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.

Afshari, T., Farajollahi, M., Mazloumian, S., & Zanjani, N. K. (2021). Curriculum design in the flipped classroom for elementary math lesson. International Journal of Nonlinear Analysis and Applications, 12(Special Issue), 495-518.

Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Educational Technology and Society, 20(1), 237-247.

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Eriqat, S. (2022). Flipped classroom effects on grade 9 students’ critical thinking skills, psychological stress, and academic achievement. International Journal of Instruction, 15(2), 737-750.

Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning. Jacksonville: Florida Community College.

Bauer, M. W. (2003). Classical content analysis: A review. In M. W. Bauer & G. Gaskell (Eds.), Qualitative researching with text, image and sound (pp. 131-151). Sage.

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bergmann, J., & Sams, A. (2015). The flipped learning for elementary instruction. International Society for Technology in Education.

Bi, J., Bigdeli, H., & Izadpanah, S. (2023). The effect of the flipped classroom on reflective thinking, academic self-efficacy, and achievement motivation in language learners in intermediate level. Education and Information Technologies, 28(9), 11589-11613.

Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365-394.

Bishop, J., & Verleger, M. A. (2013, June 23-26). The flipped classroom: A survey of the research. 2013 ASEE Annual Conference & Exposition. Atlanta, Georgia.

Bloom, B. S. (1976). Human characteristics and school learning. McGraw-hill.

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819.

Botella, Á. G., García-Martínez, S., García, N. M., Olaya-Cuartero, J., & Ferriz-Valero, A. (2021). Flipped learning to improve students’ motivation in physical education. Acta Gymnica, 51, Article e2021.012.

Cai, Q., Zhang, H., & Cai, L. (2023). The role of the art of chinese calligraphy and music in developing creative thinking skills in preschoolers using flipped technology. Journal of Psycholinguistic Research, 52(6), 1973-1987.

Campión, R. S. (2019). Conectando el modelo flipped learning y la teoría de las Inteligencias múltiples a la luz de la taxonomía de Bloom. Magister: Revista miscelánea de investigación, 31(2), 45-54.

Cevikbas, M., & Kaiser, G. (2023). Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review. ZDM-Mathematics Education, 55(1), 177-191.

Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers and Education, 125, 226-239.

Chang, Y. H., Yan, Y. C., & Lu, Y. Te. (2022). Effects of combining different collaborative learning strategies with problem-based learning in a flipped classroom on program language learning. Sustainability, 14(9), 5282.

Chen, J., & Mokmin, N. A. M. (2024). Enhancing primary school students’ performance, flow state, and cognitive load in visual arts education through the integration of augmented reality technology in a card game. Education and Information Technologies, 29(12), 15441-15461.

Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112.

Cheng, S. C., Hwang, G. J., & Chen, C. H. (2023). Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach. Education and Information Technologies, 29, 7081-7104.

Chen-Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1), 1-21.

Chuang, H. H., Weng, C. Y., & Chen, C. H. (2018). Which students benefit most from a flipped classroom approach to language learning? British Journal of Educational Technology, 49(1), 56-68.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage.

Cruickshank, V., Pill, S., & Mainsbridge, C. (2021). Just do some physical activity’: Exploring experiences of teaching physical education online during Covid-19. Issues in Educational Research, 31(1), 76-93.

Cui, J., & Yu, S. (2019). Fostering deeper learning in a flipped classroom: Effects of knowledge graphs versus concept maps. British Journal of Educational Technology, 50(5), 2308-2328.

Cui, T., & Coleman, A. (2020). Investigating students’ attitudes, motives, participation and performance regarding out-of-class communication (OCC) in a flipped classroom. Electronic Journal of E-Learning, 18(6), 550-561.

del Arco, I., Mercadé-Melé, P., Ramos-Pla, A., & Flores-Alarcia, Ò. (2022). Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study. Frontiers in Education, 7, 1022295.

Doğan, Y., Batdı, V., & Yaşar, M. D. (2023). Effectiveness of flipped classroom practices in teaching of science: A mixed research synthesis. Research in Science and Technological Education, 41(1), 393-421.

Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3), 3327-3346.

Enfield, J. (2013) Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. Tech Trends, 57(6), 14-27.

Erbil, D. G., & Kocabaş, A. (2020). Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation. Studies in Educational Evaluation, 66, 100878.

Flipped Learning Network [FLN]. (2014). The four pillars of F-L-I-P™. Retrieved January 1, 2024, from http://flippedlearning.org//site/Default.aspx?PageID=92FLN

Fornons, V., & Palau, R. (2021). Flipped classroom in the teaching of mathematics: A systematic review. Education in the Knowledge Society, 22, 11-20.

Galindo-Dominguez, H. (2021). Flipped classroom in the educational system: Trend or effective pedagogical model compared to other methodologies? Educational Technology & Society, 24(3), 44-60.

Gao, X., & Hew, K. F. (2023). A flipped systematic debugging approach to enhance elementary students’ program debugging performance and optimize cognitive load. Journal of Educational Computing Research, 61(5), 1064-1095.

Girmen, P., & Kaya, M. F. (2019). Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games. International Journal of Instruction, 12(1), 555-572.

Gómez-García, G., Marín-Marín, J. A., Romero-Rodríguez, J. M., Navas-Parejo, M. R., & Jiménez, C. R. (2020). Effect of the flipped classroom and gamification methods in the development of a didactic unit on healthy habits and diet in primary education. Nutrients, 12(8), 1-15.

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning. Pearson.

Han, F. (2023). Relations between students’ study approaches, perceptions of the learning environment, and academic achievement in flipped classroom learning: Evidence from self-reported and process data. Journal of Educational Computing Research, 61(6), 1252-1274.

Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92.

Hinojo-Lucena, F. J., Lopez Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sanchez, S. (2020). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276.

Hsu, C.-Y., & Wu, T.-T. (2023). Application of business simulation games in flipped classrooms to facilitate student engagement and higher-order thinking skills for sustainable learning practices. Sustainability, 15(24), 16867.

Hui, Y. K., Mai, B., Qian, S., & Kwok, L. F. (2018). Cultivating better learning attitudes: A preliminary longitudinal study. Open Learning, 33(2), 155-170.

Hultén, M., & Larsson, B. (2018). The flipped classroom: Primary and secondary teachers’ views on an educational movement in schools in Sweden today. Scandinavian Journal of Educational Research, 62(3), 433-443.

Hung, H. T., & Yeh, H. C. (2023). Augmented‐reality‐enhanced game‐based learning in flipped English classrooms: Effects on students’ creative thinking and vocabulary acquisition. Journal of Computer Assisted Learning, 39(6), 1786-1800.

Hwang, G. J., & Lai, C. L. (2017). Facilitating and bridging out-of-class and in-class learning: an interactive e-bookbased flipped learning approach for math courses. Educational Technology & Society, 20(1), 184-197.

Hwang, G. J., Chang, S. C., Song, Y., & Hsieh, M. C. (2021). Powering up flipped learning: An online learning environment with a concept map-guided problem-posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445.

Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123.

Jin, B., Wu, X. A., & Du, S. Da. (2020). Top 100 most frequently cited papers in liver cancer: A bibliometric analysis. ANZ Journal of Surgery, 90(1-2), 21-26.

Khodabandeh, F. (2023). Exploring the viability of augmented reality game-enhanced education in whatsapp flipped and blended classes versus the face-to-face classes. Education and Information Technologies, 28(1), 617-646.

Khodabandeh, F., & Mombini, A. (2024). Exploring the effect of augmented reality technology on high school students’ vocabulary learning, personality traits, and self-efficacy in flipped and blended classes. Education and Information Technologies, 29(12), 16027-16050.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.

Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126-140.

Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped classroom model before and during COVID-19: Using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189-204.

Lee, G. G., Jeon, Y. E., & Hong, H. G. (2021). The effects of cooperative flipped learning on science achievement and motivation in high school students. International Journal of Science Education, 43(9), 1381-1407.

Lin, H. C., Hwang, G. J., & Hsu, Y. D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education, 139, 207-221.

Lo, C. K. (2020). Systematic reviews on flipped learning in various education contexts. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond & K. Buntins (Eds.), Systematic reviews in educational research: Methodology, perspectives and application (pp.129–143). Springer.

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), 1-22.

Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28, 1-18.

Ma, Y. (2023). Exploration of flipped classroom approach to enhance critical thinking skills. Heliyon, 9(11), 1-21.

Mazur, E. (1997). Peer instruction: A user’s manual. Prentice-Hall.

McEvoy, C. S., Cantore, K. M., Denlinger, L. N., Schleich, M. A., Stevens, N. M., Swavely, S. C., Odom, A. A., & Novick, M. B. (2016). Use of medical students in a flipped classroom programme in nutrition education for fourth-grade school students. Health Education Journal, 75(1), 38-46.

McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped classroom implementation: A case report of two higher education institutions in the United States and Australia. Computers in the Schools, 33(1), 24-37.

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85-95.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., & Moher, D. (2021). Updating guidance for reporting systematic reviews: Development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103-112.

Parra-Giménez, F. J. (2017). La taxonomía de Bloom en el modelo aula invertida. Publicaciones Didácticas, 86, 176-179.

Phillips, C. R., & Trainor, J. E. (2014). Millennial students and the flipped classroom. Journal of Business and Educational Leadership, 5, 102-112.

Pinto, M., Fernández-Pascual, R., Caballero-Mariscal, D., Sales, D., Guerrero, D., & Uribe, A. (2019). Scientific production on mobile information literacy in higher education: A bibliometric analysis (2006-2017). Scientometrics, 120(1), 57-85.

Sáez-López, J. M., & Cózar-Gutiérrez, R. (2017). Programación visual por bloques en educación primaria: Aprendiendo y creando contenidos en ciencias sociales. Revista Complutense de Educacion, 28(2), 409-426.

Şahin, Ş. N., & Tavil, Z. M. (2023). The effect of flipped classroom model on the vocabulary learning and retention of young EFL learners. The Journal of Language Teaching and Learning, 13(1), 42-58.

Sánchez, S. P., Belmonte, J. L., Guerrero, A. J. M., & Núñez, J. A. L. (2019). Impact of educational stage in the application of flipped learning: A contrasting analysis with traditional teaching. Sustainability, 11(21), 5968.

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314.

Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406.

Tsai, C. W., Shen, P. Di, & Lu, Y. J. (2015). The effects of problem-based learning with flipped classroom on elementary students’ computing skills: A case study of the production of Ebooks (EJ1168174). ERIC. https://eric.ed.gov/?id=EJ1168174

Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning, 33(5-6), 590-606.

Turan, Z., & Göktaş, Y. (2016). The flipped classroom: Instructional efficiency and impact of achievement and cognitive load levels. Journal of e-Learning and Knowledge Society, 12(4), 51-62.

Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: A meta-analysis. Asia Pacific Education Review, 22(4), 655-673.

van Eck, N. J., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538.

Vicente, F. R., Linares, A. Z., & Sánchez, N. M. (2020). “Sustainable city”: A steam project using robotics to bring the city of the future to primary education students. Sustainability, 12(22), 1-21.

Wright, G. W., & Park, S. (2022). The effects of flipped classrooms on K-16 students’ science and math achievement: A systematic review. Studies in Science Education, 58(1), 95-136.

Yang, C. C. R., & Chen, Y. (2020). Implementing the flipped classroom approach in primary English classrooms in China. Education and Information Technologies, 25(2), 1217-1235.

Ye, X. D., Chang, Y. H., & Lai, C. L. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075-1092.

Yilmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260.

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126, 75-88.

Zainuddin, Z., Zhang, Y., Li, X., Chu, S. K. W., Idris, S., & Keumala, C. M. (2019). Research trends in flipped classroom empirical evidence from 2017 to 2018: A content analysis. Interactive Technology and Smart Education, 16(3), 255-277.

Zan, B. U. (2019). Evolution of research subjects based on direct citation, cocitation and bibliographical coupling approaches. Social Sciences Researches Journal 14(2), 501-516.

Zawacki-Richter, O., & Latchem, C. (2018). Exploring four decades of research in Computers & Education. Computers & Education, 122, 136-152.

Zhao, J., Hwang, G. J., Chang, S. C., Yang, Q. fan, & 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 and Development, 69(6), 3255-3280.

Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15.

Zhu, G. (2021). Is flipping effective? A meta-analysis of the effect of flipped instruction on K-12 students’ academic achievement. Educational Technology Research and Development, 69, 733-761.

Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228.

Zou, D., & Zhang, R. (2021). Flipped primary EFL classrooms: Impact, feasibility, and potential. ELT Journal, 75(3), 267-277.

Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2022). A systematic review of research on flipped language classrooms: Theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 35(8), 1811-1837.

Županec, V. S., Radulović, B. N., Pribićević, T. Z., Miljanović, T. G., & Zdravković, V. G. (2018). Determination of educational efficiency and students’ involvement in the flipped biology classroom in primary school. Journal of Baltic Science Education, 17(1), 162-176.

Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18(3), 429-472.