參考文獻 |
王靚暄(2016)。探討數位遊戲式英語學習環境對自我效能與口語焦慮之影響。國立中央大學網路學習科技學系碩士論文,桃園縣。
黃如妏(2015)。探討數位遊戲式學習和數位獎章機制對英語學習動機和學習成效之影響。國立中央大學網路學習科技學系碩士論文,桃園縣。
黃東陽(2014)。探討數位獎章在數位遊戲式英語學習環境下對英語學習成效與自我效能的影響,國立中央大學網路學習科技學系碩士論文,桃園縣。
程盈璇(2013)。性別對遊戲式學習的成就系統在心流和動機之影響,國立中央大學網路學習科技學系碩士論文,桃園縣。
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
Alomyan, H., & Au, W. (2004). Exploration of Instructional Strategies and Individual Difference within the Context of Web-Based Learning. International Education Journal, 4(4), 86-91.
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language anxiety and achievement: Systematic review. International Journal of English Linguistics, 3(2), 32.
Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students′ achievement. Journal of College Teaching and Learning, 7(11), 33.
Bodnar, S., Cucchiarini, C., Penning de Vries, B., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30(3-4), 223-246.
Carey, M. (2004). CALL visual feedback for pronunciation of vowels: Kay Sona-Match. CALICO Journal, 571-601.
Chen, H. H. J. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. ReCALL, 23(1), 59-78.
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.
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.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.
Hamzaoğlu, H., & Koçoğlu, Z. (2016). The application of podcasting as an instructional tool to improve Turkish EFL learners’ speaking anxiety. Educational Media International, 53(4), 313-326.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hsu, L. (2016). An empirical examination of EFL learners′ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900.
Huang, Y. M., & Huang, Y. M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.
Huizenga, J., Admiraal, W., Akkerman, S., & ten Dam, G. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344.
Hussain, S. Y. S., Tan, W. H., & Idris, M. Z. (2014). Digital game-based learning for remedial mathematics students: A new teaching and learning approach In Malaysia. International Journal of Multimedia Ubiquitous Engineering, 9(11), 325-338.
Hwang, M. Y., Hong, J. C., Hsu, T. F., & Chen, Y. J. (2011, November). The relation between students′ anxiety and interest in playing an online game. In Games Innovation Conference (IGIC), 2011 IEEE International (pp. 37-39). IEEE.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students′ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Mahedero, P., Calderón, A., Arias-Estero, J. L., Hastie, P. A., & Guarino, A. J. (2015). Effects of student skill level on knowledge, decision making, skill execution and game performance in a mini-volleyball Sport Education season. Journal of Teaching in Physical Education, 34(4), 626-641.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational psychology review, 19(3), 309-326.
Na, Z. (2007). A study of high school students’ English learning anxiety. The Asian EFL Journal, 9(3), 22-34.
Oxford, R. L. (1999). Style wars” as a source of anxiety in language classrooms. Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere, 216-237.
Sawyer, R. K. (Ed.). (2005). The Cambridge handbook of the learning sciences. Cambridge University Press.
Su, Y. C. (2006). EFL teachers’ perceptions of English language policy at the elementary level in Taiwan. Educational Studies, 32(3), 265-283.
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.
Suh, H., Kang, M., Moon, K., & Jang, H. (2005, May). Identifying peer interaction patterns and related variables in community-based learning. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 657-661). International Society of the Learning Sciences.
Sundqvist, P., & Wikström, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65-76.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students′ learning performance in science courses. Computers & Education, 63, 43-51.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language (Doctoral dissertation, Faculty of Education, University of Glasgow).
Tao, S. Y., Huang, Y. H., & Tsai, M. J. (2016, September). Applying the Flipped Classroom with Game-Based Learning in Elementary School Students′ English Learning. In Educational Innovation through Technology (EITT), 2016 International Conference on (pp. 59-63). IEEE.
Tsai, C. C. (2013). An investigation into English as a foreign language listening anxiety among Taiwanese senior high school students. International Journal of Learning and Development, 3(4), 108-113.
Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning. Educational Technology & Society, 15(3), 240-250.
Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1(1), 760-764.
Wang, Y. H., & Young, S. S. C. (2014). A study of the design and implementation of the ASR-based iCASL system with corrective feedback to facilitate English learning. Journal of Educational Technology & Society, 17(2), 219.
Wang, Y. H., & Young, S. S. C. (2015). Effectiveness of feedback for enhancing English pronunciation in an ASR‐based CALL system. Journal of Computer Assisted Learning, 31(6), 493-504.
Wong, S. Y., Tee, W. J., & Jasman, M. A. A. B. (2015). 2D Side-Scrolling Game: Applying Motivation and Digital Game-Based Learning (DGBL) in English Learning. In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings (pp. 349-358). Springer Singapore.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
Wu, W. Y., Chang, C. K., & He, Y. Y. (2010, May). Using Scratch as game-based learning tool to reduce learning anxiety in programming course. In Global Learn (pp. 1845-1852). Association for the Advancement of Computing in Education (AACE).
Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
Yates, G. C., & Chandler, M. (1991). The cognitive psychology of knowledge: Basic research findings and educational implications. Australian Journal of Education, 35(2), 131-153.
Young, D. J. (1990). An investigation of students′ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.
Young, S. S. C., & Wang, Y. H. (2014). The Game embedded call system to facilitate English vocabulary acquisition and pronunciation. Journal of Educational Technology & Society, 17(3), 239.
Yu, P., Pan, Y., Li, C., Zhang, Z., Shi, Q., Chu, W., ... & Zhu, Z. (2016). User-centred design for Chinese-oriented spoken english learning system. Computer Assisted Language Learning, 29(5), 984-1000. |