Tác động của trò chơi hóa đến hiệu quả học tập: Vai trò trung gian của hài lòng và gắn kết

Aliabadi, R. B., & Weisi, H. (2023). Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective. International Journal of Educational Research Open, 5(3), 60-64.

Alsadoon, E., Alkhawajah, A., & Suhaim, A. B. J. H. (2022). Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction. Heliyon, 8(2), 45-52.

Amin, I., Yousaf, A., Walia, S., & Bashir, M. (2022). What shapes e-learning effectiveness among tourism education students? An empirical assessment during Covid-19. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, Article 100337.

Aparicio, M., Oliveira, T., Bacao, F., & Painho, M. J. I. (2019). Gamification: A key determinant of massive open online course (mooc) success. Information & Management, 56(1), 39-54.

Bai, Y., Mo, D., Zhang, L., Boswell, M., & Rozelle, S. J. C. (2016). The impact of integrating ICT with teaching: Evidence from a randomized controlled trial in rural schools in China. Computers & Education, 96(6), 1-14.

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61-79.

Bitrián, P., Buil, I., & Catalán, S. (2021). Enhancing user engagement: The role of gamification in mobile apps. Journal of Business Research, 132(10), 170-185.

Bossman, A., & Agyei, S. K. (2022). Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana. Heliyon, 8(4), 82-87.

Bozkurt, A., & Durak, G. (2018). A systematic review of gamification research: In pursuit of homo ludens. International Journal of Game-Based Learning, 8(3), 15-33.

Chang, J. Y. F., Wang, L. H., Lin, T. C., Cheng, F. C., & Chiang, C. P. (2021). Comparison of learning effectiveness between physical classroom and online learning for dental education during the Covid-19 pandemic. Journal of dental sciences, 16(4), 1281-1289.

Damnjanovic, V., Jednak, S., & Mijatovic, I. (2015). Factors affecting the effectiveness and use of moodle: Students’ perception. Interactive Learning Environments, 23(4), 496-514.

Darling-Aduana, J., & Heinrich, C. J. (2018). The role of teacher capacity and instructional practice in the integration of educational technology for emergent bilingual students. Computers & Education, 126(12), 417-432.

El-Sayad, G., Md Saad, N. H., & Thurasamy, R. (2021). How higher education students in Egypt perceived online learning engagement and satisfaction during the Covid-19 pandemic. Journal of Computers in Education, 8(4), 527-550.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.

Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43(9), 1-4.

Garcia-Marquez, C., & Bauer, K. N. (2021). An examination and extension of the theory of gamified learning: The moderating role of goal orientation. Simulation & Gaming, 52(4), 407-434.

Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2-24.

Hair, J. F., Sarstedt, M., Hopkins, L., & Kuppelwieser, V. G. (2014). Partial Least Squares Structural Equation Modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121.

Hanaysha, J. R., Shriedeh, F. B., & In’airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3(2), 30-35.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80(8), 152-161.

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135.

Huang, B., Hew, K. F., & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106-1126.

Jääskä, E., & Aaltonen, K. (2022). Teachers’ experiences of using game-based learning methods in project management higher education. Project Leadership and Society, 3(1), 15-22.

Joo, Y. J., So, H. J., & Kim, N. H. (2018). Examination of relationships among students’ self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & Education, 122(9), 260-272.

Kamboj, S., Rana, S., & Drave, V. A. (2020). Factors driving consumer engagement and intentions with gamification of mobile apps. Journal of Electronic Commerce in Organizations, 18(2), 17-35.

Kim, S. H., & Park, S. (2021). Influence of learning flow and distance e-learning satisfaction on learning outcomes and the moderated mediation effect of social-evaluative anxiety in nursing college students during the Covid-19 pandemic: A cross-sectional study. Nurse Education in Practice, 56(7), 349-355.

Kim, Y. H., Kim, D. J., & Wachter, K. (2013). A study of Mobile User Engagement (MoEN): Engagement motivations, perceived value, satisfaction, and continued engagement intention. Decision Support Systems, 56(9), 361-370.

Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125(10), 88-95.

Lan, M., & Hew, K. F. (2020). Examining learning engagement in MOOCs: A self-determination theoretical perspective using mixed method. International Journal of Educational Technology in Higher Education, 17(1), 1-24.

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768.

Lee, Y. K., Lee, C. K., Lee, S. K., & Babin, B. J. (2008). Festivalscapes and patrons’ emotions, satisfaction, and loyalty. Journal of Business Research, 61(1), 56-64.

Leftheriotis, I., Giannakos, M. N., & Jaccheri, L. (2017). Gamifying informal learning activities using interac-tive displays: An empirical investigation of students’ learning and engagement. Smart Learning Environments, 4(1), 1-19.

Mitchell, R., Schuster, L., & Jin, H. S. (2020). Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun? Journal of Business Research, 106(12), 323-330.

Nguyen, B., V., & Nguyen, B., V. (2023). Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness. Cogent Education, 10(2), 121-131.

Ortiz-Rojas, M., Chiluiza, K., & Valcke, M. (2019). Gamification through leaderboards: An empirical study in engineering education. Computer Applications in Engineering Education, 27(4), 777-788.

Orús, C., Barlés, M.J., Belanche, D., Casaló, L., Fraj, E., & Gurrea, R. (2016). The effects of learner-generated videos for YouTube on learning outcomes and satisfaction. Computers & Education, 95(6), 254-269.

Oubibi, M., Chen, G., Fute, A., & Zhou, Y. (2023). The effect of overall parental satisfaction on Chinese students’ learning engagement: Role of student anxiety and educational implications. Heliyon, 9(3), 13-29.

Panigrahi, R., Srivastava, P. R., & Panigrahi, P. K. (2021). Effectiveness of e-learning: The mediating role of student engagement on perceived learning effectiveness. Information Technology & People, 34(7), 1840-1862.

Park, E. (2020). User acceptance of smart wearable devices: An expectation-confirmation model approach. Telematics and Informatics, 47(4), 238-250.

Pérez-Pérez, M., Serrano-Bedia, A. M., & García-Piqueres, G. (2020). An analysis of factors affecting students perceptions of learning outcomes with Moodle. Journal of Further and Higher Education, 44(8), 1114-1129.

Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 198-222.

Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment.E-Learning & Digital Media, 17(1), 1-20.

Rajabalee, Y. B., & Santally, M. I. (2021). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623-2656.

Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: A framework. Journal of Further and Higher Education, 45(7), 999-1012.

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69(12), 371-380.

Samsen-Bronsveld, H. E., van der Ven, S. H., Bogaerts, S., Greven, C. U., & Bakx, A. W. (2022). Sensory processing sensitivity does not moderate the relationship between need satisfaction, motivation and behavioral engagement in primary school students. Personality and Individual Differences, 195(15), 962-970.

Shute, V. J., D’Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., ... Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86(9), 224-235.

Suh, A., Wagner, C., & Liu, L. (2018). Enhancing user engagement through gamification. Journal of Computer Information Systems, 58(3), 204-213.

Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.

Tang, H., Xing, W., & Pei, B. (2018). Exploring the temporal dimension of forum participation in MOOCs. Distance Education, 39(3), 353-372.

Tao, W., Lee, Y., Sun, R., Li, J. Y., & He, M. (2022). Enhancing employee engagement via leaders’ motivational language in times of crisis: Perspectives from the Covid-19 outbreak. Public Relations Review, 48(1), 151-158.

Trimmel, M., & Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151-158.

Wan, J., Lu, Y., Wang, B., & Zhao, L. (2017). How attachment influences users’ willingness to donate to content creators in social media: A socio-technical systems perspective. Information & Management, 54(7), 837-850.

Wang, M., & Zheng, X. (2021). Using game-based learning to support learning science: A study with middle school students. The Asia-Pacific Education Researcher, 30(5), 167-176.

Weintrop, D., Holbert, N., Horn, M. S., & Wilensky, U. (2016). Computational thinking in constructionist video games. International Journal of Game-Based Learning, 6(1), 1-17.

Wirani, Y., Nabarian, T., & Romadhon, M. S. (2022). Evaluation of continued use on Kahoot! as a gamification-based learning platform from the perspective of Indonesia students. Procedia Computer Science, 197(8), 545-556.

Xia, X. (2022). Diversion inference model of learning effectiveness supported by differential evolution strategy. Computers and Education: Artificial Intelligence, 3, Article 100071.

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30(6), 44-58.

Zhang, L., & Tsung, L. (2021). Learning Chinese as a second language in China: Positive emotions and enjoyment. System, 96(4), 15-33.

Zhou, L. H., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2019). Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology, 58(5), 323-330.

Xem thêm