Tác động của yếu tố đắm chìm trong trò chơi hóa đến động lực nội tại của sinh viên đại học Việt Nam

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

Bormann, K. C. (2020). Turning daily time pressure into a creative day: The interactionist roles of employee neuroticism and time pressure dispersion. Applied Psychology, 69(3), 589-615.

Checa, D., & Bustillo, A. (2019). A review of immersive virtual reality serious games to enhance learning and training. Multimedia Tools and Applications, 79(9), 5501-5527.

Checa, D., Miguel-Alonso, I., & Bustillo, A. (2023). Immersive virtual-reality computer-assembly serious game to enhance autonomous learning. Virtual Reality, 27(4), 3301-3318.

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.

Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109-134.

Groening, C., & Binnewies, C. (2021). The more, the merrier?How adding and removing game design elements impact motivation and performance in a gamification environment. International Journal of Human - Computer Interaction, 37(12), 1130-1150.

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., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), Article 100027.

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, 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.

Imran, R., Fatima, A., Salem, I. E., & Allil, K. (2023). Teaching and learning delivery modes in higher education: Looking back to move forward post-Covid-19 era. The International Journal of Management Education, 21(2), Article 100805.

Jacob, A., Faatz, A., Knueppe, L., & Teuteberg, F. (2022). The impact of gamification on macro-and micro-level social structures - The case of an industrial organization. International Journal of Human - Computer Interaction, 38(7), 614-630.

Karimi, S., & Sotoodeh, B. (2019). The mediating role of intrinsic motivation in the relationship between basic psychological needs satisfaction and academic engagement in agriculture students. Teaching in Higher Education.

Kock, F., Berbekova, A., & Assaf, A. G. (2021). Understanding and managing the threat of common method bias: Detection, prevention and control. Tourism Management, 86, Article 104330.

Koch, F. D., Dirsch-Weigand, A., Awolin, M., Pinkelman, R. J., & Hampe, M. J. (2017). Motivating first-year university students by interdisciplinary study projects. European Journal of Engineering Education, 42(1), 17-31.

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, 45, 191-210.

Lai, C. Y., Cheung, K. Y., & Chan, C. S. (2023). Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: An extension of the technology acceptance model. Computers and Education: Artificial Intelligence, 5, Article 100178.

Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534.

Mendoza, N. B., Yan, Z., & King, R. B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193, Article 104663.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom applying Self-Determination Theory to educational practice. Theory and Research in Education, 7, 133-144.

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), Article 2265276.

Nguyen, B. V., & Nguyen, B. V. (2024). Tác động của trò chơi hóa đến hiệu quả học tập: Vai trò trung gian của hài lòng và gắn kết [The impact of gamification on learning performance: The mediating role of satisfaction and engagement]. Tạp chí Khoa học Đại học Mở Thành phố Hồ Chí Minh-Kinh tế và Quản trị Kinh doanh, 19(7), 16-31.

Nguyen, B. V., Nguyen, B. V., & Nguyen, C. D. (2023). Dataset on the effect of gamification elements on learning effectiveness among Vietnamese students. Data in Brief, 51, Article 109734.

Nguyen, B. V., Nguyen, C. D., & Nguyen, B. V. (2024). How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation. Interactive Learning Environments, 1-19.

Nguyen, B. V., Nguyen, B. V., Nguyen, T. T. P., & Nguyen, A. V. (2024). Trò chơi hóa trong học tập: Nâng cao sự tương tác, sự hài lòng và cải thiện hiệu quả học tập của người học [Gamification in learning: Increasing engagement, satisfaction, and improving learning effectiveness of learners]. Tạp chí Kinh tế và Phát triển, 321(2), 130-139.

Nguyen, H. H., Nguyen, B. V., & Nguyen, Y. H. T. (2023). Attitudes towards gamification advertising in Vietnam: A social commerce context. Behaviour & Information Technology, 43(5), 845-861.

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.

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Podsakoff, P. M., Podsakoff, N. P., Williams, L. J., Huang, C., & Yang, J. (2024). Common method bias: It’s bad, it’s complex, it’s widespread, and it’s not easy to fix. Annual Review of Organizational Psychology and Organizational Behavior, 11, 17-61.

Putz, L. M., Hofbauer, F., & Treiblmaier, H. (2020). Can gamification help to improve education? Findings from a longitudinal study. Computers in Human Behavior, 110, Article 106392.

Qian, T. Y., Wang, J. J., Zhang, J. J., & Hulland, J. (2020). Fulfilling the basic psychological needs of esports fans: A self-determination theory approach. Communication & Sport.

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Sabol, M., Hair, J., Cepeda, G., Roldán, J. L., & Chong, A. Y. L. (2023). PLS-SEM in information systems: Seizing the opportunity and marching ahead full speed to adopt methodological updates. Industrial Management & Data Systems, 123(12), 2997-3017.

Sailer, M., & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90.

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, 371-380.

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Treiblmaier, H., & Putz, L. M. (2020). Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment. Learning and Motivation, 71, Article 101655.

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Wang, X., Goh, D. H. L., Lim, E. P., Vu, A. W. L., & Chua, A. Y. K. (2017). Examining the effectiveness of gamification in human computation. International Journal of Human -Computer Interaction, 33(10), 813-821.

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, 545-556.

Xi, N., & Hamari, J. (2019). Does gamification satisfy needs? A study on the relationship between gamification features and basic psychological needs satisfaction. International Journal of Information Management, 46, 210-221.

Xiao, R., Wu, Z., & Hamari, J. (2022). Internet-of-gamification: A review of literature on IoT-enabled gamification for user engagement. International Journal of Human - Computer Interaction, 38(12), 1113-1137.

Xu, J., Lio, A., Dhaliwal, H., Andrei, S., Balakrishnan, S., Nagani, U., & Samadder, S. (2021). Psychological interventions of virtual gamification within academic intrinsic motivation: A systematic review. Journal of Affective Disorders, 293, 444-465.

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Zainuddin, Z. (2023). Integrating ease of use and affordable gamification-based instruction into a remote learning environment. Asia Pacific Education Review.

Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(5), 6217-6239.

Zou, H., Yao, J., Zhang, Y., & Huang, X. (2024). The influence of teachers’ intrinsic motivation on students’ intrinsic motivation: The mediating role of teachers’ motivating style and teacher‐student relationships. Psychology in the Schools, 61(1), 272-286.

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