research-article

Undergraduate students' perceptions about the use of Kahoot as part of the Flipped Classroom methodology

Authors:

Silvina FunesAuthors Info & Claims

TEEM'19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

Pages 619 - 625

https://doi.org/10.1145/3362789.3362900

Published: 16 October 2019 Publication History

Abstract

The article approached the use of the Kahoot tool in the higher education with the objective of evaluating the opinion, perception, positioning, preferences and satisfaction of the students about the practical utility of Kahoot as an instrument for learning of concepts. An empirical-analytical methodology was used and a mixed final questionnaire was carried out. The teaching method was based on the Flipped Classroom (FC) methodology and 10 Kahoot format questions were created. The methodology used in this study was document collection procedures, questionnaire and content analysis. The data showed that 19% of 35 students had more than five hits in Kahoot and most of them attribute the errors to lack of adequate study, difficulty in responding correctly in a short time, and lack of concentration or memory. There was no rejection about the tool, since 66% of the students would recommend its use in higher education. The positive aspects of the Kahoot most cited were its usefulness, the possibility of stimulating and motivating learning by promoting or dynamism, fun, participation and competitiveness in the classes. Promoting new strategies for teaching and learning, seeking to involve and motivate students with methodologies such as Flipped Classroom is highly recommended, as digital natives are no longer satisfied with traditional classes.

References

[1]

Jose Moran. 2017. Metodologias ativas e modelos híbridos na educação. In Solange Yaegashi et al. (Orgs). Novas Tecnologias Digitais: Reflexões sobre mediação, aprendizagem e desenvolvimento. Curitiba: CRV. Retrieved February 15, 2019, from http://www2.eca.usp.br/moran/wp-content/uploads/2018/03/Metodologias_Ativas.pdf

[2]

S. Bhattacharya and S. Nath. Intelligent e-Learning Systems: An Educational Paradigm Shift. International Journal of Interactive Multimedia and Artificial Intelligence. 2016. 4 (Regular Issue): 83--88.

[3]

Elena Verdú, Luisa M. Regueras, Eran Gal, Juan P. de Castro, María J. Verdú and Dan Kohen-Vacs. 2017. Integration of an intelligent tutoring system in a course of computer network design. Educ. Technol. Research Dev. 65, 3, 653--77.

[4]

Jonathan Rosa Moreira and Jefferson Bruno Pereira Ribeiro. 2016. Prática pedagógica baseada em metodologia ativa: aprendizagem sob a perspectiva do letramento informacional para o ensino na educação profissional. Outras Palavras (on line), Recife, 12, 2, 93--114. Retrieved March 2, 2019 from http://revista.faculdadeprojecao.edu.br/index.php/Projecao5/article/view/722/608

[5]

Elizabeth Yu Me Yut Gemignani. 2012. Revista Fronteira das Educação [online], 1, 2, 1--27. Retrieved March 3, 2019 from http://www.fronteirasdaeducacao.org/index.php/fronteiras/article/view/14

[6]

DeryaOrhan Göksün and Gülden Gürsoy. 2019. Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15--29.

Digital Library

[7]

Marc Prensky. 2010. Nativos e Inmigrantes Digitales. Cuadernos SEK 2.0. 1--23. Retrieved January 20, 2019 from http://www.marcprensky.com/writing/PrenskyNATIVOS%20E%20INMIGRANTES%20DIGITALES %20(SEK).pdf

[8]

Charles C. Bonwell and James A. Eison, J. 1991. Active Learning: Creating Excitement in the Classroom. Ashe-Eric Higher Education Reports. Retrieved January 20, 2019 from https://files.eric.ed.gov/fulltext/ED336049.pdf

[9]

David Coil, Mary Pat Wenderoth, Matthew Cunningham and Clarissa Dirks.2010. Teaching the process of science: faculty perceptions and an effective methodology. CBE-Life Sciences Education, 9, 4, 524--535.

[10]

Alfredo Corell, Luisa M. Regueras, Elena Verdú, María J. Verdú and Juan P. de Castro. 2018. PLoS One. Mar 8, 13, 3, e0194096.

[11]

Adolfo Plasencia and Natalia Navas. 2014. MOOCs, the Flipped Classroom, and Khan Academy Practices: The Implications of Augmented Learning. Innovation and Teaching Technologies. Springer, Cham, 1--14.

[12]

Jaqueline O'Flaherty and Craig Phillips. 2015. The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85--95.

[13]

Hector Galindo-Domínguez. 2018. Un meta-análisis de la metodología Flipped Classroom en el aula de Educación Primaria. Edutec. Revista Electrónica de Tecnología Educativa, 63, 73--85.

[14]

Jonathan Bergmann, Aaron Sams. 2012. Flip Your Classroom: Talk to Every Student in Every Class Every Day. International Society for Technology in Education. ISBN 9781564843159. Retrieved March 8, 2018 from http://books.google. com/books?id=nBi2pwAACAAJ

[15]

Fei Li, Jingyao Qi, Guiwei Wang and Xiaofeng Wang. 2014. Traditional classroom vs e-learning in higher education: Difference between students' behavioural engagement. International Journal of Emerging Technologies in Learning, 9, 2, 48--51.

[16]

Vidal Alonso and Olga Arranz. 2016. Big Data & eLearning: A Binomial to the Future of the Knowledge Society. Int J Interact Multimed Artif Intelligence, 3, 6, 29--33.

[17]

Gabriel Barata, Sandra Gama, Joaquim Jorge and Daniel Gonçalves. 2015. Gamification for smarter learning: Tales from the trenches. Smart Learning Environments, 2, 1, 1--23. 10.1186/s40561-015-0017-8

[18]

Kevin R. Bell. 2014. Online 3.0 the rise of the gamer educator the potential role of gamification in online (Higher Education Management) Ph.D. Dissertation. University of Pennsylvania. Philadelphia. Retrieved May 12, 2019 from ProQuest Dissertations and Theses database (3635727).

[19]

Patrick Buckley and Elaine Doyle. 2016. Gamification and student motivation. Interactive Learning Environments, 24, 6, 1162--1175.

[20]

Severine Erhel and Eric Jamet. 2013. Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156--167.

[21]

Juho Hamari and Jonna Koivisto. 2014. Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Behavior, 40, 133--143.

Digital Library

[22]

Jui-Mei Yen, Chun-Ming Hung, Gwo-Jen Hwang and Lin Yueh-Chiao. 2011. A game-based learning approach to improving students' learning achievements in a nutrition course. The Turkish Online Journal of Educational Technology, 10, 2, 1--10. Retrieved 16 march from health.edu.tw/health/portal/about/about00/index.jsp

[23]

Rice, John W. 2012.The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. International Journal of Gaming and Computer-Mediated Simulations, 4, 4. Gale Academic. One file. Retrieved June 12, 2019 from go.galegroup.com/ps/anonymous?id=GALE%7CA431378967&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=19423888&p=AONE&sw=w

[24]

Cristina Ioana Muntean. 2011. Raising engagement in e-learning through gamification. The 6th International Conference on Virtual Learning ICVL. 323--329. Retrieved april 6, 2019 from http://icvl.eu/2011/disc/icvl/documente/pdf/met/ICVL_ModelsAndMethodologies_paper42.pdf

[25]

Gabe Zichermann and Cristhofer Cunningham. 2011. Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA, O'Reilly Media, Inc. 186p.

Digital Library

[26]

Valdes Roberto Bollela (2017). Sala de aula invertida na educação para as profissões de saúde: conceitos essenciais para a prática. Revista Eletrônica de Farmácia, 14, 1, 39--48.

[27]

Cynthia J. Brame. 2013. Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved May 4, 2019 from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom

[28]

Angel Fidalgo-Blanco, Maria Luiza Sein-Echaluce and Francisco José García-Peñalvo. 2018). MAIN: Method for Applying Innovation in education. In Francisco José García-Peñalvo (Ed.), Proceedings TEEM'18. Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 24th-26th, 2018), 806--813. New York, NY, USA: ACM.

Digital Library

[29]

James Hartley and Alan Cameron. 2006. Some observations on the efficiency of lecturing. Educational Review, 20, 30--37.

[30]

Lancelot A. MacManaway. 1970. Teaching methods in higher education innovation and research. Higher Education Quarterly, 24, 3, 321--329.

[31]

John Stuart and R. J. Desmond Rutherford. 1978. Medical student concentration during lectures. The Lancet, 312, 8088, 514--516.

[32]

Natalya Antonova and Mariia Kozlova Iuliia Shnai. 2017. Flipped Classroom in the Higher Education System: a pilot study in Finland and Russia. The New Educational Review, 48, 2, 17--27. 10.15804/tner.2017.48.2.

[33]

Mohamed AL-Smadi. 2015. Gameducation: using gamification techniques to engage learners in online learning. In: Ebner M., Erenli K., Malaka R., Pirker J., Walsh A. (eds) Immersive Education. EiED 2014. Communications in Computer and Information Science, vol 486. Springer, Cham.

[34]

Elvira G. Rincón Flores, María Soledad Ramírez Montoya and Juanjo Mena. 2016. Challenge-based gamification as a teaching' open educational innovation strategy in the energy sustainability area. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM '16), Francisco José García-Peñalvo (Ed.). ACM, New York, NY, USA, 1127--1131.

Digital Library

[35]

Kai Erenli. 2013. The Impact of Gamification - Recommending Education Scenarios. International Journal of Emerging Technologies in Learning (iJET), 8, Kassel, Germany: International Association of Online Engineering. Retrieved September 4, 2019 from https://www.learntechlib.org/p/45224/.

[36]

Lincoln C. Wood and Torsten Reiners. 2012. Gamification in logistics and supply chain education: Extending active learning. \n In P. Kommers, T. Issa y P. Isaías (Eds.), IADIS International Conference on Internet Technologies y Society.101--108. Perth: IADIS Press. Retrieved March 7, 2018 from espace.curtin.edu.au/bitstream/handle/20.500.11937/16889/188446_68141_Gamification_in_Logistics_paper.pdf?sequence=2&isAllowed=y

[37]

Sebastian Deterding, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011. From game design elements to game fulness: defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (MindTrek '11). ACM, New York, NY, USA, 9--15.

Digital Library

[38]

Juan Pablo Hernández Ramos, Patricia Torrijos Fincias, Fernando Martínez Abad.2018. Kahoot como herramienta de repaso en la enseñanza universitaria. Opiniones de los estudiantes. Actas del I Congreso Internacional Campus digitales en Educación Superior. Jesús Valverde Berrocoso (ed. lit.), 2018, ISBN 978-84-09-07196-8, 209--212. Retrieved March 5, 2019 from www3.unex.es/publicaciones/files/1712-Actas_Congreso%20Campus%20Digitales%20en%20Educaci%C3%B3n%20Superior.pdf

[39]

Kevin Werbach and Dan Hunter. 2012. For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press: Philadelphia.

[40]

Caraballo, A.M.M., Peinado, P.H., M.M.S González, M.M.S. (2017). Gamificación en la educación, una aplicación práctica con la plataforma Kahoot. XXV Jornadas ASEPUMA - XIII Encuentro Internacional Anales de ASEPUMA, nº 25: A105--1. Retrieved March 5, 2019 from https://dialnet.unirioja.es/servlet/articulo?codigo=6210181

[41]

Joey Lee and Jessica Hammer. 2011. Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly. 15. 1--5. Retrieved March 5, 2019 from https://www.researchgate.net/publication/258697764_Gamification_in_Education_What_How_Why_Bother/citation/download

[42]

Simone de Sousa Borges, Vinicius H. S. Durelli, Helena Macedo Reis, and Seiji Isotani. 2014. A systematic mapping on gamification applied to education. In Proceedings of the 29th Annual ACM Symposium on Applied Computing (SAC '14). ACM, New York, NY, USA, 216--222.

Digital Library

[43]

Juanjo Mena, Elvira G. Rincón Flores, R. Ramírez-Velarde and Maria Soledad Ramírez-Montoya. 2018. The Use of Gamification as a Teaching Methodology in a MOOC About the Strategic Energy Reform in México. In: Di Mascio T. et al. (eds) Methodologies and Intelligent Systems for Technology Enhanced Learning, 8th International Conference. MIS4TEL 2018. Advances in Intelligent Systems and Computing, 804. Springer, Cham.

[44]

Ángel Torres-Toukoumidis, María Soledad Ramírez-Montoya and Luis Miguel Romero-Rodríguez (2018). Valoración y evaluación de los Aprendizajes Basados en Juegos (GBL) en contextos e-learning. Education in the Knowledge Society, 19, 4, 109--128.

[45]

Luis Miguel Romero-Rodríguez, Ángel Torres-Toukoumidis and Ignacio Aguaded. 2017. Ludificación y educación para la ciudadanía. Revisión de las experiencias significativas. Educar, 53, 1, 109--128. 10.5565/rev/educar.846

[46]

Jodi Pilgrim, Christie Bledsoe and Susan Reily. 2012. New technologies in the classroom. Delta Kappa Gamma Bulletin, 78, 4, 16--22. Retrieved August 1, 2018 from rhartshorne.com/fall2012/eme6507rh/mblackburn/multimediaproject/NewTechnologiesInTheClassroom.pdf

[47]

Tim J Bristol, JoAnn Zerwekh. 2011. Essentials of e-learning for nurse educators. F.A. Davis Philadelphia, PA. ISBN 9780803626133

[48]

Ejiofor, V. (2018) Experiences of Nurse Educators Using Clickers in Nursing Education: A Qualitative Study. ProQuest LLC, Ph.D. Dissertation, Capella University. ProQuest Dissertations Publishing10936206.

[49]

Alf Ing Wang. 2015. The wear out effect of a game-based student response system. Computers & Education, 82, 217--227.

Digital Library

[50]

George Adrian Stoica and Raoul Pascal Pein. 2016. The International Scientific Conference eLearning and Software for Education, 1, 297--303. Bucharest: "Carol I" National Defence University. 10.12753/2066-026X-16-042

[51]

Paul Dervan. 2014. Increasing in-class student engagement using Socrative (an online student response system): A report. The All Ireland Journal of Teaching & Learning in Higher, 6, 3, 1801--1813. Retrieved August 2, 2018 from http://ojs.aishe.org/aishe/index.php/aishe-j/article/view/180/283

[52]

Bilge Aslan and Hasan Seker. 2017. Interactive response systems (IRS) Socrative application sample. Journal of Education and Learning, 6, 1, 167--174. Retrieved August 7, 2018 from https://eric.ed.gov/?id=EJ1120823

[53]

Herberth Alexander Oliva. 2016. La gamificación como estrategia metodológica en el contexto educativo universitario. Realidad y Reflexión, 44, 29--47. Retrieved May 5, 2018 from https://www.lamjol.info/index.php/RyR/article/view/3563

[54]

Anastasios Karakostas, Dimitra Adam, Dimitra Kioutsiouki and Stavros Demetriadis. 2014. A pilot study of quiz it: The new android classroom response system. International Conference on Interactive Mobile Communication Technologies and Learning (IMCL2014), Thessaloniki, 147--151. 10.1109/IMCTL.2014.7011122.

[55]

Mark Reilly and Haifeng Shen. 2011. Group Notes: Encouraging proactive student engagement in lectures through collaborative note-taking on smartphones. Proceeding of the 2011 9th international conference on computer supported collaborative learning, July 4--8, 2011, Hong Kong.

[56]

Richard G. Hall, Harvest L. Collier, Marcie L. Thomas and Michael G. Hilgers. 2005. A student response system for increasing engagement, motivation, and learning in high enrollment lectures. Proceedings of the eleventh americas conference on information systems (AMCIS), Proceedings. 255. August 11--14, 2005, Omaha, NE. Retrieved May 2, 2018 from https://aisel.aisnet.org/amcis2005/255

[57]

María Asunción Barreras Gómez. 2016. Experiencia de la clase inversa en didáctica de las lenguas extranjeras. Educatio Siglo XXI, 34, 1, 173--196.

[58]

Jason Carl Rigdon. 2010.The effect of student response systems in middle school math classrooms. Ph.D. dissertation (2nd ed.). Walden University. Retrieved from ProQuest Dissertation and Theses database. (ATT 3404589)

[59]

Gary Roberts, G. (2005). Instructional technology that's hip high tech. Computers in Libraries, 25, 10, 26--28. Retrieved may 7, 2019 from https://eric.ed.gov/?id=EJ720405

[60]

Chao-Chang Lee, Yungwei Hao, Kathryn S.Lee., Sin Chie Sim. and Chun-ChiangHuang. 2019. Investigation of the effects of an online instant response system on students in a middle school of a rural area. Computers in Human Behavior, 95, 217--223.

Digital Library

[61]

Edison G Llerena Medina, Carlos P. Rodríguez Hurtado.2017. Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando, 4, 12, 441--449. Retrieved may 12, 2019 from https://revistapublicando.org/revista/index.php/crv/article/view/673

[62]

Huan-Ming Chuang; Chia-Chen.g Shen; Li-Chuan Wang. 2008. Using an interactive response system in conjunction with interactive whiteboards technology to enhance learning. Proceedings of fourth international conference on natural computation, Oct. 18-20, 2008, Jinan, China.

[63]

Lorenzo Salas-Morera, Antonio Arauzo-Azofra, Laura García-Hernández. 2012. Analysis of Online Quizzes as a Teaching and Assessment Tool. Journal of Technology and Science Education, 2, 1, 39--45.

[64]

Sherlock A. Licorish, Jade Li George, Helen. E. Owen and Ben Daniel. 2017. Go Kahoot! Enriching classroom engagement, motivation and learning experience with games. 25th international conference on computers in education. New Zealand: Asia-Pacific society for computers in education, 756--764. Retrieved May 12, 2019 from www.researchgate.net/publication/322150947

[65]

Sherlock A. Licorish, Helen E. Owen, Ben Daniel and Jade Li George. 2018. Students' perception of Kahoot! influence on teaching and learning. Research and Practice in Technology. Enhanced Learning, 13, 1, article 9.

[66]

Lobna Hassan, Benedikt Morschheuser, Nader Alexan Dreidev and Juho Hamari. 2018. First-hand experience of why gamification projects fail and what could be done about it. GamiFIN Conference 2018, Pori, Finland, May 21--23, 2018, 141--150. Retrieved April 18, 2019 from pdfs.semanticscholar.org/d83b/b1a7b861b5dcbb2a37974fb63dc8afbcea30.pdf

[67]

Miachel D. Hanus and Jesse Fox. 2015. Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers and Education, 80, 152--161.

Digital Library

[68]

Minayo, M. C. S. (1998) O desafio do conhecimento: pesquisa qualitativa em saúde. 5. ed. São Paulo: Hucitec-Abrasco, 1998.

[69]

Bardin, L. (2010). Análise de conteúdo. Trad. Luís Antero Reto e Augusto Pinheiro. Lisboa: Edições 70.

[70]

Leticia Rodríguez-Fernández, L. (2017). Smartphones y aprendizaje: el uso de Kahoot en el aula universitaria. Mediterranean Journal of Communication, 8, 1, 181--190. https://doi.org/10.14198/MEDCOM2017.8.1.13

[71]

Robert K. Yin. 2014. Study Research Design and Methods (5th ed.) Thousand Oaks, CA: Sage. 282 pages. ISBN 978-1-4522-4256-9.

[72]

Galdino Chaer, Rafael Rosa Pereira Diniz, Elisa Antônia Ribeiro. 2011. A técnica do questionário na pesquisa educacional. Evidência, 7, 7, 251--266. Retrieved April 14, 2018 from https://www.uniaraxa.edu.br/ojs/index.php/evidencia/article/view/201

Cited By

DEGIRMENCIOGLU ZGILANLIOGLU I(2023)University students’ perceptions in Kahoot!-integrated game-based EFL classesRumeliDE Dil ve Edebiyat Araştırmaları Dergisi10.29000/rumelide.1346634(1365-1378)Online publication date: 21-Aug-2023
https://doi.org/10.29000/rumelide.1346634
Saxena MMishra D(2021)Gamification and Gen Z in Higher EducationInternational Journal of Information and Communication Technology Education10.4018/IJICTE.20211001.oa1017:4(1-22)Online publication date: 1-Oct-2021
https://dl.acm.org/doi/10.4018/IJICTE.20211001.oa10
İLTER OYEŞİLYURT S(2021)Action research as a tool of teaching ESP in a flipped learning environmentJournal of Educational Technology and Online Learning10.31681/jetol.9888024:4(626-655)Online publication date: 31-Dec-2021
https://doi.org/10.31681/jetol.988802

Undergraduate students' perceptions about the use of Kahoot as part of the Flipped Classroom methodology
1. Applied computing
  1. Education

Recommendations

E-Learning Experience with Flipped Classroom Quizzes Using Kahoot, Moodle and Google Forms: A Comparative Study
ICETC '22: Proceedings of the 14th International Conference on Education Technology and Computers

In recent years, the use of technology is gaining weight in higher education. Today’s students are digital natives and e-Learning is common for them. Furthermore, they find traditional teaching methods tedious. In order to improve their motivation, ...
Pre-service teachers’ perception of active learning methodologies in history: Flipped classroom and gamification in an e-learning environment
Abstract
The scientific literature reveals the impact of applying game-based videos and gamification on undergraduates' learning. This work proposes, within an online context, using these educational strategies to make students the active protagonists of ...
Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom ...

Comments

Information & Contributors

Information

Published In

cover image ACM Other conferences

TEEM'19: Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality

October 2019

1085 pages

ISBN:9781450371919

DOI:10.1145/3362789

Editors:
Miguel Ángel Conde González
Universidad de León
,
Francisco Jesús Rodríguez Sedano
Universidad de León
,
Camino Fernández Llamas
Universidad de León
,
Francisco José García-Peñalvo
Universidad de Salamanca

Copyright © 2019 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

In-Cooperation

University of Salamanca: University of Salamanca

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 16 October 2019

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Conference

TEEM'19

TEEM'19: Technological Ecosystems for Enhancing Multiculturality

October 16 - 18, 2019

León, Spain

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

3
Total Citations
View Citations
277
Total Downloads

Downloads (Last 12 months)26
Downloads (Last 6 weeks)2

Reflects downloads up to 15 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

DEGIRMENCIOGLU ZGILANLIOGLU I(2023)University students’ perceptions in Kahoot!-integrated game-based EFL classesRumeliDE Dil ve Edebiyat Araştırmaları Dergisi10.29000/rumelide.1346634(1365-1378)Online publication date: 21-Aug-2023
https://doi.org/10.29000/rumelide.1346634
Saxena MMishra D(2021)Gamification and Gen Z in Higher EducationInternational Journal of Information and Communication Technology Education10.4018/IJICTE.20211001.oa1017:4(1-22)Online publication date: 1-Oct-2021
https://dl.acm.org/doi/10.4018/IJICTE.20211001.oa10
İLTER OYEŞİLYURT S(2021)Action research as a tool of teaching ESP in a flipped learning environmentJournal of Educational Technology and Online Learning10.31681/jetol.9888024:4(626-655)Online publication date: 31-Dec-2021
https://doi.org/10.31681/jetol.988802

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents