Prediction of students’ learning outcomes by various variables in gamified online accounting courses
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-11873-8.pdf
Reference48 articles.
1. Aşıksoy, G. (2018). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality & Quantity, 52(1), 129–145. https://doi.org/10.1007/s11135-017-0597-1
2. Barrio, C. M., Muñoz-Organero, M., & Soriano, J. S. (2015). Can gamification improve the benefits of student response systems in learning? An experimental study. IEEE Transactions on Emerging Topics in Computing, 4(3), 429–438. https://doi.org/10.1109/TETC.2015.2497459
3. Baydas, O., & Cicek, M. (2019). The examination of the gamification process in undergraduate education: A scale development study. Technology Pedagogy and Education, 28(3), 269–285. https://doi.org/10.1080/1475939X.2019.1580609
4. Bicen, H., & Kocakoyun, S. (2018). Perceptions of students for gamification approach: Kahoot as a case study. International Journal of Emerging Technologies in Learning, 13(2). https://doi.org/10.3991/ijet.v13i02.7467
5. Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2021). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 1–14. https://doi.org/10.1080/10494820.2019.1623267
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