Eurasia Journal of Mathematics, Science and Technology Education

• Abd Ghani, M., Rahi, S., Yasin, N. M., & Alnaser, F. (2017). Adoption of internet banking: extending the role of technology acceptance model (TAM) with e-customer service and customer satisfaction. World Applied Sciences Journal, 35, 1918-1929.
• Abdallah, N., & Abdallah, O. (2022). Investigating factors affecting students’ satisfaction with e-learning: An empirical case study. Journal of Educators Online, 19(1). https://doi.org/10.9743/JEO.2022.19.1.3
• Acciarini, C., Borelli, F., Capo, F., Cappa, F., & Sarrocco, C. (2022). Can digitalization favor the emergence of innovative and sustainable business models? A qualitative exploration in the automotive sector. Journal of Strategy and Management, 15, 335-352. https://doi.org/10.1108/JSMA-02-2021-0033
• Affia, A.-A. O., Nolte, A., & Matulevicius, R. (2022). Integrating hackathons into an online cybersecurity course. In Proceedings of the ACM/IEEE 44^th International Conference on Software Engineering: Software Engineering Education and Training (pp. 134-145). https://doi.org/10.1145/3510456.3514151
• Agrebi, S., & Jallais, J. (2015). Explain the intention to use smartphones for mobile shopping. Journal of Retailing and Consumer Services, 22, 16-23. https://doi.org/10.1016/j.jretconser.2014.09.003
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
• Al Kurdi, B., Alshurideh, M., Salloum, S., Obeidat, Z., & Al-Dweeri, R. (2020). An empirical investigation into examination of factors influencing university students’ behavior towards e-learning acceptance using SEM approach. International Association of Online Engineering. https://doi.org/10.3991/ijim.v14i02.11115
• Alassafi, M. O. (2022). E-learning intention material using TAM: A case study. Materials Today: Proceedings, 61, 873-877. https://doi.org/10.1016/j.matpr.2021.09.457
• Aldossry, B. (2021). Evaluating the Madrasati platform for the virtual classroom in Saudi Arabian education during the time of COVID-19 pandemic. European Journal of Open Education E-learning Studies, 6(1), 89-99. https://doi.org/10.46827/ejoe.v6i1.3620
• Al-Fraihat, D., Joy, M., Masa’deh, R. E., & Sinclair, J. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67-86. https://doi.org/10.1016/j.chb.2019.08.004
• Allan, U., Jana Deborah, M.-A., Meredith, L., Noel, J., Abigail Ruth, M., Joseph, D. T., Weiming, T., Mallika, A., & Po-Lin, C. (2022). Youth social innovation during the COVID-19 pandemic in the Philippines: A quantitative and qualitative descriptive analyses from a crowdsourcing open call and online hackathon. BMJ Innovations, 8, 161. https://doi.org/10.1136/bmjinnov-2021-000887
• Almaiah, M. A., Al-Otaibi, S., Lutfi, A., Almomani, O., Awajan, A., Alsaaidah, A., Alrawad, M., & Awad, A. B. (2022). Employing the TAM model to investigate the readiness of m-learning system usage using SEM technique. Electronics, 11(8), 1259. https://doi.org/10.3390/electronics11081259
• Al-Okaily, M., Alqudah, H., Matar, A., Lutfi, A., & Taamneh, A. (2020). Impact of COVID-19 pandemic on acceptance of e-learning system in Jordan: A case of transforming the traditional education systems. Humanities social Sciences Review, 6, 840-851. https://doi.org/10.18510/hssr.2020.8483
• Al-Rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015). Exploring the factors that affect student satisfaction through using e-learning in Malaysian higher education institutions. Mediterranean Journal of Social Sciences, 6, 299. https://doi.org/10.5901/mjss.2015.v6n4s1p299
• Amin, M. K., Akter, A., Azhar, A., & Akter, S. (2015). Applying TAM to understand students’ behavioral Intention to use e-learning system: An empirical evidence from Bangladesh. In Proceedings of the 18^th International Conference on Computer and Information Technology (pp. 25-26).
• Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2022). Blended learning adoption and implementation in higher education: A theoretical and systematic review. Technology, Knowledge and Learning, 27, 531-578. https://doi.org/10.1007/s10758-020-09477-z
• Ares Albirru, A., Siska Lusia, P., Febri, R., & Mellyna Eka Yan, F. (2021). Perceived satisfaction and perceived usefulness of e-learning: The role of interactive learning and social influence. In Proceedings of the 3^rd International Conference on Educational Development and Quality Assurance (pp. 535-541).
• Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16, 74-94. https://doi.org/10.1007/BF02723327
• Bailey, D. R., Almusharraf, N., & Almusharraf, A. (2022). Video conferencing in the e-learning context: Explaining learning outcome with the technology acceptance model. Education and Information Technologies, 27, 7679-7698. https://doi.org/10.1007/s10639-022-10949-1
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588. https://doi.org/10.1037/0033-2909.88.3.588
• Bhattacherjee, A. (2001). Understanding information systems continuance: An expectation-confirmation model. MIS Quarterly, 25, 351-370. https://doi.org/10.2307/3250921
• Bolici, F., Acciarini, C., Marchegiani, L., & Pirolo, L. (2020). Innovation diffusion in tourism: how information about blockchain is exchanged and characterized on twitter. The TQM Journal. https://doi.org/10.1108/TQM-01-2020-0016
• Bollen, K. A. (1990). Overall fit in covariance structure models: Two types of sample size effects. Psychological Bulletin, 107, 256. https://doi.org/10.1037/0033-2909.107.2.256
• Braune, K., Rojas, P.-D., Hofferbert, J., Valera Sosa, A., Lebedev, A., Balzer, F., Thun, S., Lieber, S., Kirchberger, V., & Poncette, A.-S. (2021). Interdisciplinary online hackathons as an approach to combat the COVID-19 pandemic: Case study. Journal of Medical Internet Research, 23, e25283. https://doi.org/10.2196/25283
• Brereton, B. (2020). EU vs. virus hackathon project: A case study from a mentor’s perspective. All Ireland Journal of Higher Education, 12.
• Buchem, I., & Leiba, M. (2022). Online hackathon as an instructional design approach to student engagement and international collaboration during COVID19. A case study of a hackathon challenge at the DIGIEDUHACK 2021. In Proceedings of the INTED 2022 (pp. 8642-8650). IATED. https://doi.org/10.21125/inted.2022.2237
• Budu, K. W. A., Yinping, M., & Mireku, K. K. (2018). Investigating the effect of behavioral intention on e-learning systems usage: Empirical study on tertiary education institutions in Ghana. Mediterranean Journal of Social Sciences, 9, 201. https://doi.org/10.2478/mjss-2018-0062
• Byrne, B. M., & Van de Vijver, F. J. R. (2010). Testing for measurement and structural equivalence in large-scale cross-cultural studies: Addressing the issue of nonequivalence. International Journal of Testing, 10, 107-132. https://doi.org/10.1080/15305051003637306
• Byrne, J. R., O’Sullivan, K., & Sulliva, K. (2017). An IoT and wearable technology hackathon for promoting careers in computer science. IEEE Transactions on Education, 60, 50-58. https://doi.org/10.1109/TE.2016.2626252
• Calco, M., & Veeck, A. (2015). The markathon: Adapting the hackathon model for an introductory marketing class project. Marketing Education Review, 25, 33-38. https://doi.org/10.1080/10528008.2015.999600
• Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319-340. https://doi.org/10.2307/249008
• Faas, T., Liu, I.-C., Dombrowski, L., & Miller, A. D. (2019). Jam today, jam tomorrow: Learning in online game jams. In Proceedings of the ACM on Human-Computer Interaction (pp. 1-27). https://doi.org/10.1145/3361121
• Fadlelmola, F. M., Ghedira, K., Hamdi, Y., Hanachi, M., Radouani, F., Allali, I., Kiran, A., Zass, L., Alsayed, N., Fassatoui, M., Samtal, C., Ahmed, S., da Rocha, J., Chaqsare, S., Sallam, R. M., Chaouch, M., Farahat, M., Ssekagiri, A., Parker, Z., Adil, M., Turkson, M., Benchaalia, A., Benkahla, A., Panji, S., Kassim, S., Souiai, O., & Mulder, N. (2021). H3ABioNet genomic medicine and microbiome data portals hackathon proceedings. Database, 2021, baab016. https://doi.org/10.1093/database/baab016
• Flus, M., & Hurst, A. (2021). Design at hackathons: New opportunities for design research. Design Science, 7, e4. https://doi.org/10.1017/dsj.2021.1
• Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39-50. https://doi.org/10.2307/3151312
• Fowler, A. (2016). Informal stem learning in game jams, hackathons and game creation events. In Proceedings of the International Conference on Game Jams, Hackathons, and Game Creation Events (pp. 38-41). https://doi.org/10.1145/2897167.2897179
• Franco, S., Presenza, A., & Petruzzelli, A. M. (2022). Boosting innovative business ideas through hackathons. The “hack for travel” case study. European Journal of Innovation Management, 25, 413-431. https://doi.org/10.1108/EJIM-06-2021-0300
• Gama, K. (2020). Successful models of hackathons and innovation contests to crowdsource rapid responses to COVID-19. Digital Government: Research Practice, 2, 1-7. https://doi.org/10.1145/3431806
• Gama, K., Alencar Goncalves, B., & Alessio, P. (2018). Hackathons in the formal learning process. In Proceedings of the 23^rd Annual ACM Conference on Innovation and Technology in Computer Science Education (pp. 248-253). https://doi.org/10.1145/3197091.3197138
• Gama, K., Zimmerle, C., & Rossi, P. (2021). Online hackathons as an engaging tool to promote group work in emergency remote learning. In Proceedings of the 26^th ACM Conference on Innovation and Technology in Computer Science Education V (pp. 345-351). https://doi.org/10.1145/3430665.3456312
• George, A., & Kumar, G. S. G. (2013). Antecedents of customer satisfaction in internet banking: Technology acceptance model (TAM) redefined. Global Business Review, 14, 627-638. https://doi.org/10.1177/0972150913501602
• Giray, G. (2021). An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions. Education and Information Technologies, 26, 6651-6673. https://doi.org/10.1007/s10639-021-10454-x
• Goodman, T., & Radu, A.-I. (2020). Learn-apply-reinforce/share learning: Hackathons and CTFs as general pedagogic tools in higher education, and their applicability to distance learning. arXiv preprint arXiv, 04226. https://doi.org/10.2139/ssrn.3637823
• Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26, 6923-6947. https://doi.org/10.1007/s10639-021-10523-1
• Granados, C., & Pareja-Eastaway, M. (2019). How do collaborative practices contribute to innovation in large organizations? The case of hackathons. Innovation, 21, 487-505. https://doi.org/10.1080/14479338.2019.1585190
• Haddad, F. S. (2018). Examining the effect of learning management system quality and perceived usefulness on student’s satisfaction. Journal of Theoretical Applied Information Technology, 96, 8034-8044.
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46, 1-12. https://doi.org/10.1016/j.lrp.2013.01.001
• Han, J.-H., & Sa, H. J. (2022). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): The COVID-19 situation in Korea. Asia Pacific Education Review, 23, 403-415. https://doi.org/10.1007/s12564-021-09716-7
• Happonen, A., Tikka, M., & Usmani, U. A. (2021). A systematic review for organizing hackathons and code camps in COVID-19 like times: Literature in demand to understand online hackathons and event result continuation. In Proceedings of the 2021 International Conference on Data and Software Engineering (pp. 1-6). https://doi.org/10.1109/ICoDSE53690.2021.9648459
• Horton, P. A., Jordan, S. S., Weiner, S., & Lande, M. (2018). Project-based learning among engineering students during short-form hackathon events. In Proceedings of the 2018 ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--30901
• Hossain, F., Elmer, N., Srinivasan, M., & Andral, A. (2020). Accelerating applications for planned NASA satellite missions: A new paradigm of virtual hackathons during a pandemic and in the post-pandemic era. Bulletin of the American Meteorological Society, 101, E1544-E1554. https://doi.org/10.1175/BAMS-D-20-0167.1
• HR, G. & Aithal, P. (2022). Deriving right sample size and choosing an appropriate sampling technique to select samples from the research population during Ph.D. program in India. International Journal of Applied Engineering Management Letters, 6, 288-306. https://doi.org/10.47992/IJAEML.2581.7000.0159
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55. https://doi.org/10.1080/10705519909540118
• Isaac, O., Abdullah, Z., Ramayah, T., Mutahar, A. M., & Alrajawy, I. (2018). Integrating user satisfaction and performance impact with technology acceptance model (TAM) to examine the internet usage within organizations in Yemen. Asian Journal of Information Technology, 17, 60-78.
• Ismail, S., & Mack, S. (2008). Considering students’ perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11, 216-223.
• James, L. R., Mulaik, S. A., & Brett, J. M. (1983). Causal analysis: Assumptions, models, and data. SAGE.
• Jöreskog, K. G., & Sörbom, D. (1982). Recent developments in structural equation modeling. Journal of Marketing Research, 19, 404-416. https://doi.org/10.2307/3151714
• Karim, A. J. (2011). Evaluating the influence of reliability, usability, usefulness and website design on the satisfaction of online consumers. Research Journal of Economics, Business ICT, 2(2011), 28-32.
• Karim, M. W., Haque, A., Ulfy, M. A., & Hossin, M. S. (2021). Factors influencing student satisfaction towards distance learning apps during the coronavirus (COVID-19) pandemic in Malaysia. International Journal of Academic Research in Progressive Education Development. https://doi.org/10.6007/IJARPED/v10-i2/9546
• Kienzler, H., & Fontanesi, C. (2017). Learning through inquiry: A global health hackathon. Teaching in Higher Education, 22, 129-142. https://doi.org/10.1080/13562517.2016.1221805
• Kline, R. B. (2010). Promise and pitfalls of structural equation modeling in gifted research. In B. Thompson, & R. F. Subotnik (Eds.), Methodologies for conducting research on giftedness (pp. 147-169). American Psychological Association. https://doi.org/10.1037/12079-007
• Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
• Landrum, H., & Prybutok, V. R. (2004). A service quality and success model for the information service industry. European Journal of Operational Research, 156, 628-642. https://doi.org/10.1016/S0377-2217(03)00125-5
• Lee, J.-W., & Mendlinger, S. (2011). Perceived self-efficacy and its effect on online learning acceptance and student satisfaction. Journal of Service Science Management Science, 4, 243. https://doi.org/10.4236/jssm.2011.43029
• Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51, 864-873. https://doi.org/10.1016/j.compedu.2007.09.005
• Liaw, S.-S., & Huang, H.-M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60, 14-24. https://doi.org/10.1016/j.compedu.2012.07.015
• Lyons, R., Brown, M., & Donlon, E. (2021). Moving the hackathon online: Reimagining pedagogy for the digital age. Distance Education in China, 7, 1-18.
• Maaravi, Y., & Heller, B. (2021). Digital innovation in times of crisis: How mashups improve quality of education. Sustainability, 13. https://doi.org/10.3390/su13137082
• Maldonado-Romo, A., & Yeh, L. (2022). Quantum computing online workshops and hackathon for Spanish speakers: A case study. In Proceedings of the 2022 IEEE International Conference on Quantum Computing and Engineering (pp. 709-717). https://doi.org/10.1109/QCE53715.2022.00096
• Mather, D., Caputi, P., & Jayasuriya, R. (2002). Is the technology acceptance model a valid model of user satisfaction of information technology in environments where usage is mandatory? ACIS Proceedings, 49.
• Medina Angarita, M. A., & Nolte, A. (2020). What do we know about hackathon outcomes and how to support them?–A systematic literature review. In A. Nolte, C. Alvarez, R. Hishiyama, I.-A. Chounta, M. J. Rodriguez-Triana, & T. Inoue (Eds.), Collaboration technologies and social computing (pp. 50-64). Springer. https://doi.org/10.1007/978-3-030-58157-2_4
• Mendes, W., Richard, A., Tillo, T.-K., Pinto, G., Gama, K., & Nolte, A. (2022). Socio-technical constraints and affordances of virtual collaboration–A study of four online hackathons. In Proceedings of the ACM on Human-Computer Interaction (pp. 1-32). ACM. https://doi.org/10.1145/3555221
• Nandi, A., & Mandernach, M. (2016). Hackathons as an informal learning platform. In Proceedings of the 47^th ACM Technical Symposium on Computing Science Education (pp. 346-351). ACM. https://doi.org/10.1145/2839509.2844590
• Natasia, S. R., Wiranti, Y. T., & Parastika, A. (2022). Acceptance analysis of NUADU as e-learning platform using the technology acceptance model (TAM) approach. Procedia Computer Science, 197, 512-520. https://doi.org/10.1016/j.procs.2021.12.168
• Nunnally, B., & Bernstein, I. (1994). Psychometric theory. Oxford Univer. Press.
• Ohliati, J., & Abbas, B. S. (2019). Measuring students satisfaction in using learning management system. International Journal of Emerging Technologies in Learning, 14, 180. https://doi.org/10.3991/ijet.v14i04.9427
• Oyetade, K. E., Zuva, T., & Harmse, A. (2022). Factors influencing hackathon adoption for learning information technology (IT) programming modules. TEM Journal, 11, 1165-1171. https://doi.org/10.18421/TEM113-22
• Oyetade, K. E., Zuva, T., & Harmse, A. (2023). Intention to use hackathon by information technology programming students. In M. R. Laouar, V. E. Balas, B. Lejdel, S. Eom, & M. A. Boudia (Eds.), Proceedings of the 12^th International Conference on Information Systems and Advanced Technologies (pp. 80-92). Springer. https://doi.org/10.1007/978-3-031-25344-7_8
• Ping, L., & Liu, K. (2020). Using the technology acceptance model to analyze K-12 students’ behavioral intention to use augmented reality in learning. Texas Education Review, 8(2), 37-51.
• Porras, J., Khakurel, J., Ikonen, J., Happonen, A., Knutas, A., Herala, A., & Drögehorn, O. (2018). Hackathons in software engineering education: Lessons learned from a decade of events. In Proceedings of the 2^nd International Workshop on Software Engineering Education for Millennials (pp. 40-47). https://doi.org/10.1145/3194779.3194783
• Porras, J., Knutas, A., Ikonen, J., Happonen, A., Khakurel, J., & Herala, A. (2019). Code camps and hackathons in education–Literature review and lessons learned. In Proceedings of the 52^nd Hawaii International Conference on System Sciences. https://doi.org/10.24251/HICSS.2019.933
• Powell, J., Bailey Hayden, L., Cannon, A., Wilson, B., & Nolte, A. (2021). Organizing online hackathons for newcomers to a scientific community–Lessons learned from two events. In Proceedings of the 6^th Annual International Conference on Game Jams, Hackathons, and Game Creation Events (pp. 78-82). https://doi.org/10.1145/3472688.3472700
• Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37, 111-125. https://doi.org/10.1080/02680513.2020.1755642
• Ribault, S., Bessaguet, H., Ardaillon, H., Rousson, G., Nivesse, D., Fareh, T., Malishchuk, A. S., Milot, A., Eklu, B., Seguin, P., & Rode, G. (2022). To other new educational ways for interdisciplinary cooperation and innovation: About a student-driven hackathon. Mededpublish, 20. https://doi.org/10.12688/mep.18991.1
• Rocha Estrada, F. J., Ruiz-Ramírez, J. A., George-Reyes, C. E., & Glasserman-Morales, L. D. (2022). Evaluation of a virtual campus adapted to web-based virtual reality spaces: Assessments of teachers and students. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.918125
• Steglich, C., Marczak, S., Guerra, L., Trindade, C., Dutra, A., & Bacelo, A. (2021). An online educational hackathon to foster professional skills and intense collaboration on software engineering students. In Proceedings of the XXXV Brazilian Symposium on Software Engineering (pp. 388-397). https://doi.org/10.1145/3474624.3476973
• Steiger, J. H. (1990). Structural model evaluation and modification: An interval estimation approach. Multivariate Behavioral Research, 25, 173-180. https://doi.org/10.1207/s15327906mbr2502_4
• Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50, 1183-1202. https://doi.org/10.1016/j.compedu.2006.11.007
• Szymanska, I., Sesti, T., Motley, H., & Puia, G. (2020). The effects of hackathons on the entrepreneurial skillset and perceived self-efficacy as factors shaping entrepreneurial intentions. Administrative Sciences, 10. https://doi.org/10.3390/admsci10030073
• Tawafak, R. M., Malik, S. I., & Alfarsi, G. (2020). Development of framework from adapted TAM with MOOC platform for continuity intention. Development, 29, 1681-1691.
• Temiz, S. (2021). Open innovation via crowdsourcing: A digital only hackathon case study from Sweden. Journal of Open Innovation: Technology, Market, and Complexity, 7, 39. https://doi.org/10.3390/joitmc7010039
• Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52, 302-312. https://doi.org/10.1016/j.compedu.2008.08.006
• Terwiesch, C., & Xu, Y. (2008). Innovation contests, open innovation, and multiagent problem solving. Management Science, 54, 1529-1543. https://doi.org/10.1287/mnsc.1080.0884
• Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10. https://doi.org/10.1007/BF02291170
• Uys, W. F. (2020). Hackathons as a formal teaching approach in information systems capstone Courses. In B. Tait, J. Kroeze, & S. Gruner (Eds.), ICT education (pp. 79-95). Springer. https://doi.org/10.1007/978-3-030-35629-3_6
• Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four Longitudinal field studies. Management Science, 46, 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
• Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27, 425-478. https://doi.org/10.2307/30036540
• Vermicelli, S., Cricelli, L., & Grimaldi, M. (2021). How can crowdsourcing help tackle the COVID-19 pandemic? An explorative overview of innovative collaborative practices. R&D Management, 51, 183-194. https://doi.org/10.1111/radm.12443
• Wiggins, B. E. (2016). An overview and study on the use of games, simulations, and gamification in higher education. International Journal of Game-Based Learning, 6, 18-29. https://doi.org/10.4018/IJGBL.2016010102
• William, S. B., Shu, N., Angela, L., James, K., Victor, P., William, P. F., Manuela, R. Z., Jye Quan, T., Abigail, S., Karisma, S., Ryan, K., Joshua, B., Stephen, J. C., Peter, R. C., & David George, J. (2021). Virtual hackathon to tackle COVID-19 unmet needs. BMJ Innovations, 7, 284. https://doi.org/10.1136/bmjinnov-2020-000456

APA

Oyetade, K., Harmse, A., & Zuva, T. (2023). Evaluating student satisfaction with online hackathon for IT projects. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2338. https://doi.org/10.29333/ejmste/13608

Vancouver

Oyetade K, Harmse A, Zuva T. Evaluating student satisfaction with online hackathon for IT projects. EURASIA J Math Sci Tech Ed. 2023;19(10):em2338. https://doi.org/10.29333/ejmste/13608

AMA

Oyetade K, Harmse A, Zuva T. Evaluating student satisfaction with online hackathon for IT projects. EURASIA J Math Sci Tech Ed. 2023;19(10), em2338. https://doi.org/10.29333/ejmste/13608

Chicago

Oyetade, Kayode, Anneke Harmse, and Tranos Zuva. "Evaluating student satisfaction with online hackathon for IT projects". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 10 (2023): em2338. https://doi.org/10.29333/ejmste/13608

Harvard

Oyetade, K., Harmse, A., and Zuva, T. (2023). Evaluating student satisfaction with online hackathon for IT projects. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2338. https://doi.org/10.29333/ejmste/13608

MLA

Oyetade, Kayode et al. "Evaluating student satisfaction with online hackathon for IT projects". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 10, 2023, em2338. https://doi.org/10.29333/ejmste/13608