Cite
Effects of gamified interactive e-books on students' flipped learning performance, motivation, and meta-cognition tendency in a mathematics course.
MLA
Zhao, Jiahua, et al. “Effects of Gamified Interactive E-Books on Students’ Flipped Learning Performance, Motivation, and Meta-Cognition Tendency in a Mathematics Course.” Educational Technology Research & Development, vol. 69, no. 6, Dec. 2021, pp. 3255–80. EBSCOhost, https://doi.org/10.1007/s11423-021-10053-0.
APA
Zhao, J., Hwang, G.-J., Chang, S.-C., Yang, Q., & Nokkaew, A. (2021). Effects of gamified interactive e-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Educational Technology Research & Development, 69(6), 3255–3280. https://doi.org/10.1007/s11423-021-10053-0
Chicago
Zhao, Jiahua, Gwo-Jen Hwang, Shao-Chen Chang, Qi-fan Yang, and Artorn Nokkaew. 2021. “Effects of Gamified Interactive E-Books on Students’ Flipped Learning Performance, Motivation, and Meta-Cognition Tendency in a Mathematics Course.” Educational Technology Research & Development 69 (6): 3255–80. doi:10.1007/s11423-021-10053-0.