Evaluation of Good Practices of Using Rewards in Online Classrooms Based on the Five Principles of Motivation
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-99-7559-4_8
Reference20 articles.
1. Bai, S., Gonda, D. E., & Hew, K. F. (2021, December). Effects of tangible rewards on student learning performance, knowledge construction, and perception in fully online gamified learning. In 2021 IEEE International Conference on Engineering, Technology & Education, Wuhan, China. (pp. 899–904). https://doi.org/10.1109/TALE52509.2021.9678741
2. Deci, E., Cascio, W., & Krusell, J. (1975). Cognitive Evaluation Theory and Some Comments on the Calder and Staw Critique. Journal of Personality and Social Psychology, 31, 81–85. https://doi.org/10.1037/h0076168
3. Deci, E., Koestner, R., & Ryan, R. (2001). Extrinsic rewards and intrinsic motivation in education: reconsidered once again. Review of Educational Research—REV EDUC RES, 71, 1–27. https://doi.org/10.3102/00346543071001001
4. Duggal, K., Singh, P., & Gupta, L. (2021). Impact of gamification, games, and game elements in education. In pp. 201–210. https://doi.org/10.1007/978-3-030-66218-9_23
5. Filgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10, 16–37. https://doi.org/10.9734/AJESS/2020/v10i430273
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