References
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004 Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., Surkes, M., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844 Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Routledge. Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press. CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification”. In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). https://doi.org/10.1145/2181037.2181040 Dewey, J. (1938). Experience and education. Macmillan. Di Pietro, G., Biagi, F., Costa, P., Karpi?ski, Z., & Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets (EUR 30275 EN). Publications Office of the European Union. https://doi.org/10.2760/126686 Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111 Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. Pearson. Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3 Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333–350). Routledge. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). IEEE. https://doi.org/10.1109/HICSS.2014.377 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548 Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. Lo, C. K., & Hew, K. F. (2019). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 14(1), 1–22. https://doi.org/10.1186/s41039-019-0122-0 OECD. (2018). The future of education and skills: Education 2030. OECD Publishing. https://www.oecd.org/education/2030/ Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2015). Continued progress: Promising evidence on personalized learning. RAND Corporation. Parong, J., & Mayer, R. E. (2018). Learning science in immersive virtual reality. Journal of Educational Psychology, 110(6), 785–797. https://doi.org/10.1037/edu0000241 Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x Redecker, C., & Punie, Y. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, https://doi.org/10.1016/j.compedu.2019.103778 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20. https://doi.org/10.7771/1541-5015.1002 Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury Academic. Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361 Tiwari, A., Lai, P., So, M., & Yuen, K. (2006). A comparison of the effects of problem-based learning and lecturing on the development of students’ critical thinking. Medical Education, 40(6), 547–554. https://doi.org/10.1111/j.1365-2929.2006.02481.x van Dijk, J. (2020). The digital divide. Polity Press. UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action. https://unesdoc.unesco.org/ark:/48223/pf0000245656 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0