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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:

Gamifying the flipped classroom: how to motivate Chinese ESL learners?
Janet Ho
Innovation in Language Learning and Teaching (2019) Vol. 14, Iss. 5, pp. 421-435
Closed Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students
Timothy Teo, Saeed Khazaie, Ali Derakhshan
Computers & Education (2021) Vol. 179, pp. 104406-104406
Closed Access | Times Cited: 67
The link between flipped and active learning: a scoping review
Rita Li, Andreas Lund, Anita Nordsteien
Teaching in Higher Education (2021) Vol. 28, Iss. 8, pp. 1993-2027
Open Access | Times Cited: 66
Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review
Sangeeth Ramalingam, Melor Md Yunus, Harwati Hashim
Sustainability (2022) Vol. 14, Iss. 13, pp. 8051-8051
Open Access | Times Cited: 53
Game-Based Learning and Gamification in Physical Education: A Systematic Review
Rubén Camacho-Sánchez, Ana Manzano León, José M. Rodríguez-Ferrer, et al.
Education Sciences (2023) Vol. 13, Iss. 2, pp. 183-183
Open Access | Times Cited: 37
Gamification in EFL/ESL instruction: A systematic review of empirical research
Songcun Zhang, Zuwati Hasim
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 36
Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings
Safnil Arsyad, Budi Waluyo, Ira Maisarah
Human Behavior and Emerging Technologies (2024) Vol. 2024, pp. 1-14
Open Access | Times Cited: 5
Video Lectures in Online EFL Flipped-Classroom: Effectiveness, Students’ Evaluation and Experiences
Indah Tri Purwanti, Evi Suryawati, Eliwarti Eliwarti
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-2-april-2022, pp. 885-898
Open Access | Times Cited: 26
A meta-thematic analysis of using technology-mediated gamification tools in the learning process
Feyza Candan, Mehmet Başaran
Interactive Learning Environments (2023), pp. 1-17
Closed Access | Times Cited: 14
Students' behavioural, cognitive and affective outcomes in gamified flipped classrooms: A meta‐analysis
Xianwu Sun, Maximilian Sailer
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Gamification in collaborative learning: synthesizing evidence through meta-analysis
Taufik Ikhsan Slamet, Chen Meng
Journal of Computers in Education (2025)
Closed Access
Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety
Zhao Xiang-feng, Yang Yan-ping
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 12
The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom
Chuang Chen, Nurullizam Jamiat, Yongchun Mao
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 11
Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation
Ahmad Ridho Rojabi, Slamet Setiawan, Ahmad Munir, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 16
The effects of gamified flipped classroom on student learning: evidence from a meta-analysis
Qing Yu, Kun Yu
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5126-5141
Closed Access | Times Cited: 9
Writing metacognitive strategy-based instruction through flipped classroom: an investigation of writing performance, anxiety, and self-efficacy
Rahele Khosravi, Adel Dastgoshadeh, Kaveh Jalilzadeh
Smart Learning Environments (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 9
Utilising gamified formative assessment to support English language learning in schools: a scoping review
Chunqi Li, Luke K. Fryer, Samuel Kai Wah Chu
Innovation in Language Learning and Teaching (2024), pp. 1-17
Closed Access | Times Cited: 3
Investigating the Impact of Game-Based Learning and Gamification Strategies in Physical Education: A Comprehensive Systematic Review
Gamze Mercan, Zümrüt Varol Selçuk
Journal of Interdisciplinary Education Theory and Practice (2024) Vol. 6, Iss. 1, pp. 1-14
Open Access | Times Cited: 2
Gamification in the Flipped Classroom
Zamzami Zainuddin, Samuel Kai Wah Chu, Corinne Jacqueline Perera
(2024), pp. 115-165
Closed Access | Times Cited: 2
Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts
Ali Khaled Bawaneh, Ahmed Mouméne
Eurasia Journal of Mathematics Science and Technology Education (2020) Vol. 16, Iss. 11, pp. em1899-em1899
Open Access | Times Cited: 20
Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education
Yen-Ting Lin
Sustainability (2021) Vol. 13, Iss. 17, pp. 9849-9849
Open Access | Times Cited: 16
A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context
Vanhitha Kernagaran, Amelia Abdullah
International Journal of Instruction (2022) Vol. 15, Iss. 2, pp. 793-814
Open Access | Times Cited: 11
Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection
Kuok Ho Daniel Tang
Acta Pedagogia Asiana (2023) Vol. 2, Iss. 2, pp. 54-63
Open Access | Times Cited: 6
College English Assisted Teaching Based on Flipped Classroom and Its Influence on Students’ Learning Psychology
Jing Zhang
Occupational Therapy International (2022) Vol. 2022, pp. 1-10
Open Access | Times Cited: 9
Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions
Anh Thi Nguyen, Le Thanh Thao, Mai Dong Vang, et al.
Forum for Linguistic Studies (2023) Vol. 5, Iss. 2
Open Access | Times Cited: 5
Assessing EFL Students’ Performance and Self-Efficacy Using a Game-Based Learning Approach
Maram Meccawy, Asma Alzahrani, Zinah Mattar, et al.
Education Sciences (2023) Vol. 13, Iss. 12, pp. 1228-1228
Open Access | Times Cited: 5
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