Citations (75)
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Yulin Chen. (2023) Using a Game-Based Translation Learning App and Google Apps to Enhance Translation Skills: Amplification and Omission. International Journal of Human–Computer Interaction 39:20, pages 3894-3908.
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Tuncer Akbay, Neşe Sevim-Cirak & Osman Erol. (2023) Re-Examining the Effect of Audience Response Systems on Learning Outcomes: Evidence from the Last Decade. International Journal of Human–Computer Interaction 0:0, pages 1-15.
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Qing Yu & Kun Yu. (2023) The effects of gamified flipped classroom on student learning: evidence from a meta-analysis. Interactive Learning Environments 0:0, pages 1-16.
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Di Zou, Shuqiong Luo, Haoran Xie & Gwo-Jen Hwang. (2022) A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35:8, pages 1811-1837.
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Shu-Chen Cheng, Gwo-Jen Hwang & Chiu-Lin Lai. (2022) Critical research advancements of flipped learning: a review of the top 100 highly cited papers. Interactive Learning Environments 30:9, pages 1751-1767.
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Rabeya Khatoon & Elinor Jones. (2022) Flipped small group classes and peer marking: incentives, student participation and performance in a quasi-experimental approach. Assessment & Evaluation in Higher Education 47:6, pages 910-927.
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Michael Yi-chao Jiang, Morris Siu-yung Jong, Wilfred Wing-fat Lau, Ching-sing Chai, Kelly Shu-xia Liu & Moonyoung Park. (2022) A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model. Computer Assisted Language Learning 35:5-6, pages 1218-1249.
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Alberto Andujar & Fátima Zahra Nadif. (2022) Evaluating an inclusive blended learning environment in EFL: a flipped approach. Computer Assisted Language Learning 35:5-6, pages 1138-1167.
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Kai Wang, Chang Zhu, Shihua Li & Guoyuan Sang. (2022) Using revised community of inquiry framework to scaffold MOOC-based flipped learning. Interactive Learning Environments 0:0, pages 1-13.
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Justin Robertson. (2022) Real time learning during and after the pandemic: how to productively use chat and polling. Interactive Learning Environments 0:0, pages 1-12.
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Ruofei Zhang & Di Zou. (2022) Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning 35:4, pages 696-742.
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Anne-Marie Sénécal, Walcir Cardoso & Vanessa Mezzaluna. (2022)
Make Words Click! Learning English Vocabulary with clickers: users’ perceptions. Computer Assisted Language Learning 0:0, pages 1-23.
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Simon C. H. Chan & Stephen Ko. (2021) The dark side of personal response systems (PRSs): Boredom, feedback, perceived learning, learning satisfaction. Journal of Education for Business 96:7, pages 435-444.
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Hojjat Dehghanzadeh, Hashem Fardanesh, Javad Hatami, Ebrahim Talaee & Omid Noroozi. (2021) Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning 34:7, pages 934-957.
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Haimanti Banerjee & Josephine E. Olson. (2021) What learning tools do students prefer? An assessment of undergraduate business courses. Journal of Education for Business 96:5, pages 275-283.
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Moon-Heum Cho, Seung Won Park & Sang-eun Lee. (2021) Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education 46:3, pages 509-522.
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Cristina González Ruiz. (2021) The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective. Journal of Spanish Language Teaching 8:1, pages 63-78.
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Fransonet Reyneke, Lizelle Fletcher & Ansie Harding. (2021) Enhancing a Flipped Statistics First Year Course by Using QT-Clickers. Journal of Statistics and Data Science Education 29:1, pages 71-83.
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Morteza Mellati & Marzieh Khademi. (2020) MOOC-based educational program and interaction in distance education: long life mode of teaching. Interactive Learning Environments 28:8, pages 1022-1035.
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Samira Alirezabeigi, Jan Masschelein & Mathias Decuypere. (2020) Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school. Learning, Media and Technology 45:2, pages 193-207.
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Sara A. Newland & Bridget Black. (2020) More Than Multiple Choice: A Toolbox for Incorporating Clickers Into Political Science Courses. Journal of Political Science Education 16:2, pages 158-175.
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Chenchen Liu, Sarah Sands-Meyer & Jacques Audran. (2019) The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments 27:8, pages 1178-1191.
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Biyun Huang, Khe Foon Hew & Chung Kwan Lo. (2019) Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments 27:8, pages 1106-1126.
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Emma Mayhew. (2019) No Longer a Silent Partner: How Mentimeter Can Enhance Teaching and Learning Within Political Science. Journal of Political Science Education 15:4, pages 546-551.
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