參考文獻 |
[1] Aghlara, L., & Tamjid, N. H. (2011). The effect of digital games on Iranian children′s vocabulary retention in foreign language acquisition. Procedia-Social and Behavioral Sciences, 29, 552-560.
[2] Alessi, S. M., & Trollip, S. R. (1991). Computer-based instruction: Methods and development: Prentice Hall Professional Technical Reference.
[3] Ali, S. O., & Peynircioǧlu, Z. F. (2010). Intensity of emotions conveyed and elicited by familiar and unfamiliar music.
[4] Anderson, S. A., & Fuller, G. B. (2010). Effect of music on reading comprehension of junior high school students. School Psychology Quarterly, 25(3), 178.
[5] Ayersman, D. J., & von Minden, A. (1996). Individual differences, computers, and instruction. Computers in Human Behavior, 11(3), 371-390.
[6] Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability. Contemporary Educational Psychology, 40, 55-71.
[7] Bandura, A. (1988). Self-efficacy conception of anxiety. Anxiety research, 1(2), 77-98.
[8] Bas, M., Teksoz, G. T., & Ertepinar, H. (2011). Emphasizing Local Features for Effective Environmental Education: Environmental Attitudes of Elementary School Students Living in Ancient Halicarnassus (Turkey). Science Education International, 22(2), 119-132.
[9] Bodnar, C. A., & Clark, R. M. (2014). Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class. Paper presented at the Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality.
[10] Büyüköztürk, Ş., Akgün, Ö. E., Özkahveci, Ö., & Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 207-239.
[11] Byun, J., & Loh, C. S. (2015). Audial engagement: Effects of game sound on learner engagement in digital game-based learning environments. Computers in Human Behavior, 46, 129-138.
[12] Cassidy, G., & MacDonald, R. A. (2007). The effect of background music and background noise on the task performance of introverts and extraverts. Psychology of Music, 35(3), 517-537.
[13] Cassileth, B. R., Vickers, A. J., & Magill, L. A. (2003). Music therapy for mood disturbance during hospitalization for autologous stem cell transplantation. Cancer, 98(12), 2723-2729.
[14] Chen, S. Y., & Huang, P.-R. (2013). The comparisons of the influences of prior knowledge on two game-based learning systems. Computers & Education, 68, 177-186.
[15] Chen, S. Y., & Macredie, R. (2010). Web-based interaction: A review of three important human factors. International Journal of Information Management, 30(5), 379-387.
[16] Chen, S. Y., & Macredie, R. D. (2004). Cognitive modeling of student learning in web-based instructional programs. International Journal of Human-Computer Interaction, 17(3), 375-402.
[17] Chou, H.-W. (2001). Influences of cognitive style and training method on training effectiveness. Computers & Education, 37(1), 11-25.
[18] Chou, P. T.-M. (2010). Attention Drainage Effect: How Background Music Effects Concentration in Taiwanese College Students. Journal of the Scholarship of Teaching and Learning, 10(1), 36-46.
[19] Clewley, N., Chen, S. Y., & Liu, X. (2010). Cognitive styles and search engine preferences: Field dependence/independence vs holism/serialism. Journal of Documentation, 66(4), 585-603.
[20] Cockerton, T., Moore, S., & Norman, D. (1997). Cognitive test performance and background music. Perceptual and Motor Skills, 85(3f), 1435-1438.
[21] Črnčec, R., Wilson, S. J., & Prior, M. (2006). The cognitive and academic benefits of music to children: Facts and fiction. Educational psychology, 26(4), 579-594.
[22] Cury, F., Elliot, A., Sarrazin, P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: A sequential mediational analysis. Journal of Experimental Social Psychology, 38(5), 473-481.
[23] Dalton, B. H., & Behm, D. G. (2007). Effects of noise and music on human and task performance: A systematic review. Occupational ergonomics, 7(3), 143.
[24] de Groot, A., & Smedinga, H. E. (2014). LET THE MUSIC PLAY! Studies in Second Language Acquisition, 36(04), 681-707.
[25] Desrochers, M. N., Oshlag, R., & Kennelly, A. M. (2014). Using Background Music to Reduce Problem Behavior During Assessment with an Adolescent Who Is Blind with Multiple Disabilities. Journal of Visual Impairment & Blindness (Online), 108(1), 61.
[26] Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game‐based learning environment. British Journal of Educational Technology, 42(3), 456-469.
[27] Digelidis, N., Karageorghis, C., Papapavlou, A., & Papaioannou, A. G. (2014). Effects of Asynchronous Music on Students’ Lesson Satisfaction and Motivation at the Situational Level. Journal of Teaching in Physical Education, 33(3).
[28] Dolegui, A. S. (2013). The Impact of Listening to Music on Cognitive Performance. Student Pulse, 5(09).
[29] Doyle, M., & Furnham, A. (2012). The distracting effects of music on the cognitive test performance of creative and non-creative individuals. Thinking Skills and Creativity, 7(1), 1-7.
[30] Ellermeier, W., & Hellbrück, J. (1998). Is level irrelevant in" irrelevant speech"? Effects of loudness, signal-to-noise ratio, and binaural unmasking. Journal of Experimental Psychology: Human Perception and Performance, 24(5), 1406.
[31] Erhel, S., & Jamet, E. (2015). The effects of goal-oriented instructions in digital game-based learning. Interactive Learning Environments(ahead-of-print), 1-14.
[32] Evans, C., Richardson, J. T., & Waring, M. (2013). Field independence: Reviewing the evidence. British journal of educational psychology, 83(2), 210-224.
[33] Eysenck, M. W. (1979). Anxiety, learning, and memory: A reconceptualization. Journal of research in personality, 13(4), 363-385.
[34] Fatemi, A. H., Vahedi, V. S., & Seyyedrezaie, Z. S. (2014). The Effects of Top-down/Bottom-up Processing and Field-dependent/Field-independent Cognitive Style on Iranian EFL Learners’ Reading Comprehension. Theory and Practice in Language Studies, 4(4), 686-693.
[35] Fisch, S. M. (2005). Making educational computer games educational. Paper presented at the Proceedings of the 2005 conference on Interaction design and children.
[36] Ford, N. (1985). Learning styles and strategies of postgraduate students. British Journal of Educational Technology, 16(1), 65-77.
[37] Ford, N. (1995). Levels and types of mediation in instructional systems: an individual differences approach. International Journal of Human-Computer Studies, 43(2), 241-259.
[38] Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: an empirical study of learning and teaching styles. British Journal of Educational Technology, 32(1), 5-22.
[39] Ford, N., & Ford, R. (1993). Towards a cognitive theory of information accessing: an empirical study. Information Processing & Management, 29(5), 569-585.
[40] Ford, N., Wilson, T., Foster, A., Ellis, D., & Spink, A. (2002). Information seeking and mediated searching. Part 4. Cognitive styles in information seeking. Journal of the American Society for Information Science and Technology, 53(9), 728-735.
[41] Ford, N., Wood, F., & Walsh, C. (1994). Cognitive styles and searching. Online and CD-Rom Review, 18(2), 79-86.
[42] Furnham, A., & Allass, K. (1999). The influence of musical distraction of varying complexity on the cognitive performance of extroverts and introverts. European Journal of Personality, 13(1), 27-38.
[43] Furnham, A., & Stephenson, R. (2007). Musical distracters, personality type and cognitive performance in school children. Psychology of Music, 35(3), 403-420.
[44] Furnham, A., & Strbac, L. (2002). Music is as distracting as noise: the differential distraction of background music and noise on the cognitive test performance of introverts and extraverts. Ergonomics, 45(3), 203-217.
[45] Gee, J. P. (2014). What video games have to teach us about learning and literacy: Macmillan.
[46] Gillis, A. J. (2010). The Effect of Background Music and Reading Comprehension and Self-Report of College Students.
[47] Goldenberg, M. A., Floyd, A. H., & Moyer, A. (2013). No Effect of a Brief Music Intervention on Test Anxiety and Exam Scores in College Undergraduates. Journal of Articles in Support of the Null Hypothesis, 10(1), 2.
[48] Goodenough, D. R., Oltman, P. K., Friedman, F., Moore, C. A., Witkin, H. A., Owen, D., & Raskin, E. (1979). Cognitive styles in the development of medical careers. Journal of Vocational Behavior, 14(3), 341-351.
[49] Guo, Q., & Agichtein, E. (2010). Towards predicting web searcher gaze position from mouse movements. Paper presented at the CHI′10 Extended Abstracts on Human Factors in Computing Systems.
[50] Hallam, & Godwin, C. (2000). The effects of background music on primary school pupils’ performance on a writing task. Paper presented at the annual conference of the British Educational Research Association, University of Wales, Cardiff.
[51] Hallam, S., & Price, J. (1998). Research section: can the use of background music improve the behaviour and academic performance of children with emotional and behavioural difficulties? British Journal of Special Education, 25(2), 88-91.
[52] Hallam, S., Price, J., & Katsarou, G. (2002). The effects of background music on primary school pupils′ task performance. Educational studies, 28(2), 111-122.
[53] Hou, H.-T. (2012). Analyzing the learning process of an online role-playing discussion activity. Journal of Educational Technology & Society, 15(1), 211-222.
[54] Howie, D. (1995). To The Beat of a Different Drummer: The Role of Individual Differences in Ecological Interface Design.
[55] Hsieh, Y.-H., Lin, Y.-C., & Hou, H.-T. (2013). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning. Interactive Learning Environments(ahead-of-print), 1-16.
[56] Huang, P.-R., Chang, L.-P., Shih, Y.-C., Hsu, Y.-C., & Chen, S. Y. (2011). Matching and Mismatching in Web-based Learning: A Human Centered Apprach. Paper presented at the Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on.
[57] Huang, R.-H., & Shih, Y.-N. (2011). Effects of background music on concentration of workers. Work-Journal of Prevention Assessment and Rehabilitation, 38(4), 383.
[58] Huang, Y.-M., Hwang, J.-P., & Chen, S. Y. (2014). Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors. Interactive Learning Environments(ahead-of-print), 1-17.
[59] Hunt, J. (1971). Using intrinsic motivation to teach young children. Educational Technology, 11, p.78-80.
[60] Husain, G., Thompson, W. F., & Schellenberg, E. G. (2002). Effects of musical tempo and mode on arousal, mood, and spatial abilities. Music perception, 20(2), 151-171.
[61] Hwang, G.-J., Chiu, L.-Y., & Chen, C.-H. (2015). A contextual game-based learning approach to improving students′ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
[62] Hwang, G. J., & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10.
[63] Jäncke, L., Brügger, E., Brummer, M., Scherrer, S., & Alahmadi, N. (2014). Verbal learning in the context of background music: no influence of vocals and instrumentals on verbal learning. Behav. Brain Funct, 10(10), 5.
[64] Jäncke, L., & Sandmann, P. (2010). Music listening while you learn: No influence of background music on verbal learning. Behavioral and Brain Functions, 6(1), 3.
[65] Jackson, C. S., & Tlauka, M. (2004). Route-learning and the Mozart effect. Psychology of Music, 32(2), 213-220.
[66] Jakesova, J., & Hrbackova, K. (2014). The Czech adaptation of motivated strategies for learning questionnaire (MSLQ). Asian Social Science, 10(12), p72.
[67] Jaušovec, N., Jaušovec, K., & Gerlič, I. (2006). The influence of Mozart’s music on brain activity in the process of learning. Clinical Neurophysiology, 117(12), 2703-2714.
[68] Jonassen, D. H., & Grabowski, B. L. (2012). Handbook of individual differences, learning, and instruction: Routledge.
[69] Kämpfe, J., Sedlmeier, P., & Renkewitz, F. (2010). The impact of background music on adult listeners: A meta-analysis. Psychology of Music, 0305735610376261.
[70] Kang, H. J., & Williamson, V. J. (2014). Background music can aid second language learning. Psychology of Music, 42(5), 728-747.
[71] Kazimoglu, C., Kiernan, M., Bacon, L., & MacKinnon, L. (2012). Learning programming at the computational thinking level via digital game-play. Procedia Computer Science, 9, 522-531.
[72] Kellaris, J. J., & Kent, R. J. (1993). An exploratory investigation of responses elicited by music varying in tempo, tonality, and texture. Journal of Consumer Psychology, 2(4), 381-401.
[73] Kim, P. W., Kim, S. Y., Shim, M., Im, C.-H., & Shon, Y.-M. (2013). The influence of an educational course on language expression and treatment of gaming addiction for massive multiplayer online role-playing game (MMORPG) players. Computers & Education, 63, 208-217.
[74] Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning.
[75] Koelsch, S. (2010). Towards a neural basis of music-evoked emotions. Trends in cognitive sciences, 14(3), 131-137.
[76] Ku, O., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Journal of Educational Technology & Society, 17(3), 65-78.
[77] Lee, C. H. M., Cheng, Y. W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45(1), 1-19.
[78] Liu, M., & Reed, W. M. (1995). The relationship between the learning strategies and learning styles in a hypermedia environment. Computers in Human Behavior, 10(4), 419-434.
[79] Long, S. A. (2005). Digital natives: if you aren′t one, get to know one. New Library World, 106(3/4), 187-189.
[80] Mampadi, F., Chen, S. Y., Ghinea, G., & Chen, M.-P. (2011). Design of adaptive hypermedia learning systems: A cognitive style approach. Computers & Education, 56(4), 1003-1011.
[81] Marchiori, E. J., Torrente, J., del Blanco, Á., Moreno-Ger, P., Sancho, P., & Fernández-Manjón, B. (2012). A narrative metaphor to facilitate educational game authoring. Computers & Education, 58(1), 590-599.
[82] Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. American Psychologist, 63(8), 760.
[83] McCormick, J., & McPherson, G. (2003). The role of self-efficacy in a musical performance examination: An exploratory structural equation analysis. Psychology of Music, 31(1), 37-51.
[84] McKelvie, P., & Low, J. (2002). Listening to Mozart does not improve children′s spatial ability: Final curtains for the Mozart effect. British journal of developmental psychology, 20(2), 241-258.
[85] Mei, S. Y., Ku, Y. C., & Chen, S. Y. (2015). Interface evaluation of a game-based learning system: experts vs. novices. The 4th IIAI International Conference on Advanced Applied Informatics (IIAI AAI). IEEE.
[86] Mehta, R., Zhu, R. J., & Cheema, A. (2012). Is noise always bad? Exploring the effects of ambient noise on creative cognition. Journal of Consumer Research, 39(4), 784-799.
[87] Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational psychologist, 19(2), 59-74.
[88] Messick, S. (2013). Meaning of Style. Paper presented at the Field Dependence in Psychological Theory, Research and Application: Two Symposia in Memory of Herman A. Witkin.
[89] mohammed Al-Hajaya, N., & Al-Khresheh, T. (2012). The effect of cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. International Education Studies, 5(3), p235.
[90] Moos, D., & Azevedo, R. (2006). The role of goal structure in undergraduates’ use of self-regulatory variables in two hypermedia learning tasks. Journal of Educational Multimedia and Hypermedia, 15(1), 49-86.
[91] Nacke, L. E., Grimshaw, M. N., & Lindley, C. A. (2010). More than a feeling: Measurement of sonic user experience and psychophysiology in a first-person shooter game. Interacting with Computers, 22(5), 336-343.
[92] Nacke, L. E., & Lindley, C. A. (2010). Affective ludology, flow and immersion in a first-person shooter: Measurement of player experience. arXiv preprint arXiv:1004.0248.
[93] Naimie, Z., Siraj, S., Piaw, C. Y., Shagholi, R., & Abuzaid, R. A. (2010). Do you think your match is made in heaven? Teaching styles/learning styles match and mismatch revisited. Procedia-Social and Behavioral Sciences, 2(2), 349-353.
[94] Nantais, K. M., & Schellenberg, E. G. (1999). The Mozart effect: An artifact of preference. Psychological science, 10(4), 370-373.
[95] Navalpakkam, V., & Churchill, E. (2012). Mouse tracking: measuring and predicting users′ experience of web-based content. Paper presented at the Proceedings of the SIGCHI Conference on Human Factors in Computing Systems.
[96] Oughton, J., & Reed, W. (1999). The influence of learner differences on the construction of hypermedia concepts: a case study. Computers in Human Behavior, 15(1), 11-50.
[97] Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of educational research, 66(4), 543-578.
[98] 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.
[99] Park, N., Lee, K. M., Jin, S.-A. A., & Kang, S. (2010). Effects of pre-game stories on feelings of presence and evaluation of computer games. International Journal of Human-Computer Studies, 68(11), 822-833.
[100] Pask, G. (1976). Styles and strategies of learning. British journal of educational psychology, 46(2), 128-148.
[101] Pask, G. (1988). Learning strategies, teaching strategies, and conceptual or learning style Learning strategies and learning styles (pp. 83-100): Springer.
[102] Pelayo III, J. M. G. (2010). The Effect of Mozart′s Music on Social Learning Behavior of High School Students. Online Submission.
[103] Perham, N., & Currie, H. (2014). Does listening to preferred music improve reading comprehension performance? Applied Cognitive Psychology, 28(2), 279-284.
[104] Perham, N., & Sykora, M. (2012). Disliked music can be better for performance than liked music. Applied Cognitive Psychology, 26(4), 550-555.
[105] Perham, N., & Vizard, J. (2011). Can preference for background music mediate the irrelevant sound effect? Applied Cognitive Psychology, 25(4), 625-631.
[106] Peter Willett, P., Chan, C.-H., Hsieh, C.-W., & Y. Chen, S. (2014). Cognitive styles and the use of electronic journals in a mobile context. Journal of Documentation, 70(6), 997-1014.
[107] Peter Willett, P., Goodale, P., David Clough, P., Fernando, S., Ford, N., & Stevenson, M. (2014). Cognitive styles within an exploratory search system for digital libraries. Journal of Documentation, 70(6), 970-996.
[108] Pietschnig, J., Voracek, M., & Formann, A. K. (2010). Mozart effect–Shmozart effect: A meta-analysis. Intelligence, 38(3), 314-323.
[109] Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
[110] Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25(1), 92-104.
[111] Pope, D. S. (1995). Music, Noise, and the Human Voice in the Nurse‐Patient Environment. Image: the Journal of Nursing Scholarship, 27(4), 291-296.
[112] Premuzic, T., Swami, V., Furnham, A., & Maakip, I. (2009). The Big Five personality traits and uses of music: A replication in Malaysia using structural equation modeling. Journal of Individual Differences, 30(1), 20-27.
[113] Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital game-based learning, 11-16.
[114] Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
[115] Prensky, M. (2008). Students as designers and creators of educational computer games: Who else? British Journal of Educational Technology, 39(6), 1004-1019.
[116] Rashidi, N., & Faham, F. (2011). The Effect of Classical Music on the Reading Comprehension of Iranian Students. Theory and Practice in Language Studies, 1(1), 74-82.
[117] Rauscher, F. H., Shaw, G. L., & Ky, K. N. (1993). Music and spatial task performance. Nature(365), 611.
[118] Revill, D. (2000). Simple Statistics for Library and Information Professionals. New Library World, 101(4), 193-196.
[119] Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational psychology, 11(3-4), 193-215.
[120] Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior: Routledge.
[121] Ritchie, L., & Williamon, A. (2010). Measuring distinct types of musical self-efficacy. Psychology of Music, 0305735610374895.
[122] Söderlund, G. B., Sikström, S., Loftesnes, J. M., & Sonuga-Barke, E. J. (2010). The effects of background white noise on memory performance in inattentive school children. Behavioral and Brain Functions, 6(1), 55.
[123] Sabourin, J. L., & Lester, J. C. (2014). Affect and Engagement in Game-BasedLearning Environments. Affective Computing, IEEE Transactions on, 5(1), 45-56.
[124] Salamé, P., & Baddeley, A. (1989). Effects of background music on phonological short-term memory. The Quarterly Journal of Experimental Psychology, 41(1), 107-122.
[125] Sale, J. E., Lohfeld, L. H., & Brazil, K. (2002). Revisiting the quantitative-qualitative debate: Implications for mixed-methods research. Quality and quantity, 36(1), 43-53.
[126] Salimpoor, V. N., Benovoy, M., Larcher, K., Dagher, A., & Zatorre, R. J. (2011). Anatomically distinct dopamine release during anticipation and experience of peak emotion to music. Nature neuroscience, 14(2), 257-262.
[127] Saracho, O. N. (2001). Cognitive style and kindergarten pupils′ preferences for teachers. Learning and Instruction, 11(3), 195-209.
[128] Schellenberg, E. G., & Hallam, S. (2005). Music Listening and Cognitive Abilities in 10‐and 11‐Year‐Olds: The Blur Effect. Annals of the New York Academy of Sciences, 1060(1), 202-209.
[129] Schellenberg, E. G., & Weiss, M. W. (2013). 12 Music and Cognitive Abilities.
[130] Schick, A., Klatte, M., & Meis, M. (1997). Noise Stress in Classrooms.
[131] Shih, Huang, R.-H., & Chiang, H.-s. (2009). Correlation between work concentration level and background music: A pilot study. Work, 33(3), 329.
[132] Shih, J.-L., Jheng, S.-C., & Tseng, J.-J. (2015). A simulated learning environment of history games for enhancing players’ cultural awareness. Interactive Learning Environments, 23(2), 191-211.
[133] Shute, V. J., & Regian, J. (1993). Principles for evaluating intelligent tutoring systems. Journal of Artificial Intelligence in Education.
[134] Skalski, P., & Whitbred, R. (2010). Image versus Sound: A Comparison of Formal Feature Effects on Presence and Video Game Enjoyment. PsychNology Journal, 8(1), 67-84.
[135] Smith, P. C., & Curnow, R. (1966). " Arousal hypothesis" and the effects of music on purchasing behavior. Journal of Applied Psychology, 50(3), 255.
[136] Suh, S., Kim, S. W., & Kim, N. J. (2010). Effectiveness of MMORPG‐based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26(5), 370-378.
[137] Tang, T. (2012). Field Independence and Dependence and College English Reading Teaching. Magnificent Writing, 33, 167.
[138] Taylor, J. M., & Rowe, B. J. (2012). The “Mozart Effect” and the mathematical connection. Journal of College Reading and Learning, 42(2), 51-66.
[139] Thomas, P. R., & McKay, J. B. (2010). Cognitive styles and instructional design in university learning. Learning and Individual Differences, 20(3), 197-202.
[140] Thompson, W. F., & Schellenberg, E. G. (2006). Listening to music. MENC handbook of musical cognition and development, 72-123.
[141] Thompson, W. F., Schellenberg, E. G., & Husain, G. (2001). Arousal, mood, and the Mozart effect. Psychological science, 12(3), 248-251.
[142] Thompson, W. F., Schellenberg, E. G., & Letnic, A. K. (2012). Fast and loud background music disrupts reading comprehension. Psychology of Music, 40(6), 700-708.
[143] Tinajero, C., Castelo, A., Guisande, A., & Páramo, F. (2011). Adaptive teaching and field dependence-independence: Instructional implications. Revista Latinoamericana de Psicología, 43(3), 497-510.
[144] Weller, H. G., Repman, J., & Rooze, G. E. (1994). The relationship of learning, behavior, and cognitive style in hypermedia-based instruction: implications for design of HBI. Computers in the Schools, 10(3-4), 401-418.
[145] Witkin, H. A. (1965). Some implications of research on cognitive style for problems of education. Archivio di psicologia, neurologia e psichiatria.
[146] Witkin, H. A., & Goodenough, D. R. (1977). Field dependence and interpersonal behavior. Psychological bulletin, 84(4), 661.
[147] Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study. Journal of Educational Psychology, 69(3), 197.
[148] Wouters, P., Van Oostendorp, H., Boonekamp, R., & Van der Spek, E. (2011). The role of game discourse analysis and curiosity in creating engaging and effective serious games by implementing a back story and foreshadowing. Interacting with Computers, 23(4), 329-336.
[149] Wu, S.-Y., & Hou, H.-T. (2015). How cognitive styles affect the learning behaviors of online problem-solving based discussion activity a lag sequential analysis. Journal of Educational Computing Research, 52(2), 277-298.
[150] Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning‐theory foundations of game‐based learning: a meta‐analysis. Journal of Computer Assisted Learning, 28(3), 265-279.
[151] Yang, Y.-T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation. Computers & Education, 59(2), 365-377.
[152] Yilmaz, Y. Y., & Sıhhiye, A. T. (2011). The mozart effect in the foreign language classroom a study on the effect of music in learning vocabulary in a foreign language. International Journal on New Trends in Education and Their Implications, 2(3), 88-98.
[153] Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.
|