Abukhalil, T. A., Halawani, S. M.-F., & Daher, W. M. (2021). School principals’ evaluation of the effectiveness of employing distance learning tools by teachers. International Journal of Interactive Mobile Technologies, 15(19), 64–78. https://doi.org/10.3991/ijim.v15i19.24837

Abuzant, M., Ghanem, M., Abd-Rabo, A., & Daher, W. (2021). Quality of using Google Classroom to support the learning processes in the Automation and Programming course. International Journal of Emerging Technologies in Learning, 16(6), 72-87. https://doi.org/10.3991/ijet.v16i06.18847

Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. https://doi.org/10.18178/ijimt.2016.7.4.659

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596

Annansingh, F. (2018). An investigation into the gamification of e-learning in higher education. In Gamification in education: Breakthroughs in research and practice (pp. 174-190). IGI Global. https://doi.org/10.4018/978-1-5225-5198-0.ch010

Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), 32-39. https://bit.ly/3XfqGha

Aşıksoy, G. (2017). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality and Quantity, 52(1), 129–145. https://doi.org/10.1007/s11135-017-0597-1

Blahušiaková, M., Mokošová, D., & Šoltés, E. (2021). Education in online environment from students’ and teachers’ perspective. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 203-226. https://doi.org/10.23947/2334-8496-2021-9-2-203-226

Capinding, A. T. (2022). Impact of modular distance learning on high school students mathematics motivation, interest/attitude, anxiety and achievement during the COVID-19 pandemic. European Journal of Educational Research, 11(2), 917-934. https://doi.org/10.12973/eu-jer.11.2.917

Chans, G. M., & Castro, M. P. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), Article 132. https://doi.org/10.3390/computers10100132

Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.

Daher, W. (2021). Middle school students’ motivation in solving modelling activities with technology. EURASIA Journal of Mathematics, Science and Technology Education, 17(9), Article em1999. https://doi.org/10.29333/ejmste/11127

Daher, W., Anabousy, A., & Alfahel, E. (2022). Elementary teachers’ development in using technological tools to engage students in online learning. European Journal of Educational Research, 11(2), 1183-1195. https://doi.org/10.12973/eu-jer.11.2.1183

Daher, W., Baya’a, N., Jaber, O., & Awawdeh Shahbari, J. (2020). A Trajectory for advancing the meta-cognitive solving of mathematics-based programming problems with Scratch. Symmetry, 12(10), 1627. https://doi.org/10.3390/sym12101627

Daher, W., Sabbah, K., & Abuzant, M. (2021). Affective engagement of higher education students in an online course. Emerging Science Journal, 5(4), 545-558. https://doi.org/10.28991/esj-2021-01296

Daher, W., & Salameh, H. (2022). The Role of a Ministry of Education in Addressing Distance Education during Emergency Education. European Journal of Investigation in Health, Psychology and Education, 12(5), 478-493. https://doi.org/10.3390%2Fejihpe12050036

Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503. https://doi.org/10.1111/jcal.12254

Denzin, N., & Lincoln, Y. (Eds.). (2000). Handbook of qualitative research. Sage Publication.

de Sousa Borges, S., Durelli, V. H., Reis, H. M., & Isotani, S. (2014, March). A systematic mapping on gamification applied to education. In Y. Cho & S. Shin (Eds.), Proceedings of the 29th annual ACM symposium on applied computing (pp. 216-222). Association for Computing Machinery. https://doi.org/10.1145/2554850.2554956

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, Article 9. https://doi.org/10.1186/s41239-017-0042-5  

Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers and Education, 120, 213–226. https://doi.org/10.1016/j.compedu.2018.02.007

 Erenli, K. (2013). The impact of gamification – recommending education scenarios. International Journal of Emerging Technologies in Learning, 8(S1), 15-21. https://doi.org/10.3991/ijet.v8iS1.2320

Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21. https://doi.org/10.20368/1971-8829/1072  

Giang, V. (2013). “Gamification” techniques increase your employees’ ability to learn by 40%. Business Insider. https://bit.ly/3XcJC09

Gooch, D., Vasalou, A., Benton, L., & Khaled, R. (2016). Using gamification to motivate students with dyslexia. In J. Kaye & A. Druin (Eds.), CHI '16: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 969-980). Association for Computing Machinery. https://doi.org/10.1145/2858036.2858231

Gressick, J., & Langston, J. B. (2017). The guilded classroom: Using gamification to engage and motivate undergraduates. Journal of the Scholarship of Teaching and Learning, 17(3), 109-123. https://doi.org/10.14434/v17i3.22119

Groening, C., & Binnewies, C. (2019). ‘Achievement unlocked!’ – The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151–166. https://doi.org/10.1016/j.chb.2019.02.026

Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning, 10(1), 18-28. https://doi.org/10.3991/ijet.v10i1.4221

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045

Hamdan, R., Ashour, W., & Daher, W. (2021). The role of the e-learning departments in controlling the quality of electronic assessments in Palestinian universities during the COVID-19 pandemic. Sustainability, 13(21), Article 12021. https://doi.org/10.3390/su132112021

Harris, J. C. (2014). New terminology for mental retardation in DSM-5 and ICD-11. Current Opinion in Psychiatry, 26(3), 260-262. https://doi.org/10.1097/YCO.0b013e32835fd6fb  

Hsin-Yuan Huang, W., & Soman, D. (2013). A practitioner’s guide to gamification of education. Rotman School of Management, University of Toronto. https://rb.gy/x65kwf

Kyewski, E., & Kramer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers and Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006

Landers, R. N. (2015). Developing a theory of gamified learning: Linking serious games and Gamification of learning. Simulation and gaming, 45(6), 752-768. ‏https://doi.org/10.1177/1046878114563660

Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653-661. https://doi.org/10.12973/eu-jer.11.2.653

Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A Gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005

Moliner, L., Alegre, F., & Lorenzo-Valentin, G. (2022). The COVID-19 pandemic’s impact on 9th grade students’ mathematics achievement. European Journal of Educational Research, 11(2), 835-845. https://doi.org/10.12973/eu-jer.11.2.835

Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), Article ep269. https://doi.org/10.30935/cedtech/7949

Müller, B. C., Reise, C., & Seliger, G. (2015). Gamification in factory management education–A case study with Lego mindstorms. Procedia CIRP, 26, 121-126. ‏https://doi.org/10.1016/j.procir.2014.07.056

Nah, F. F. H., Telaprolu, V. R., Rallapalli, S., & Venkata, P. R. (2013). Gamification of education using computer games. In S. Yamamoto (Ed.), Human interface and the management of information: Information and interaction for learning, culture, collaboration and business, 15th International Conference (pp. 99-107). Springer. https://doi.org/10.1007/978-3-642-39226-9_12

Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, Article 648552. https://doi.org/10.3389/fpsyg.2021.648552

Papazoglou, A., Jacobson, L. A., McCabe, M., Kaufmann, W., & Zabel, T. A. (2014). To ID or not to ID? Changes in classification rates of intellectual disability using DSM-5. Mental Retardation, 52(3), 165-174. https://doi.org/10.1352/1934-9556-52.3.165

Rojo, T., González-Limón, M., & Rodríguez-Ramos, A. (2019). Company–University collaboration in applying gamification to learning about insurance. Informatics, 6(3), Article 42. https://doi.org/10.3390/informatics6030042  

Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088

Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated Gamification: An empirical study. Computers and Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009