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76 12.7 References

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  2. Cheong, C., Filippou, J., & Cheong, F. (2017). Towards the gamification of learning: Investigating student perceptions of game elements. https://jise.org/volume25/n3/JISEv25n3p233.pdf
  3. Chung, C.-H., & Pan, H.-L. W. (2023). Assessing the effects of flow, social interaction, and engagement on students’ gamified learning: A mediation analysis. Sustainability, 15(2), 983. https://doi.org/10.3390/su15020983
  4. Dibello, L. (2012). Childhood education issues in education: Are we addressing the digital divide? issues, access, and real commitment. Childhood Education, 81(4). https://doi.org/10.1080/00094056.2005.10522280
  5. Marques, L. M., Uchida, P. M., Aguiar, F. O., Kadri, G., Santos, R. I. M., & Barbosa, S. P. (2023). Escaping through virtual gaming—what is the association with emotional, social, and mental health? A systematic review. Frontiers in Psychiatry, 14. https://doi.org/10.3389/fpsyt.2023.1257685
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EDST4500 Enabling Learning through Technology: Student Assignments Copyright © by Alexis Colautti; Brooke Benson; Camila Arriagada Jaubre; Dania Kazkaz; Erin Moreau; Hamza Mohammad; Jessica Connolly; Joanne Matheson-Walker; Kimberly Boss; Kim Henry; Kishola Levine; Sarah Guthrie; and Simrandeep Kaur is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted.