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Gamifying and Mobilising Social Enquiry-Based Learning in Authentic Outdoor Environments.
16 references·5 citing·33 second hop
Gamifying and Mobilising Social Enquiry-Based Learning in Authentic Outdoor Environments. (2018)Gamifying and Mobilising Social Enquiry-B…Art as Experience (1934) (2026)Art as Experience (1934)Developing a Theory of Gamified Learning (2014)Developing a Theory of Gamifi…Gamifying learning experiences: Practical implications and outcomes (2013)Gamifying learning experience…A social gamification framework for a K-6 learning platform (2012)A social gamification framewo…From game design elements to gamefulness (2011)From game design elements to …Learning science in informal environments : people, places, and pursuits (2009)Learning science in informal …Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education (2006)Bridging In-school and Out-of…Knowledge Building (2005)Knowledge BuildingA Theory of Fun for Game Design (2004)A Theory of Fun for Game Desi…Qualitative Research Design: An Interactive Approach (1996)Qualitative Research Design: …Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. (1996)Intrinsic motivation and the …Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Flow: the psychology of optimal experience (1990)Flow: the psychology of optim…Actual Minds, Possible Worlds. (1986)Actual Minds, Possible Worlds.Toward a Theory of Intrinsically Motivating Instruction* (1981)Toward a Theory of Intrinsica…Science of Education and the Psychology of the Child (1971)Science of Education and the …Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy (2024)Factors Influencing Universit…Hong Kong high school students' perceptions of the new secondary school curriculum (2022)Hong Kong high school student…Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach (2020)Facilitating knowledge constr…Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts (2020)Does gamification improve stu…Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3‐year study (2019)Sustaining the adoption of ga…The origins of intelligence in children. (1952)Science and Human Behavior (1953)Human Problem Solving. (1973)Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)Flow: The Psychology of Optimal Experience (1991)Rules of Play: Game Design Fundamentals (2003)Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification (2014)Gamification in theory and action: A survey (2014)How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)Experience and Education (1986)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Situated Cognition and the Culture of Learning (1989)Games, Motivation, and Learning: A Research and Practice Model (2002)The Four-Phase Model of Interest Development (2006)A meta-analysis of the cognitive and motivational effects of serious games. (2013)Flow: The Psychology of Optimal Experience (1991)The Gamification of Learning: a Meta-analysis (2019)Should There Be a Three-Strikes Rule Against Pure Discovery Learning? (2004)Does discovery-based instruction enhance learning? (2010)Determining Validity in Qualitative Inquiry (2000)Techniques to Identify Themes (2003)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Qualitative Analysis for Social Scientists (1987)Stories of Experience and Narrative Inquiry (1990)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)A threat in the air: How stereotypes shape intellectual identity and performance. (1997)Subjective well-being: Three decades of progress. (1999)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)What Is Agency? (1998)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1990Flow: the psychology of optimal experience12,655 cited
  • 2011From game design elements to gamefulness11,928 cited
  • 1996Qualitative Research Design: An Interactive Approach11,576 cited
  • 1986Actual Minds, Possible Worlds.6,646 cited
  • 2026Art as Experience (1934)5,233 cited
  • 2013Gamifying learning experiences: Practical implications and outcomes2,410 cited
  • 1981Toward a Theory of Intrinsically Motivating Instruction*2,305 cited
  • 1971Science of Education and the Psychology of the Child1,900 cited
  • 1996Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice.1,653 cited
  • 2005Knowledge Building1,446 cited
  • 2009Learning science in informal environments : people, places, and pursuits1,226 cited
  • 2014Developing a Theory of Gamified Learning1,223 cited
  • 2004A Theory of Fun for Game Design1,110 cited
  • 2012A social gamification framework for a K-6 learning platform953 cited
  • 2006Bridging In-school and Out-of-school Learning: Formal, Non-Formal, and Informal Education

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  • 2020Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts993 cited
  • 2024Factors Influencing University Students’ Behavioral Intention to Use Generative Artificial Intelligence: Integrating the Theory of Planned Behavior and AI Literacy467 cited
  • 2020Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach57 cited
  • 2019Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3‐year study34 cited
  • 2022Hong Kong high school students' perceptions of the new secondary school curriculum10 cited