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Comparing the effectiveness of badges and leaderboards on academic performance and motivation of students in fully versus partially gamified online physics classes

Crossref DOI link: https://doi.org/10.1007/s10639-022-10983-z

Published Online: 2022-03-12

Published Print: 2022-07

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Balci, Sebiha https://orcid.org/0000-0002-4004-7757
Secaur, Jonathan M.

Morris, Bradley J.
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Text and Data Mining valid from 2022-03-12

Version of Record valid from 2022-03-12
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Article History

Received: 15 December 2021

Accepted: 28 February 2022

First Online: 12 March 2022

Declarations

:

: The authors have no conflicts of interest to declare that are relevant to the content of this article.

: Informed consent was obtained from all individual participants included in the study.

: All participants gave their consents regarding publishing their data.

: Approval was obtained from the ethics committee of Kent State University. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.

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