Ứng dụng trò chơi hoá trong giáo dục: Cách thức nâng cao động lực nội tại và hiệu quả học tập trong học tập kết hợp

Akhtar, M. A., Sarea, A., Khan, I., Khan, K. A., & Singh, M. P. (2024). The moderating role of gamification toward intentions to use mobile payments applications in Bahrain: An integrated approach. PSU Research Review, 8(3), 706-726.

Avakyan, E. I., & Taylor, D. C. M. (2024). The effect of flipped learning on students’ basic psychological needs and its association with self-esteem. BMC Medical Education, 24(1), 1127.

Bagozzi, R. P., & Yi, Y. (2012). Specification, evaluation, and interpretation of structural equation models. Journal of the Academy of Marketing Science, 40, 8-34.

Baharudin, H., & Ismail, Z. (2014). Vocabulary learning strategies and Arabic vocabulary size among pre-university students in Malaysia. International Education Studies, 7(13), 219-226.

Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18.

Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.

Cao, W. (2023). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement across different countries. Frontiers in Psychology, 14, 1212056.

Challob, A. I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and motivation. Education and Information Technologies, 26(4), 3743-3769.

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.

Chen, P. J. (2023). Looking for the right blend: A blended EFL university writing course. Computer Assisted Language Learning, 36(7), 1147-1176.

Cheng, Y. M. (2023). To continue or not to continue? Examining the antecedents of MOOCs continuance intention through the lens of the stimulus-organism-response model. The International Journal of Information and Learning Technology, 40(5), 500-526.

Chiu, T. K. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909.

Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning?. British Journal of Educational Technology, 49(1),

56-68.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Deterding, S. (2014). Eudaimonic design, or: Six invitations to rethink gamification. In: Mathias F., Sonia F., P. (Eds), Rethinking Gamification (pp. 305-331). Lüneburg, Meson Press. doi: https://doi.org/10.25969/mediarep/727.

Deterding, S., Sicart, M., Nacke, L., O'hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. In CHI'11 Extended Abstracts on Human Factors in Computing Systems (pp. 2425-2428). Proceedings of the International Conference on Human Factors in Computing Systems. Vancouver, Canada.

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.

Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. John Wiley & Sons.

Guay, F. (2022). Applying self-determination theory to education: Regulations types, psychological needs, and autonomy supporting behaviors. Canadian Journal of School Psychology, 37(1),

75-92.

Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.

Hair, J., Hult, G. T. M., Ringle, C., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage Publishing.

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43, 115-135.

Holzer, J., Lüftenegger, M., Korlat, S., Pelikan, E., Salmela-Aro, K., Spiel, C., & Schober, B. (2021). Higher education in times of COVID-19: University students’ basic need satisfaction, self-regulated learning, and well-being. Aera Open, 7, 23328584211003164.

Howard, J. L., Gagné, M., & Bureau, J. S. (2017). Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin, 143(12), 1346.

Hồ Ngọc Khương. (2021). Mô hình Blened Learning trong giáo dục đại học và thực tiễn áp dụng ở các trường đại học. Tạp chí khoa học Giáo dục Việt Nam, 45, 6-11.

Jettka, D., & Stein, D. (2014). The HZSK repository: Implementation, features, and use cases of a repository for spoken language corpora. D-Lib Magazine, 20(9/10), 1-11.

Johnson, L., Becker, S. A., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). NMC horizon report: 2016 Higher Education Edition. The New Media Consortium.

Kennedy, D. (2006). Writing and Using Learning Outcomes: A Practical Guide. University

College Cork.

Kok, X. F. K., Pua, C. Y., Puah, S., Devilly, O. Z., Wang, P. C., & Chua, E. C. P. (2025). The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education. British Educational Research Journal. Ahead of print.

Krishnamurthy, K., Selvaraj, N., Gupta, P., Cyriac, B., Dhurairaj, P., Abdullah, A., Krishnapillai, A., Lugova, H., Haque, M., & Xie, S. (2022). Benefits of gamification in medical education. Clinical Anatomy, 35(6), 795-807.

Kuvaas, B., Buch, R., Weibel, A., Dysvik, A., & Nerstad, C. G. (2017). Do intrinsic and extrinsic motivation relate differently to employee outcomes? Journal of Economic Psychology, 61,

244-258.

Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning. Simulation & Gaming, 45(6), 752-768.

Landers, R. N., Auer, E. M., Collmus, A. B., & Armstrong, M. B. (2018). Gamification science, its history and future: Definitions and a research agenda. Simulation & Gaming, 49(3), 315-337.

Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1-12.

Li, R. (2022). Research trends of blended language learning: A bibliometric synthesis of SSCI-indexed journal articles during 2000–2019. ReCALL, 34(3), 309-326.

Li, X., & Zhu, W. (2023). The influence factors of students' transferable skills development in Blended-Project-Based Learning environment: A new 3P model. Education and information technologies, 28(12), 16561-16591.

Lu, O. H., Huang, A. Y., Huang, J. C., Lin, A. J., Ogata, H., & Yang, S. J. (2018). Applying learning analytics for the early prediction of Students' academic performance in blended learning. Journal of Educational Technology & Society, 21(2), 220-232.

Ma, L., & Lee, C. S. (2021). Evaluating the effectiveness of blended learning using the ARCS model. Journal of Computer Assisted Learning, 37(5), 1397-1408.

Mekler, E.D., Brühlmann, F., Tuch, A.N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534.

Nguyen-Viet, B., Nguyen-Duy, C., & Nguyen-Viet, B. (2024). How does gamification affect learning effectiveness? The mediating roles of engagement, satisfaction, and intrinsic motivation. Interactive Learning Environments, 1-19.

Nguyen-Viet, B., & Nguyen-Viet, B. (2023). Enhancing satisfaction among Vietnamese students through gamification: The mediating role of engagement and learning effectiveness. Cogent Education, 10(2), 2265276.

Nguyen-Viet, B., & Nguyen-Viet, B. (2025). Gamification in Vietnamese education: Assessing psychological need satisfaction, intrinsic motivation, and learning effectiveness. Learning and Motivation, 89, 102101.

Park, Y., & Doo, M.Y. (2024). Role of AI in blended learning: A systematic literature review. International Review of Research in Open and Distributed Learning, 25(1), 164-196.

Pe-Than, E. P. P., Goh, D. H. L., & Lee, C. S. (2014). Making work fun: Investigating antecedents of perceived enjoyment in human computation games for information sharing. Computers in Human Behavior, 39, 88-99.

Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82.

Rahi, S., & Abd. Ghani, M. (2018). The role of UTAUT, DOI, perceived technology security and game elements in internet banking adoption. World Journal of Science, Technology and Sustainable Development, 15(4), 338-356.

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.

Rutledge, C., Walsh, C. M., Swinger, N., Auerbach, M., Castro, D., Dewan, M., Khattab, M., Rake, A., Harwayne-Gidansky, I., & Raymond, T. T. (2018). Gamification in action: Theoretical and practical considerations for medical educators. Academic Medicine, 93(7), 1014-1020.

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.

Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford publications.

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.

Sabah, N. M. (2020). Motivation factors and barriers to the continuous use of blended learning approach using Moodle: Students' perceptions and individual differences. Behaviour & Information Technology, 39(8), 875-898.

Sailer, M., Hense, J. U., Mayr, S.K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371-380.

Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112.

Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of flipped classroom on students' learning experiences: A self-determination theory approach. Computers in Human Behavior, 78, 368-378.

Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192-206.

Taylor, G., Jungert, T., Mageau, G.A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39(4), 342-358.

Taşkın, N., & Kılıç Çakmak, E. (2023). Effects of gamification on behavioral and cognitive engagement of students in the online learning environment. International Journal of Human–Computer Interaction, 39(17), 3334-3345.

Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976.

Ustunel, H. H., & Tokel, S. T. (2018). Distributed scaffolding: Synergy in technology-enhanced learning environments. Technology, knowledge and learning, 23, 129-160.

Wong, R. (2022). Basis psychological needs of students in blended learning. Interactive Learning Environments, 30(6), 984-998.

Yang, J. C., Quadir, B., & Chen, N. S. (2015). Effects of the badge mechanism on self-efficacy and learning performance in a game-based English learning environment. Journal of Educational Computing Research, 54(3), 371-394.

Zacharis, N. Z. (2015). A multivariate approach to predicting student outcomes in web-enabled blended learning courses. The Internet and Higher Education, 27, 44-53.

Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1),

115-126.