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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Students' learning performance and perceived motivation in gamified flipped-class instruction
Zamzami Zainuddin
Computers & Education (2018) Vol. 126, pp. 75-88
Closed Access | Times Cited: 241

Showing 1-25 of 241 citing articles:

The impact of gamification on learning and instruction: A systematic review of empirical evidence
Zamzami Zainuddin, Samuel Kai Wah Chu, Muhammad Shujahat, et al.
Educational Research Review (2020) Vol. 30, pp. 100326-100326
Closed Access | Times Cited: 625
Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning
Jeanine Krath, Linda Schürmann, Harald F. O. von Korflesch
Computers in Human Behavior (2021) Vol. 125, pp. 106963-106963
Open Access | Times Cited: 553
Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
Shurui Bai, Khe Foon Hew, Biyun Huang
Educational Research Review (2020) Vol. 30, pp. 100322-100322
Closed Access | Times Cited: 479
Gamification in Science Education. A Systematic Review of the Literature
Michail Kalogiannakis, Stamatios Papadakis, Alkinoos-Ioannis Zourmpakis
Education Sciences (2021) Vol. 11, Iss. 1, pp. 22-22
Open Access | Times Cited: 428
The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system
Zamzami Zainuddin, Muhammad Shujahat, Hussein Haruna, et al.
Computers & Education (2019) Vol. 145, pp. 103729-103729
Closed Access | Times Cited: 337
How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students' satisfaction
Luis R. Murillo‐Zamorano, José Ángel López Sánchez, Ana Luisa Godoy-Caballero
Computers & Education (2019) Vol. 141, pp. 103608-103608
Open Access | Times Cited: 278
The impact of gamification in educational settings on student learning outcomes: a meta-analysis
Rui Huang, Albert D. Ritzhaupt, Max Sommer, et al.
Educational Technology Research and Development (2020) Vol. 68, Iss. 4, pp. 1875-1901
Closed Access | Times Cited: 204
Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability
Shih‐Yuan Huang, Yi-Han Kuo, Hsueh‐Chih Chen
Thinking Skills and Creativity (2020) Vol. 37, pp. 100681-100681
Closed Access | Times Cited: 175
Gamification of in‐class activities in flipped classroom lectures
Michael Sailer, Maximilian Sailer
British Journal of Educational Technology (2020) Vol. 52, Iss. 1, pp. 75-90
Open Access | Times Cited: 168
Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?
Luis R. Murillo‐Zamorano, José Ángel López Sánchez, Ana Luisa Godoy-Caballero, et al.
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 139
A systematic review of the use of gamification in flipped learning
Murat Ekici
Education and Information Technologies (2021) Vol. 26, Iss. 3, pp. 3327-3346
Closed Access | Times Cited: 115
The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic
Safoura Khodaei, Shirin Hasanvand, Mohammad Gholami, et al.
BMC Nursing (2022) Vol. 21, Iss. 1
Open Access | Times Cited: 98
The role of gamified learning strategies in student's motivation in high school and higher education: A systematic review
Elias Ratinho, Cátia Martins
Heliyon (2023) Vol. 9, Iss. 8, pp. e19033-e19033
Open Access | Times Cited: 55
Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review
Fahad Saleem Al-Hafdi, Waleed Salim Alhalafawy
International Journal of Interactive Mobile Technologies (iJIM) (2024) Vol. 18, Iss. 07, pp. 188-212
Open Access | Times Cited: 23
Investigating the relationships among teachers’ motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities
Si Zhang, Qingtang Liu
Computers & Education (2019) Vol. 134, pp. 145-155
Closed Access | Times Cited: 107
Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling
Abdullah Alamer, Ahmed Al Khateeb
Computer Assisted Language Learning (2021) Vol. 36, Iss. 1-2, pp. 149-175
Closed Access | Times Cited: 86
A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends?
Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, et al.
On the Horizon The International Journal of Learning Futures (2019) Vol. 27, Iss. 2, pp. 72-86
Closed Access | Times Cited: 78
Gamification and flipped learning and their influence on aspects related to the teaching-learning process
María Elena Parra González, Jesús López Belmonte, Adrián Segura-Robles, et al.
Heliyon (2021) Vol. 7, Iss. 2, pp. e06254-e06254
Open Access | Times Cited: 77
Exploring the key influencing factors on college students’ computational thinking skills through flipped-classroom instruction
Di Gong, Harrison Hao Yang, Jin Cai
International Journal of Educational Technology in Higher Education (2020) Vol. 17, Iss. 1
Open Access | Times Cited: 74
Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education
Lui-Kwan Ng, Chung Kwan Lo
Sustainability (2022) Vol. 14, Iss. 9, pp. 5428-5428
Open Access | Times Cited: 38
Intrinsic and extrinsic motivation among students for laboratory courses - Assessing the impact of virtual laboratories
Shyam Diwakar, Vysakh Kani Kolil, Saneesh P. Francis, et al.
Computers & Education (2023) Vol. 198, pp. 104758-104758
Closed Access | Times Cited: 35
Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics
Muhammad Kamarul Kabilan, Nagaletchimee Annamalai, Kee-Man Chuah
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14249-14281
Open Access | Times Cited: 27
Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis
Minzi Li, Siyu Ma, Yuyang Shi
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 26
Effectiveness of Gamification Elements in Blended Learning Environments
Can Meşe, Özcan Özgür Dursun
Turkish Online Journal of Distance Education (2019) Vol. 20, Iss. 3, pp. 119-142
Open Access | Times Cited: 70
Khan academy effectiveness: The case of math secondary students' perceptions
Hava E. Vidergor, Paz Ben-Amram
Computers & Education (2020) Vol. 157, pp. 103985-103985
Closed Access | Times Cited: 63
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