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The effect of a gamified flipped classroom model on reading comprehension and motivation in a primary school social studies course

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dc.contributor.authorŞENGÜN, Ayla
dc.contributor.authorAyşe Derya IŞIK
dc.contributor.orcid0000-0001-7519-8902
dc.contributor.orcid0000-0002-9867-0904
dc.date.accessioned2025-11-13T16:36:36Z
dc.date.issued2025-05-27
dc.identifier.doihttps://doi.org/10.1080/1475939x.2025.2505763
dc.identifier.endpage16
dc.identifier.issn1475-939X
dc.identifier.openalexW4410780348
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/11421/10202
dc.identifier.urihttps://doi.org/10.1080/1475939x.2025.2505763
dc.language.isoen
dc.relation.ispartofTechnology Pedagogy and Education
dc.rightsrestrictedAccess
dc.subjectReading comprehension
dc.subjectMathematics education
dc.subjectReading motivation
dc.subjectReading (process)
dc.subjectComprehension
dc.subjectPsychology
dc.subjectFlipped learning
dc.subjectFlipped classroom
dc.subjectTeaching method
dc.subjectPedagogy
dc.subjectEducational technology
dc.subjectComputer science
dc.subject.sdg4
dc.titleThe effect of a gamified flipped classroom model on reading comprehension and motivation in a primary school social studies course
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5023413547

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