Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom-Reference-Cited by-同舟云学术

Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom

Published:2024-06-07 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Chen Chuang^ORCID,Jamiat Nurullizam^ORCID,Abdul Rabu Siti Nazleen^ORCID,Mao Yongchun^ORCID

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s10639-024-12789-7.pdf

Reference72 articles.

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3. Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283. https://doi.org/10.1016/j.compedu.2018.09.013

4. Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

5. Bai, B., Wang, J., & Zhou, H. (2022). An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning, 35(9), 2265–2290. https://doi.org/10.1080/09588221.2020.1871030