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Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment

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References

2008The qualitative content analysis process26,312 cited
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2000Attaining Self-Regulation8,045 cited
2017A Review of Self-regulated Learning: Six Models and Four Directions for Research4,169 cited
2000Attaining self-regulation : a social cognitive perspective1,719 cited
2014Enhancing Student Engagement Using the Flipped Classroom1,222 cited
2008Measuring self-regulation in online and blended learning environments975 cited
2016A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course884 cited
2020The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies567 cited
2023Flipped classroom in higher education: a systematic literature review and research challenges447 cited
2020Can gamification help to improve education? Findings from a longitudinal study301 cited
2016Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom268 cited
2018Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts266 cited
2020

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Self-regulated learning support in flipped learning videos enhances learning outcomes

236 cited

2019Granularity matters: comparing different ways of measuring self-regulated learning214 cited

2019Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance196 cited

Cited by

2025Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining23 cited
2025Exploring effortless AI-generated gamified quizzes in an online special education module: evaluating question quality, student engagement, and its potential to identify at-risk students23 cited