| 參考文獻 |
Adisusilo, A. K., & Soebandhi, S. (2021). A review of immersivity in serious game with
the purpose of learning media. International Journal of Applied Science and
Engineering, 18(5), 1-11.
Adisusilo, A. K., Wahyuningtyas, E., Saurina, N., & Radi, R. (2021, November). Serious
Game Mechanism Design for Soil Cultivation using Singkal Plow. In 2021 IEEE 5th
International Conference on Information Technology, Information Systems and
Electrical Engineering (ICITISEE) (pp. 381-386). IEEE.
Adita, A., Nugraheni, A. R. E., & Srisawasdi, N. (2020). Trends of instructional research
using biology game: A systematic review of the evidence during 2010-2019.
In Proceeding of the 28th International conference on Computers in Education (pp.
418-424).
Admiraal, W., Huizenga, J., Heemskerk, I., Kuiper, E., Volman, M., & Ten Dam, G.
(2014). Gender-inclusive game-based learning in secondary education. International
Journal of Inclusive Education, 18(11), 1208-1218.
Agarwal, R., & Prasad, J. (1999). Are individual differences germane to the acceptance
of new information technologies? Decision sciences, 30(2), 361-391.
Ahmed, W., Van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, selfregulated learning, and achievement in mathematics: A growth curve analysis.
Journal of educational psychology, 105(1), 150.
AKANI, A. (2012). Integrating entrepreneurial education into science and technology
curriculum: A strategy for poverty and unemployment reduction in Nigeria.
Department of Science Education, Ebonyi State University, Abakaliki.
Akani, O. (2012). Strategic Issues in Promoting Effective Science, Technology and
Mathematics Education for the Achievement of Millennium Development Goals
(MDGS). Journal of Resourcefulness and Distinction, 2(1), 265-273.
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an inquiry‐based approach known
as the science writing heuristic to traditional science teaching practices: Are there
differences? International Journal of Science Education, 29(14), 1745-1765.
Ali, F., Haq, I. U., Haq, K. U., Bashir, A., & Riaz, H. (2021). Comparative Study on The
Digital Game and Computer Simulation to Curtail Student’s Misconception about
Heat & Temperature. European Journal of Physics Education, 12(2), 1-10.
All, A., Castellar, E. P. N., & Van Looy, J. (2015). Towards a conceptual framework for
assessing the effectiveness of digital game-based learning. Computers & Education,
88, 29-37.
Al-Tarawneh, M. H. (2016). The effectiveness of educational games on scientific
397
concepts acquisition in first grade students in science. Journal of Education and
Practice, 7(3), 31-37.
Amro, M., VicunaPolo, S., Jayousi, R., & Qasrawi, R. (2021). Personalized Serious
Games for Improving Attention Skills among Palestinian Adolescents.
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning
and serious games in education. International Journal of Advances in Scientific
Research and Engineering, 4(12), 139-144.
Anderson, J., & Barnett, M. (2011). Using video games to support pre-service elementary
teachers learning of basic physics principles. Journal of Science Education and
Technology, 20(4), 347-362.
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom′s taxonomy of educational objectives. Longman.
Angeliki, L., Rigou, M., Aliki, P., & Garofalakis, J. (2022). Effect of OSLM features and
gamification motivators on motivation in DGBL: pupils′ viewpoint. Smart Learning
Environments, 9(1).
Antonenko, P. D., Dawson, K., Cheng, L., & Wang, J. (2020). Using technology to
address individual differences in learning. In Handbook of research in educational
communications and technology (pp. 99-114). Springer.
Araujo-Junior, R., Bodzin, A., Hammond, T., Anastasio, D., Lam, B., Mack, J., ... & Slipp,
J. (2021, May). Work-in-Progress-Watershed Explorers: Designing a Virtual Reality
Game to Promote Local Watershed Literacy. In 2021 7th International Conference
of the Immersive Learning Research Network (iLRN) (pp. 1-3). IEEE.
Ardimento, P., Bernardi, M. L., & Cimitile, M. (2020). Software analytics to support
students in object-oriented programming tasks: an empirical study. IEEE Access, 8,
132171-132187.
Arifudin, D., Sulistiyaningsih, E., & Kautsar, I. A. (2020). Optimization of the Digital
Game Based Learning Instructional Design (DGBL-ID) Method as Learning Support
Media. Jurnal Mantik, 4(3), 2147-2154.
Baek, Y., & Touati, A. (2020). Comparing collaborative and cooperative gameplay for
academic and gaming achievements. Journal of Educational Computing Research,
57(8), 2110-2140.
Balci, S., Cakiroglu, J., & Tekkaya, C. (2006). Engagement, exploration, explanation,
extension, and evaluation (5E) learning cycle and conceptual change text as learning
tools. Biochemistry and Molecular Biology Education, 34(3), 199-203.
Barros, C., Carvalho, A. A., & Salgueiro, A. (2020). The effect of the serious game
Tempoly on learning arithmetic polynomial operations. Education and Information
Technologies, 25(3), 1497-1509.
Baxter, G., Hainey, T., Savorelli, A., Akhtar, U., & Ivanova, R. R. (2021, September).
398
Teaching History and Bringing the past back to life with Serious Games. In 15th
European Conference on Game Based Learning, ECGBL 2021 (pp. 99-107).
Dechema eV.
Beavis, C. (2017). Serious play: Literacy, learning and digital games. In Serious play (pp.
1-18). Routledge.
Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1984). Bloom taxonomy of educational
objectives. In Allyn and Bacon. Pearson Education London.
Bounajim, D., Rachmatullah, A., Boulden, D., Mott, B., Lester, J., Lord, T., ... & Wiebe,
E. (2020, December). Utilizing Cognitive Load Theory and Evidence-Centered
Design to Inform the Design of Game-Based Learning Environments. In Proceedings
of the Human Factors and Ergonomics Society Annual Meeting (Vol. 64, No. 1, pp.
826-830). Sage CA: Los Angeles, CA: SAGE Publications.
Breien, F. S., & Wasson, B. (2021). Narrative categorization in digital game‐based
learning: Engagement, motivation & learning. British Journal of Educational
Technology, 52(1), 91-111.
Bressler, D. M., Bodzin, A. M., & Tutwiler, M. S. (2019). Engaging middle school
students in scientific practice with a collaborative mobile game. Journal of Computer
Assisted Learning, 35(2), 197-207.
Brown, C. L., Comunale, M. A., Wigdahl, B., & Urdaneta-Hartmann, S. (2018). Current
climate for digital game-based learning of science in further and higher education.
FEMS Microbiology Letters, 365(21), fny237.
Calvo‐Ferrer, J. R. (2017). Educational games as stand‐alone learning tools and their
motivational effect on L 2 vocabulary acquisition and perceived learning gains.
British Journal of Educational Technology, 48(2), 264-278.
Cameron, K. E., & Bizo, L. A. (2019). Use of the game-based learning platform
KAHOOT! to facilitate learner engagement in Animal Science students. Research in
Learning Technology.
Cardinot, A., McCauley, V., & Fairfield, J. A. (2022). Designing physics board games: a
practical guide for educators. Physics Education, 57(3), 035006.
Chang, C.-C., Warden, C. A., Liang, C., & Lin, G.-Y. (2018). Effects of digital gamebased learning on achievement, flow and overall cognitive load. Australasian Journal
of Educational Technology, 34(4).
Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive psychology, 4(1),
55-81.
Chen, B., Hwang, G.-H., & Wang, S.-H. (2021). Gender differences in cognitive load
when applying game-based learning with intelligent robots. Educational Technology
& Society, 24(3), 102-115.
Chen, C.-H. (2020). Impacts of augmented reality and a digital game on students’ science
399
learning with reflection prompts in multimedia learning. Educational Technology
Research and Development, 68(6), 3057-3076.
Chen, C.-H., Huang, K., & Liu, J.-H. (2020). Inquiry-enhanced digital game-based
learning: Effects on secondary students’ conceptual understanding in science, game
performance, and behavioral patterns. The Asia-Pacific Education Researcher, 29(4),
319-330.
Chen, C.-H., Law, V., & Huang, K. (2019). The roles of engagement and competition on
learner’s performance and motivation in game-based science learning. Educational
Technology Research and Development, 67(4), 1003-1024.
Chen, C.-H., Wang, K.-C., & Lin, Y.-H. (2015). The comparison of solitary and
collaborative modes of game-based learning on students′ science learning and
motivation. Journal of Educational Technology & Society, 18(2), 237-248.
Chen, H.-J. H., & Hsu, H.-L. (2020). The impact of a serious game on vocabulary and
content learning. Computer Assisted Language Learning, 33(7), 811-832.
Chen, M.-P., Wong, Y.-T., & Wang, L.-C. (2014). Effects of type of exploratory strategy
and prior knowledge on middle school students’ learning of chemical formulas from
a 3D role-playing game. Educational Technology Research and Development, 62(2),
163-185.
Cheng, Y.-M., Lou, S.-J., Kuo, S.-H., & Shih, R.-C. (2013). Investigating elementary
school students′ technology acceptance by applying digital game-based learning to
environmental education. Australasian Journal of Educational Technology, 29(1).
Chenoweth, T., Dowling, K. L., & Louis, R. D. S. (2004). Convincing DSS users that
complex models are worth the effort. Decision Support Systems, 37(1), 71-82.
Chung, L.-Y., & Chang, R.-C. (2017). The effect of gender on motivation and student
achievement in digital game-based learning: A case study of a contented-based
classroom. Eurasia Journal of Mathematics, Science and Technology Education,
13(6), 2309-2327.
Cronbach, L. J., & Snow, R. E. (1969). Individual Differences in Learning Ability as a
Function of Instructional Variables. Final Report.
Cunningham, L. (2018). Using Learning Analytics to Improve Digital Game-Based
Learning.
Danby, S., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods:
Technologies and Children′s Everyday Lives.
Dayo, N. A., Alvi, U., & Asad, M. M. (2020, March). Mechanics of Digital Mathematics
Games for Learning of Problem-Solving: An Extensive Literature Review. In 2020
International Conference on Emerging Trends in Smart Technologies (ICETST) (pp.
1-6). IEEE.
Dorji, U., Panjaburee, P., & Srisawasdi, N. (2015). Gender differences in students’
400
learning achievements and awareness through residence energy saving game-based
inquiry playing. Journal of Computers in Education, 2(2), 227-243.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and
feedback on motivation and learning effectiveness. Computers & education, 67, 156-
167.
Feng, X., & Yamada, M. (2021). An analytical approach for detecting and explaining the
learning path patterns of an informal learning game. Educational Technology &
Society, 24(1), 176-190.
Fong, K., Jenson, J., & Hebert, C. (2018). Challenges with measuring learning through
digital gameplay in K-12 classrooms. Media and Communication, 6(2), 112-125.
Frasson, C. (2021, October). A Framework for Personalized Fully Immersive Virtual
Reality Learning Environments with Gamified Design in Education. In Novelties in
Intelligent Digital Systems: Proceedings of the 1st International Conference (NIDS
2021), Athens, Greece, September 30-October 1, 2021 (Vol. 338, p. 95). IOS Press.
Frøland, T. H., Heldal, I., Braseth, T. A., Nygård, I., Sjøholt, G., & Ersvæ r, E. (2022).
Digital Game-Based Support for Learning the Phlebotomy Procedure in the
Biomedical Laboratory Scientist Education. Computers, 11(5), 59.
Garris, R., Ahlers, R., & Driskell, J. E. (2017). Games, motivation, and learning: A
research and practice model. In Simulation in Aviation Training (pp. 475-501).
Routledge.
Gillispie, L., Martin, F., & Parker, M. A. (2010). Effects of a 3-D Video Game on Middle
School Student Achievement and Attitude in Mathematics. Electronic Journal of
Mathematics & Technology, 4(1).
Glaze, A. L. (2018). Teaching and learning science in the 21st century: Challenging
critical assumptions in post-secondary science. Education Sciences, 8(1), 12.
Graesser, A., Chipman, P., & Leeming, F. (2009). Deep learning and emotion in serious
games. In Serious games (pp. 105-124). Routledge.
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.
Hébert, C., & Jenson, J. (2019). Digital game-based pedagogies: Developing teaching
strategies for game-based learning. Journal of Interactive Technology and Pedagogy,
15, 1-18.
Homer, B. D., Plass, J. L., Raffaele, C., Ober, T. M., & Ali, A. (2018). Improving high
school students′ executive functions through digital game play. Computers &
Education, 117, 50-58.
Hsiao, H.-S., Hong, J.-C., Chen, P.-H., Lu, C.-C., & Chen, S. Y. (2017). A five-stage
prediction-observation-explanation inquiry-based learning model to improve
401
students’ learning performance in science courses. Eurasia Journal of Mathematics,
Science and Technology Education, 13(7), 3393-3416.
Hsieh, Y.-H., Lin, Y.-C., & Hou, H.-T. (2015). Exploring elementary-school students′
engagement patterns in a game-based learning environment. Journal of Educational
Technology & Society, 18(2), 336-348.
Hsu, K.-C., Hsu, Y., & Olesh, R. (2017). Gamification in Science Education to Promote
Gender Equality and Learning Achievement. AERA Online Paper Repository.
Hu, Y., Gallagher, T., Wouters, P., van der Schaaf, M., & Kester, L. (2022). Game‐based
learning has good chemistry with chemistry education: A three‐level meta‐analysis.
Journal of Research in Science Teaching, 59(9), 1499-1543.
Huang, B.-G., Yang, J. C., & Chen, S. Y. (2021). An investigation of the approaches for
integrating learning materials and digital games: a prior ability perspective. Universal
Access in the Information Society, 20(1), 57-68.
Huang, W.-H. (2011). Evaluating learners’ motivational and cognitive processing in an
online game-based learning environment. Computers in Human Behavior, 27(2),
694-704.
Hughes, B., Lux, N., Frank, B., Willoughby, S., LaMeres, B., & Weyerbacher, R. (2021,
June). Minecraft Learning System for Spatial Reasoning in Middle Grades Learners.
In 2020 ASEE Virtual Annual Conference.
Hung, H.-T., Yang, J. C., Hwang, G.-J., Chu, H.-C., & Wang, C.-C. (2018). A scoping
review of research on digital game-based language learning. Computers & Education,
126, 89-104.
Hussein, M. H., Ow, S. H., Cheong, L. S., & Thong, M.-K. (2019). A Digital Game-Based
Learning Method to Improve Students’ Critical Thinking Skills in Elementary
Science. IEEE Access, 7, 96309-96318.
https://doi.org/10.1109/access.2019.2929089
Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M.-K., & Ebrahim, N. A. (2019).
Effects of digital game-based learning on elementary science learning: A systematic
review. IEEE Access, 7, 62465-62478.
Hussein, M. H., Ow, S. H., Elaish, M. M., & Jensen, E. O. (2021). Digital game-based
learning in K-12 mathematics education: a systematic literature review. Education
and Information Technologies, 1-33.
Hwang, G. J., Chien, S. Y., & Li, W. S. (2021). A multidimensional repertory grid as a
graphic organizer for implementing digital games to promote students’ learning
performances and behaviors. British Journal of Educational Technology, 52(2), 915-
933.
Hwang, G.-J., Yang, L.-H., & Wang, S.-Y. (2013). A concept map-embedded educational
computer game for improving students′ learning performance in natural science
402
courses. Computers & Education, 69, 121-130.
Israel, M., Wang, S., & Marino, M. T. (2016). A multilevel analysis of diverse learners
playing life science video games: Interactions between game content, learning
disability status, reading proficiency, and gender. Journal of Research in Science
Teaching, 53(2), 324-345.
Jamil, M., Jamil, S., Urooj, A. H., & Rasheed, L. (2021). An Experiment to Investigate
the Impacts of ICT-Based-Games on Students’ Interest and Academic Achievement.
Review of Economics and Development Studies, 7(1), 119-129.
Jarrah, A. M., Almassri, H., Johnson, J. D., & Wardat, Y. (2022). Assessing the impact
of digital games-based learning on students’ performance in learning fractions using
(ABACUS) software application. EURASIA Journal of Mathematics, Science and
Technology Education, 18(10), em2159.
Jdaitawi, M. (2021). Does Flipped Learning Promote Positive Emotions in Science
Education? A Comparison between Traditional and Flipped Classroom Approaches.
Electronic Journal of e-Learning, 18(6), 516-524.
https://doi.org/10.34190/jel.18.6.004
Jhan, Y.-C., Luarn, P., & Lin, H.-W. (2022). Individual Differences in Digital GameBased Supply Chains Management Learning: Evidence from Higher Vocational
Education in Taiwan. Sustainability, 14(8), 4614.
Kalmpourtzis, G., & Romero, M. (2020). Constructive alignment of learning mechanics
and game mechanics in Serious Game design in Higher Education. International
Journal of Serious Games, 7(4), 75-88.
Kang, Y., & Ritzhaupt, A. (2021). A comparative study of game-based online learning in
music appreciation: An analysis of student motivation and achievement. Journal of
Educational Multimedia and Hypermedia, 30(1), 59-80.
Kavak, Ş. (2022). Digital Game-Based Learning Model As An Educational Approach.
Prizren Social Science Journal, 6(2), 62-70.
Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the
effectiveness of learning objects in secondary school. Computers & Education, 51(3),
1304-1320.
Ke, F., & M Clark, K. (2020). Game-based multimodal representations and mathematical
problem solving. International Journal of Science and Mathematics Education, 18(1),
103-122.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics
computer games on mathematics achievement and class motivation. Computers &
education, 55(2), 427-443.
Keller, J. M. (2008). An integrative theory of motivation, volition, and performance.
Technology, Instruction, Cognition, and Learning, 6(2), 79-104.
403
Kester, L., Kirschner, P., & Corbalan, G. (2007). Designing support to facilitate learning
in powerful electronic learning environments. Computers in Human Behavior, 23(3),
1047-1054.
Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and
gamification in secondary school science: The effect on student engagement, learning
and gender difference. Education and Information Technologies, 22(6), 2767-2804.
Khenissi, M. A., Essalmi, F., & Jemni, M. (2015). Comparison between serious games
and learning version of existing games. Procedia-Social and Behavioral Sciences,
191, 487-494.
Kunz, W., & Rittel, H. W. (1970). Issues as Elements of Information System. Working
Paper; University of California, Berkeley, 131.
Law, V., & Chen, C.-H. (2016). Promoting science learning in game-based learning with
question prompts and feedback. Computers & Education, 103, 134-143.
Lee, O., & Grapin, S. E. (2022). The role of phenomena and problems in science and
STEM education: Traditional, contemporary, and future approaches. Journal of
research in science teaching, 59(7), 1301-1309.
Lepper, M. R. (2015). Intrinsic and extrinsic motivation in children: Detrimental effects
of superfluous social controls. In Aspects of the development of competence (pp. 155-
214). Psychology Press.
Li, F.-Y., Hwang, G.-J., Chen, P.-Y., & Lin, Y.-J. (2021). Effects of a concept mappingbased two-tier test strategy on students’ digital game-based learning performances
and behavioral patterns. Computers & Education, 173, 104293.
Liao, C.-W., Chen, C.-H., & Shih, S.-J. (2019). The interactivity of video and
collaboration for learning achievement, intrinsic motivation, cognitive load, and
behavior patterns in a digital game-based learning environment. Computers &
Education, 133, 43-55.
Ling, Y., Zhu, P., & Yu, J. (2021). Which types of learners are suitable for augmented
reality? A fuzzy set analysis of learning outcomes configurations from the
perspective of individual differences. Educational Technology Research and
Development, 69(6), 2985-3008.
Liu, Y. C., Wang, W.-T., & Lee, T.-L. (2021). An integrated view of information
feedback, game quality, and autonomous motivation for evaluating game-based
learning effectiveness. Journal of Educational Computing Research, 59(1), 3-40.
Lou, A. J., & Jaeggi, S. M. (2020). Reducing the prior‐knowledge achievement gap by
using technology‐assisted guided learning in an undergraduate chemistry course.
Journal of Research in Science Teaching, 57(3), 368-392.
Lu, S.-J., Liu, Y.-C., Chen, P.-J., & Hsieh, M.-R. (2020). Evaluation of AR embedded
physical puzzle game on students’ learning achievement and motivation on
404
elementary natural science. Interactive Learning Environments, 28(4), 451-463.
Ma, X., & Wilkins, J. L. (2002). The development of science achievement in middle and
high schoolr: Individual differences and school effects. Evaluation review, 26(4),
395-417.
Malone, T. W., & Lepper, M. R. (2021). Making learning fun: A taxonomy of intrinsic
motivations for learning. In Aptitude, learning, and instruction (pp. 223-254).
Routledge.
Manesis, D. (2020). Digital games in primary education. In Game design and intelligent
interaction. IntechOpen.
Margunayasa, I. G., Dantes, N., Marhaeni, A., & Suastra, I. W. (2019). The Effect of
Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.
International Journal of Instruction, 12(1), 737-750.
Markovitch, N., & Knafo‐Noam, A. (2021). Sensitivity, but to which environment?
Individual differences in sensitivity to parents and peers show domain‐specific
patterns and a negative genetic correlation. Developmental Science, 24(6), e13136.
Martin, F., Dennen, V. P., & Bonk, C. J. (2020). A synthesis of systematic review research
on emerging learning environments and technologies. Educational Technology
Research and Development, 68(4), 1613-1633.
Masantiah, C., Pasiphol, S., & Tangdhanakanond, K. (2020). Student and feedback:
Which type of feedback is preferable? Kasetsart Journal of Social Sciences, 41(2),
269–274-269–274.
Mohanty, A., Alam, A., Sarkar, R., & Chaudhury, S. (2021). Design and Development of
Digital Game-Based Learning Software for Incorporation into School Syllabus and
Curriculum Transaction. Design Engineering, 4864-4900.
Mory, E. H. (2013). Feedback research revisited. In Handbook of research on educational
communications and technology (pp. 738-776). Routledge.
Munkvold, R. I., & Sigurdardottir, H. D. I. (2018, October). Norwegian Game-Based
Learning Practices: Age, Gender, Game-Playing and DGBL. In Proceedings of the
12th European Conference on Game-Based Learning (pp. 460-468).
Obery, A., Lux, N., Cornish, J., Grimberg, B. I., & Hartshorn, A. (2021). Competitive
Games as Formative Assessment in Informal Science Learning: Improvement or
Hindrance? TechTrends, 65(4), 454-463.
Osman, K., & Lay, A. N. (2020). MyKimDG module: An interactive platform towards
development of twenty-first century skills and improvement of students’ knowledge
in chemistry. Interactive Learning Environments, 1-14.
Panskyi, T., & Rowinska, Z. (2021). A Holistic Digital Game-Based Learning Approach
to Out-of-School Primary Programming Education. Informatics in Education, 20(2),
255-276.
405
Papastergiou, M. (2009). Digital game-based learning in high school computer science
education: Impact on educational effectiveness and student motivation. Computers &
education, 52(1), 1-12.
Paris, T. N. S. T., & Kadir, M. A. (2020). Interactive and Meaningful Language Learning
using ToV. Environment-Behaviour Proceedings Journal, 5(15), 93-99.
Prensky, M. (2007). Changing paradigms. Educational Technology, 47(4), 1-3.
Proulx, J.-N., Romero, M., & Arnab, S. (2017). Learning mechanics and game mechanics
under the perspective of self-determination theory to foster motivation in digital game
based learning. Simulation & Gaming, 48(1), 81-97.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital
game-based learning. ReCALL, 27(1), 38-57.
Ren, X. (2019). Stealth Assessment Embedded in Game-Based Learning to Measure Soft
Skills: A Critical Review. Game-Based Assessment Revisited, 67-83.
Riding, R., & Grimley, M. (1999). Cognitive style, gender and learning from multi‐media
materials in 11‐year‐old children. British Journal of Educational Technology, 30(1),
43-56.
Ristanto, R. H., Kristiani, E., & Lisanti, E. (2022). Flipped classroom–digital game based
learning (FC-DGBL): Enhancing genetics conceptual understanding of students in
bilingual programme. Journal of Turkish Science Education, 19(1), 332-352.
Rizvi, S., Gauthier, A., Cukurova, M., & Mavrikis, M. (2022). Examining Gender
Differences in Game-Based Learning Through BKT Parameter Estimation.
In International Conference on Artificial Intelligence in Education (pp. 600-606).
Springer, Cham.
Rodrigues, R., da Costa Ferreira, P., Prada, R., Paulino, P., & Simao, A. M. V. (2020).
Developing Children′s Regulation of Learning in Problem-Solving With a Serious
Game. IEEE computer graphics and applications, 40(5), 26-40.
Rodríguez‐Aflecht, G., Jaakkola, T., Pongsakdi, N., Hannula‐Sormunen, M., Brezovszky,
B., & Lehtinen, E. (2018). The development of situational interest during a digital
mathematics game. Journal of Computer Assisted Learning, 34(3), 259-268.
Romero, M., & Kalmpourtzis, G. (2020). Constructive alignment in game design for
learning activities in higher education. Information, 11(3), 126.
Sáiz-Manzanares, M. C., Martin, C. F., Alonso-Martínez, L., & Almeida, L. S. (2021).
Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy
Degrees: A Comparative Study at the University of Burgos. International journal of
environmental research and public health, 18(22), 11757.
Schlatter, E., Lazonder, A. W., Molenaar, I., & Janssen, N. (2021). Individual Differences
in Children’s Scientific Reasoning. Education Sciences, 11(9), 471.
Schmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a self-report
406
inventory for assessing individual differences in learning processes. Applied
psychological measurement, 1(3), 413-431.
Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage children
with mathematical representations. Journal of Computers in Mathematics and
Science Teaching, 27(1), 65-101.
Sedrakyan, G., Malmberg, J., Verbert, K., Järvelä, S., & Kirschner, P. A. (2020). Linking
learning behavior analytics and learning science concepts: Designing a learning
analytics dashboard for feedback to support learning regulation. Computers in
Human Behavior, 107, 105512.
Serge, S. R., Priest, H. A., Durlach, P. J., & Johnson, C. I. (2013). The effects of static
and adaptive performance feedback in game-based training. Computers in Human
Behavior, 29(3), 1150-1158.
Singh, B. S. (2020). Physical Vs. Virtual Classroom: A Comparative Study of Teacher
Effectiveness Before and During Covid-19 Pandemic. Gyan Management, 14(1), 16-
26.
Škoda, J., Doulík, P., Bílek, M., & Šimonová, I. (2015). The effectiveness of inquiry
based science education in relation to the learners motivation types. Journal of Baltic
science education, 14(6), 791.
Snow, R. E. (1986). Individual differences and the design of educational programs.
American Psychologist, 41(10), 1029.
Solsona, N. r., Izquierdo, M., & De Jong, O. (2003). Exploring the development of
students′ conceptual profiles of chemical change. International journal of science
education, 25(1), 3-12.
Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquirybased learning to promote the understanding of and motivation to learn chemistry.
Journal of Science Education and Technology, 28(2), 152-164.
Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual
differences in the acquisition of literacy. Journal of education, 189(1-2), 23-55.
Stern, E. (2017). Individual differences in the learning potential of human beings. npj
Science of Learning, 2(1), 1-7.
Sternig, C., Spitzer, M., & Ebner, M. (2018). Learning in a virtual environment:
Implementation and evaluation of a VR math-game. In Virtual and Augmented
Reality: Concepts, Methodologies, Tools, and Applications (pp. 1288-1312). IGI
Global.
Stocklmayer, S. M., Rennie, L. J., & Gilbert, J. K. (2010). The roles of the formal and
informal sectors in the provision of effective science education. Studies in science
education, 46(1), 1-44.
Sugahara, S., & Cilloni, A. (2021). Mediation effect of students’ perception of accounting
407
on the relationship between game-based learning and learning approaches. Journal
of Accounting Education, 56, 100730.
Sun, C.-T., Chen, L.-X., & Chu, H.-M. (2018). Associations among scaffold presentation,
reward mechanisms and problem-solving behaviors in game play. Computers &
Education, 119, 95-111.
Sun, J. C.-Y., Yu, S.-J., & Chao, C.-H. (2019). Effects of intelligent feedback on online
learners’ engagement and cognitive load: the case of research ethics education.
Educational Psychology, 39(10), 1293-1310.
Tao, Y., & Zou, B. (2021). Students’ perceptions of the use of Kahoot! in English as a
foreign language classroom learning context. Computer Assisted Language Learning,
1-20.
Tiemann, R., & Annaggar, A. (2020). A framework for the theory-driven design of digital
learning environments (FDDLEs) using the example of problem-solving in chemistry
education. Interactive learning environments, 1-14.
Tisza, G., Zhu, S., & Markopoulos, P. (2021, November). Fun to Enhance Learning,
Motivation, Self-efficacy, and Intention to Play in DGBL. In International
Conference on Entertainment Computing (pp. 28-45). Springer, Cham.
Tsai, F.-H., Yu, K.-C., & Hsiao, H.-S. (2012). Exploring the factors influencing learning
effectiveness in digital gamebased learning. Journal of Educational Technology &
Society, 15(3), 240-250.
Tuan*, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to
measure students′ motivation towards science learning. International journal of
science education, 27(6), 639-654.
Udeozor, C., Russo Abegão, F., & Glassey, J. (2022). An evaluation of the relationship
between perceptions and performance of students in a serious game. Journal of
Educational Computing Research, 60(2), 322-351.
Udeozor, C., Toyoda, R., Russo Abegão, F., & Glassey, J. (2021). Perceptions of the use
of virtual reality games for chemical engineering education and professional training.
Higher Education Pedagogies, 6(1), 175-194.
Uluay, G., & Dogan, A. (2020). Pre-service science teachers’ learning and teaching
experiences with digital games: KODU game lab. Journal of Education in Science
Environment and Health, 6(2), 105-119.
Umbara, U., Susilana, R., & Puadi, E. F. W. (2021, March). Development of algebraic
domino games in mathematics learning based on ICT in junior high school.
In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012076). IOP
Publishing.
Vanbecelaere, S., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2021). The
effectiveness of an adaptive digital educational game for the training of early
408
numerical abilities in terms of cognitive, noncognitive and efficiency outcomes.
British Journal of Educational Technology, 52(1), 112-124.
Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., &
Depaepe, F. (2020). The effects of two digital educational games on cognitive and
non-cognitive math and reading outcomes. Computers & Education, 143, 103680.
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher
education: a systematic literature review. International Journal of Educational
Technology in Higher Education, 14(1), 1-33.
Wahyutama, A. B., Agustin, R. D., & Hwang, M. (2021). Design of the Interactive
Educational Game using the Digital Game-based Learning Methodology. Journal of
the Korea Institute of Information and Communication Engineering, 25(10), 1337-
1344.
Wang, C.-M., Hong, J.-C., Ye, J.-H., Ye, J.-N., & Watthanapas, N. (2021). Analysis of
Gender Differences in Digital Game-Based Language Learning for Thai Language
Learning Affection, Cognition and Progress Performance. International Journal of
Social Science and Humanity, 11(4).
Wang, J., Stebbins, A., & Ferdig, R. E. (2022). Examining the effects of students′ selfefficacy and prior knowledge on learning and visual behavior in a physics game.
Computers & Education, 178, 104405.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference‐matching
on flow experience and programming performance in game‐based learning.
Innovations in Education and Teaching International, 47(1), 39-52.
Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of
digital game-based STEM education on students’ learning achievement: a metaanalysis. International Journal of STEM Education, 9(1), 1-13.
Wang, Z., & Cai, Y. (2021). Digital Game-Based Tools for EFL Learners in Asian
Countries.
Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B.,
Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: a
conceptual paper. In 2nd Early Childhood and Primary Childhood Education (ECPE
2020) (pp. 275-278). Atlantis Press.
Wenger, M. J., & Rhoten, S. E. (2020). Perceptual learning produces perceptual objects.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 455.
Wenger, M. J., & Rhoten, S. E. (2020). Perceptual learning produces perceptual objects.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 455.
Whitton, N. J. (2007). An investigation into the potential of collaborative computer
gamebased learning in higher education (Doctoral dissertation, Edinburgh Napier
University).
409
Wilson, L. O. (2016). Anderson and Krathwohl–Bloom’s taxonomy revised.
Understanding the New Version of Bloom′s Taxonomy.
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A
meta-analysis of the cognitive and motivational effects of serious games. Journal of
educational psychology, 105(2), 249.
Wu, C.-H. (2019). The Design of 6E Model for STEAM Game Development.
International Journal of e-Education, e-Business, e-Management and e-Learning,
9(3), 212-219.
Wu, C.-H., Tzeng, Y.-L., & Huang, Y.-M. (2020). Measuring performance in leaning
process of digital game-based learning and static E-learning. Educational Technology
Research and Development, 68(5), 2215-2237.
Yang, J. C., Chien, K. H., & Liu, T. C. (2012). A digital game-based learning system for
energy education: An energy Conservation PET. Turkish Online Journal of
Educational Technology-TOJET, 11(2), 27-37.
Yang, J. C., & Quadir, B. (2018). Effects of prior knowledge on learning performance
and anxiety in an English learning online role-playing game. Journal of Educational
Technology & Society, 21(3), 174-185.
Yang, X., Rahimi, S., Shute, V., Kuba, R., Smith, G., & Alonso-Fernández, C. (2021).
The relationship among prior knowledge, accessing learning supports, learning
outcomes, and game performance in educational games. Educational Technology
Research and Development, 69(2), 1055-1075.
Yen, J.-C., Wang, J., & Chen, I.-J. (2011). Gender differences in mobile game-based
learning to promote intrinsic motivation. Recent Researches in Computer Science,
279-284.
Yeo, J.-H., Cho, I., Hwang, G.-H., & Yang, H.-H. (2022). Impact of gender and prior
knowledge on learning performance and motivation in a digital game-based learning
biology course. Educational technology research and development, 1-20.
Yu, J., Denham, A. R., & Searight, E. (2022). A systematic review of augmented reality
game-based Learning in STEM education. Educational technology research and
development, 1-26.
Zou, D., Zhang, R., Xie, H., & Wang, F. L. (2021). Digital game-based learning of
information literacy: Effects of gameplay modes on university students’ learning
performance, motivation, self-efficacy and flow experiences. Australasian Journal of
Educational Technology, 37(2), 152-170. |
[Endnote RIS 格式]
[相關文章]
[文章引用]
[完整記錄]
[館藏目錄]
至系統瀏覽論文 ( 永不開放)
plurk
funp
live
udn
HD
myshare
netvibes
friend
youpush
delicious
baidu
Google bookmarks
del.icio.us
hemidemi
facebook
twitter
google
reddit