The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course

Author:

Aşıksoy Gülsüm

Publisher

Springer Science and Business Media LLC

Subject

General Social Sciences,Statistics and Probability

Reference67 articles.

1. Abeysekera, L., Dawson, P.: Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. High. Educ. Res. Dev. 34(1), 1–14 (2015). doi: 10.1080/07294360.2014.934336

2. Altinay, F., Dagli, G., Altınay, Z.: Role of technology and management in tolerance and reconciliation education. Qual. Quant. (2016). doi: 10.1007/s11135-016-0419-x

3. Attali, Y., Arieli-Attali, M.: Gamification in assessment: Do points affect test performance? Comput. Educ. 83, 57–63 (2015)

4. Bergmann, J., Sams, A.: Flip your Classroom: Reach Every Student in Every Class Every Day. International Society for Technology in Education, Eugene (2012)

5. Bishop, J.L., Verleger, M.A.: The flipped classroom: a survey of the research. Paper presented at the 120th ASEE National conference proceedings, Atlanta, GA (2013)

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