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Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT
16 references·0 citing·42 second hop
Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT (2025)Uncurtaining windows of motivation, enjoy…A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education (2023)A Conversation on Artificial …Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)Researching and Practicing Po…The effect of using Kahoot! for learning – A literature review (2020)The effect of using Kahoot! f…Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Intrinsic and extrinsic motiv…Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2017)Foreign language enjoyment an…Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016)Why students become more enga…How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction (2016)How gamification motivates: A…The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014)The two faces of Janus? Anxie…Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification (2014)Does Gamification Work? -- A …Emotions that facilitate language learning: The positive-broadening power of the imagination (2012)Emotions that facilitate lang…From Game Design Elements to Gamefulness: Defining “Gamification” (2011)From Game Design Elements to …Interactive Multimodal Learning Environments (2007)Interactive Multimodal Learni…The broaden–and–build theory of positive emotions (2004)The broaden–and–build theory …The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Autonomy and motivation a literature review (1995)Autonomy and motivation a lit…Principles of Language Learning and Teaching (1981)Principles of Language Learni…Foreign Language Classroom Anxiety (1986)Flow: the psychology of optimal experience (1990)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research (2019)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Multimedia Learning (2002)What Video Games Have to Teach Us about Learning and Literacy (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Confusion can be beneficial for learning (2012)Using multimedia for e‐learning (2017)Emotion And Adaptation (1991)Positive psychology: An introduction. (2000)Teachers resilience: A necessary condition for effectiveness (2006)Well-Being for Public Policy (2009)Positive Emotions Broaden and Build (2013)The theory of planned behavior (1991)From game design elements to gamefulness (2011)Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance (2014)The Rise of Motivational Information Systems: A Review of Gamification Research (2017)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being (2001)Self‐determination theory and work motivation (2005)Intrinsic Motivation and Self-Determination in Human Behavior (1985)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)The Gamification of Learning: a Meta-analysis (2019)Basic psychological need theory: Advancements, critical themes, and future directions (2020)The impact of gamification on learning and instruction: A systematic review of empirical evidence (2020)A typology of reviews: an analysis of 14 review types and associated methodologies (2009)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Variability of teachers’ technology integration in the classroom: A matter of utility! (2021)Effect of Digital Game-Based Learning on Student Engagement and Motivation (2023)Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study (2024)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021)Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice (2021)Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021)A Transdisciplinary Framework for SLA in a Multilingual World (2016)Gamification for health and wellbeing: A systematic review of the literature (2016)A systematic review of gamification in e-Health (2017)Gamifying education: what is known, what is believed and what remains uncertain: a critical review (2017)
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References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 2020Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions6,009 cited
  • 2014Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification5,197 cited
  • 2004The broaden–and–build theory of positive emotions4,212 cited
  • 2016How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction2,059 cited
  • 2014The two faces of Janus? Anxiety and enjoyment in the foreign language classroom1,752 cited
  • 2007Interactive Multimodal Learning Environments1,676 cited
  • 2011From Game Design Elements to Gamefulness: Defining “Gamification”1,340 cited
  • 2020The effect of using Kahoot! for learning – A literature review900 cited
  • 2012Emotions that facilitate language learning: The positive-broadening power of the imagination842 cited
  • 2017Foreign language enjoyment and anxiety: The effect of teacher and learner variables778 cited
  • 2021Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions760 cited
  • 2016Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model736 cited

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  • 1981Principles of Language Learning and Teaching716 cited
  • 1995Autonomy and motivation a literature review701 cited
  • 2023A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education599 cited
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