ד"ר אלנה [אילנה] דובובי

Publications:

Dubovi, I., Levy, S.T. & Dagan, E. (2015).  The Contribution of Computerized Simulation to Medication Dosage Calculation Skills. Guf Yeda, 13, 4-12.  (in Hebrew, included in the VATAT list).

 

Dubovi I, Levy ST, & Dagan E. (2017). Now I know how! The learning process of medication administration among1. nursing students with non-immersive desktop virtual reality simulation. Computers & Education, 113, 16-27.     

                                                                 

Dubovi I, Dagan E, Sader-Mazbar O, Nasar L, & Levy ST. (2018). Nursing Students Learning the Pharmacology of Diabetes Mellitus with Complexity-Based Computerized Models: A Quasi-Experimental Study. Nurse Education Today, 61, 175-181.  

                                                                           

Levy S.T, Peleg R, Ofeck E, Tabor N, Dubovi I, Bluestein S, & Ben-Zur H. (2018). Designing for discovery learning of complexity principles of congestion by driving together in the traffic Jams simulation. Instructional Science, 46, 105-132.  

                                                                                                          

Dubovi I. (2018). Designing for online computer-based clinical simulations: evaluation of instructional approaches. Nurse Education Today, 69; 67-73

 

Dubovi I, Levy, S.T. & Dagan, E. (2018). Situated Simulation Based Learning Environment to Improve Proportional Reasoning in Nursing Students.  International Journal of Science and Mathematics Education, 1-19.  

 

Dagan, E., Dubovi, I., Levy, M., Zuckerman‐Levin, N., & Levy, S. T. (2019). Adherence to diabetes care: knowledge of biochemical processes has a high impact on glycemic control among adolescents with type‐1 diabetes. Journal of Advanced Nursing.‏   

  

Dubovi, I. (2019). Online Computer-Based Clinical Simulations: The Role of Visualizations. Clinical Simulation in Nursing, 33, 35-41.‏     

 

Dubovi, I., & Lee, V. R. (2019). Instructional support for learning with agent-based simulations: A tale of vicarious and guided exploration learning approaches. Computers & Education, 142.

 

Lee, V. R., & Dubovi, I. (2019). At Home With Data: Family Engagements With Data Involved in Type 1 Diabetes Management. Journal of the Learning Sciences, 1-21.‏

 

Dubovi, I., Levy, S. T., Levy, M., Zuckerman Levin, N., & Dagan, E. (2020). Glycemic control in adolescents with type 1 diabetes: Are computerized simulations effective learning tools? Pediatric Diabetes. https://doi.org/10.1111/pedi.12974  

 

Dubovi, I., & Tabak, I. (2020). An empirical analysis of knowledge co-construction in YouTube comments. Computers & Education, 103939. https://doi.org/10.1016/j.compedu.2020.103939

 

Amit Aharon, A.,  Ruban, A.,  & Dubovi, I. (2020). Knowledge and information credibility evaluation strategies regarding COVID-19: A cross-sectional study. Nursing Outlook. https://doi.org/10.1016/j.outlook.2020.09.001

 

Aharon, A. A., Dubovi, I., & Ruban, A. Differences in mental health and health-related quality of life between the Israeli and Italian population during a COVID-19 quarantine. Quality of Life Research, 1-10. https://doi.org/10.1007/s11136-020-02746-5

 

Dubovi, I., & Tabak, I. (2021). Interactions between emotional and cognitive engagement with science on YouTube. Public Understanding of Science, 0963662521990848.‏ https://doi.org/10.1177/0963662521990848 

 

Dubovi, I. (2022). Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology. Computers & Education, 104495. https://doi.org/10.1016/j.compedu.2022.104495

 

Dubovi, I. (2022). Learning with virtual reality simulations: direct versus vicarious instructional experience. Interactive Learning Environments, 1-13.  https://doi.org/10.1080/10494820.2022.2042313

 

Dubovi, I., Ruban, A., & Amit Aharon, A. (2022). The Role of Science-Based Knowledge on the SARS-CoV-2 Virus in Reducing COVID-19-Induced Anxiety among Nurses. International Journal of Environmental Research and Public Health, 19(12), 7070. https://doi.org/10.3390/ijerph19127070 

 

Dubovi, I., & Itzhaki, M. (2022). Playing the Role of a Nurse in a Virtual Reality Simulation: A Safe Environment for Emotion Management. Nurse Educator, 10-1097.‏doi: 10.1097/NNE.0000000000001269

 

Dubovi, I. & Adler., I.  (2022) The impact of COVID-19 induced anxiety on students’ engagement while learning with online computer-based simulations: the mediating role of boredom. Interactive Learning Environments. DOI: https://doi.org/10.1080/10494820.2022.2100427

 

Liberman, L., & Dubovi, I. (2022). The effect of the modality principle to support learning with virtual reality: An eye‐tracking and electrodermal activity study. Journal of Computer Assisted Learning.‏ https://doi.org/10.1111/jcal.12763

 

Tabak, I., &  Dubovi, I. (2023).  What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID-19. Science Education,  1– 30. https://doi.org/10.1002/sce.21789

 

Dubovi. I. (2023). Facial expressions capturing emotional engagement while learning with desktop VR: the impact of emotional regulation and personality traits. Interactive Learning Environments. DOI: https://doi.org/10.1080/10494820.2023.2208173

 

Borer, H., & Dubovi, I. (2023). Fostering childbirth education on upright positions and mobility during labor in nulliparous women. BMC Pregnancy and Childbirth, 23(1), 870.‏ DOI: https://doi.org/10.1186/s12884-023-06166-4

 

Merav Siani, Ilana Dubovi, Anna Borushko & Michal Haskel-Ittah (2024) Teaching immunology in the 21st century: a scoping review of emerging challenges and strategies, International Journal of Science Education, DOI: https://doi.org/10.1080/09500693.2023.2300380

 

Saban, M., & Dubovi, I. (2024). A comparative vignette study: Evaluating the potential role of a generative AI model in enhancing clinical decision‐making in nursing. Journal of Advanced Nursing. https://doi.org/10.1111/jan.16101 

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