The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course
Crossref DOI link: https://doi.org/10.1007/s11135-017-0597-1
Published Online: 2017-10-11
Published Print: 2018-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Aşıksoy, Gülsüm
Text and Data Mining valid from 2017-10-11