Reference37 articles.
1. C.Y. Chen, H.J. Huang, C.J. Lien, Y.L. Lu, Effects of multi-genre digital game-based instruction on student’s conceptual understanding, argumentation skills, and learning experiences. IEEE Access 8, 110643–110655 (2020). https://doi.org/10.1109/ACCESS.2020.3000659
2. C. Harteveld, N. Javvaji, T. Machado, Y.V. Zastavker, V. Bennett, T. Abdoun, Gaming4all: reflecting on diversity, equity, and inclusion for game-based engineering education, in 2020 IEEE Frontiers in Education Conference (2020), pp. 1–9. http://doi.org/10.1109/FIE44824.2020.9274176
3. D.K.M.P.M. Dassanayake, S. Wijesinghe, T.L. Jayasiri, K.A.R. Keenawinna, W.H. Rankothge, N.D. Gamage, AwareME: public awareness through game-based learning, in 2020 IEEE Region 10 Conference, November 2020, pp. 662–666. http://doi.org/10.1109/TENCON50793.2020.9293720
4. J. Llerena-Izquierdo, A. Valverde-Macias, Google classroom as a blended learning and m-learning strategy for training representatives of the student federation of the Salesian Polytechnic University (Guayaquil, Ecuador). Adv. Intell. Syst. Comput. 1273 AISC, 391–401 (2021). http://doi.org/10.1007/978-3-030-59194-6_32
5. J.L. Izquierdo, M.R. Alfonso, M.A. Zambrano, J.G. Segovia, Aplicación móvil para fortalecer el aprendizaje de ajedrez en estudiantes de escuela utilizando realidad aumentada y m-learning. Rev. Ibérica Sist. e Tecnol. Informação. 120–133 (2019)
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献