Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336

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, 1–17. https://doi.org/10.1007/s11135-017-0597-1

Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the

flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6), 1015–1032. https://doi.org/10.1007/s10734-016-0104-y

Butt, P. (2017). A FLIPPED GAMIFIED CLASSROOM Prins Butt Southampton Solent University United Kingdom. ICICTE 2017 Proceeedings, 238–248.

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek ’11, 9–11. https://doi.org/10.1145/2181037.2181040

Durrani, U. (2020). Gamified Flipped Classroom Learning Approach: A Case Study of AJ University, (1), 1–5. https://doi.org/10.1109/tale48000.2019.9225919

Ho, J. (2020). Gamifying the flipped classroom: how to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 14(5), 421-435.  https://doi.org/10.1080/17501229.2019.1614185

Holland, J., & Holland, J. (2014). Implications of Shifting Technology in Education. TechTrends, 58(3), 16–25. https://doi.org/10.1007/s11528-014-0748-3

Huang, B., Hew, K. F., & Lo, C. K. (2018). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 0(0), 1–21. https://doi.org/10.1080/10494820.2018.1495653

Hung, H.-T. (2018). Gamifying the flipped classroom using game-based learning materials. ELT Journal, (February), 1–13. https://doi.org/10.1093/elt/ccx055

Hung, H. T. (2016). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090

Hwang, G. J., & Lai, C. L. (2017). Facilitating and Bridging Out-Of-Class and In-Class Learning : An Interactive E-Book-Based Flipped Learning Approach for Math Courses, 20, 184–197.

J. Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Encyclopedia of Library and Information Sciences, Third Edition, 15(2), 2797–2803. https://doi.org/10.1081/E-ELIS3-120043942

Jo, J., Jun, H., & Lim, H. (2018). A comparative study on gamification of the flipped classroom in engineering education to enhance the effects of learning. Computer Application in Engineering Education, (January). https://doi.org/10.1002/cae.21992

Kapp, K. (2014). Gamification: Separating Fact From Fiction. Chief Learning Officer, 13(3)(March), 42–46. https://doi.org/10.2304/elea.2005.2.1.5

Kaviza, M. (2020). Pelaksanaan Kelas Flipped dengan Sumber Digital dalam Mata Pelajaran Sejarah : Kesannya Terhadap Kemahiran Pemikiran Sejarah. Journal of ICT in Education (JICTIE), (April), 30–42.

Latulipe, C., Long, N. B., & Seminario, C. E. (2015). Structuring Flipped Classes with Lightweight Teams and Gamification. Proceedings of the 46th ACM Technical Symposium on Computer Science Education -SIGCSE ’15, 392–397. https://doi.org/10.1145/2676723.2677240

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2

Lo, C. K., & Hew, K. F. (2018). A comparison of flipped learning with gamification , traditional learning , and online independent study : the effects on students ’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 0(0), 1–18. https://doi.org/10.1080/10494820.2018.1541910

Martínez-Jiménez, R., & Ruiz-Jiménez, M. C. (2020). Improving students’ satisfaction and learning performance using flipped classroom. International Journal of Management Education, 18(3).https://doi.org/10.1016/j.ijme.2020.100422

Matsumoto, T. (2016). Motivation Strategy Using Gamification. Scientific Research Publishing, (July), 1480–1485. https://doi.org/10.4236/ce.2016.710153

Özer, H. H., Kanbul, S., & Ozdamli, F. (2018). Effects of the Gamification Supported Flipped Classroom Model on the Attitudes and Opinions Regarding Game-Coding Education, 13(1), 109–123. https://doi.org/10.3991/ijet.v13i01.7634

Sailer, M., & Sailer, M. (2020). Gamification of in-class activities in flipped classroom lectures. British Journal of Educational Technology, 0(0), 1–16. https://doi.org/10.1111/bjet.12948

Sams, A., & Bergmann, J. (2012). Flip Your Classroom : Reach Every Student in Every Class Every Day (first edit). United States of America.

Sánchez, S. P., Belmonte, J. L., Cabrera, A. F., & Núñez, J. A. L. (2020). Gamification as a methodological complement to flipped learning—an incident factor in learning improvement. Multimodal Technologies and Interaction, 4(2). https://doi.org/10.3390/mti4020012

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.  https://doi.org/10.1007/s10984-012-9108-4

Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5), 19–34. https://doi.org/10.14742/ajet.2232

Trpkovska, M. A., Bexheti, L. A., & Cico, B. (2017). Enhancing flipped classroom model implementation. 2017 6th Mediterranean Conference on Embedded Computing (MECO), (June), 1–4. https://doi.org/10.1109/MECO.2017.7977138

Tugun, V., Uzunboylu, H., & Ozdamli, F. (2017). Coding Education in a Flipped Classroom. TEM, 6(3), 599–606. https://doi.org/10.18421/TEM63-23

Turan, Z., & Goktas, Y. (2018). Innovative Redesign of Teacher Education ICT Courses : How Flipped Classrooms Impact Motivation ? * Öğretmen Eğitiminde Bilişim Teknolojileri Derslerinin Yenilikçi Şekilde Yeniden Tasarımı : Ters Yüz Sınıf Yöntemi Motivasyonu Nasıl Etkiler ? Jurnal of Education and Future, (13), 133–144.

Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. Internet and Higher Education, 33(2016), 86–92. https://doi.org/10.1016/j.iheduc.2017.02.002

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers and Education, 126, 75–88. https://doi.org/10.1016/j.compedu.2018.07.003

Zainuddin, Z., & Halili, S. H. (2016). International Review of Research in Open and Distributed Learning Flipped Classroom Research and Trends from Different Fields of Study. The International Review of Research in Open and Distributed Learning, 17(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2274/3699

Zainuddin, Z., Shujahat, M., Chu, S. K. W., Haruna, H., & Farida, R. (2019). The effects of gamified flipped instruction on learner performance and need satisfaction: A study in a low-tech setting. Information and Learning Science, 120(11–12), 789–802. https://doi.org/10.1108/ILS-07-2019-0067

Zamora-Polo, F., Corrales-Serrano, M., Sánchez-Martín, J., & Espejo-Antúnez, L. (2019). Nonscientific university students training in general science using an active-learning merged pedagogy: Gamification in a flipped classroom. Education Sciences, 9(4). https://doi.org/10.3390/educsci9040297