A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school.
- DOI
- 10.3389/fpsyg.2026.1832021
- Published
- 2026
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1832021,
title = {A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school.},
author = {Shao J and Tang S and Zhuang Z},
year = {2026},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2026.1832021},
url = {https://doi.org/10.3389/fpsyg.2026.1832021}
}RIS
TY - JOUR TI - A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school. AU - Shao J AU - Tang S AU - Zhuang Z PY - 2026 JO - Frontiers in psychology DO - 10.3389/fpsyg.2026.1832021 UR - https://doi.org/10.3389/fpsyg.2026.1832021 ER -
APA
J, S., S, T., & Z, Z. (2026). A gamified interactive E-book incorporating metacognitive self-regulation: effects on physics achievement, learning motivation, and metacognitive self-regulation ability in junior high school.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1832021
Source records
- pubmed · retrieved 2026-09-26T03:49:20.967Z