture in foreign language education. Journal for Multicultural Education, 18(1/2), 6–24. https://doi.org/10.1108/JME-12-2023-0135

83.

Taheri

S. M.

Hesamian

(2013). A generalization of the Wilcoxon signed-rank test and its applications. Statistical Papers, 54(2), 457–470. https://doi.org/10.1007/s00362-012-0443-4

84.

Täks

Tynjälä

Toding

Kukemelk

Venesaar

(2014). Engineering students’ experiences in studying entrepreneurship. Journal of engineering education, 103(4), 573–598. https://doi.org/10.1002/jee.20056

85.

Velander

Taiye

M. A.

Otero

Milrad

(2024). Artificial Intelligence in K-12 Education: Eliciting and reflecting on Swedish teachers’ understanding of AI and its implications for teaching & learning. Education and Information Technologies, 29(4), 4085–4105. https://doi.org/10.1007/s10639-023-11990-4

86.

Walter

(2024). Embracing the future of Artificial Intelligence in the classroom: The relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3

87.

Wang

Yin

Zhang

Zheng

Zhang

Kang

Feng

(2025). The effect of incorporating large language models into the teaching on critical thinking disposition: An “AI+ Constructivism Learning Theory” attempt. Education and Information Technologies, 30(9), 1–23. https://doi.org/10.1007/s10639-024-13244-3

88.

Yeh

H. C.

Tseng

S. S.

Heng

(2022). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609–1618. https://doi.org/10.1080/10494820.2020.1734625

89.

Zhang

Jing

(2022). Application of artificial intelligence technology in cross-cultural communication of intangible cultural heritage. Mathematical Problems in Engineering, 2022(1), 1–12. https://doi.org/10.1155/2022/6563114

90.

Zhang-Zhang

Rohlfer

Varma

(2022). Strategic people management in contemporary highly dynamic VUCA contexts: A knowledge worker perspective. Journal of Business Research, 144(5), 587–598. https://doi.org/10.1016/j.jbusres.2021.12.069

91.

Zygmont

C. S.

(2023). Managing the assumption of normality within the general linear model with small samples: Guidelines for researchers regarding if, when and how. The Quantitative Methods for Psychology, 19(4), 302–332. https://doi.org/10.20982/tqmp.19.4.p302

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.12 MB

0.00 MB