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Learning Analytics and Perceived Experience of Gamifying Homework Assignments.

, , and . CSEDU (1), page 673-683. SCITEPRESS, (2020)

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Gamifying Learning Assignments with Micro Design Approach., , and . CSEDU (1), page 710-717. SCITEPRESS, (2020)Learning Analytics and Perceived Experience of Gamifying Homework Assignments., , and . CSEDU (1), page 673-683. SCITEPRESS, (2020)Designing and Developing Online Learning Activities for Adult Learners through Integration with an Open University Platform., , and . ICALT, page 29-33. IEEE, (2024)Micro Design Approach for Gamifying Students' Assignments., , and . ICALT, page 349-351. IEEE, (2020)The Effects of Educational Robotics on STEM Students' Engagement and Reflective Thinking., , , and . FIE, page 1-7. IEEE, (2022)Investigating the effects of gamifying homework on students' perceived satisfaction, behavioral intention and intrinsic motivation., , and . GamiFIN, volume 2359 of CEUR Workshop Proceedings, page 47-57. CEUR-WS.org, (2019)Empirical Evidence on Gamification and Learning Analytics (GaLA): What is Missing?, , , , and . ICALT, page 106-108. IEEE, (2022)Exploring User Perspectives on ChatGPT: Applications, Perceptions, and Implications for AI-Integrated Education., , , , , , , , , and 2 other author(s). CoRR, (2023)Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis., , , , , , , , , and 11 other author(s). Smart Learn. Environ., 9 (1): 24 (2022)