參考文獻 |
References
Abdelaal, N. M., & Sase, A. S. (2014). Relationship between prior knowledge and reading
comprehension. Advances in Language and Literary Studies, 5(6), 125-131.
Abdulmajeed, R. K., & Hameed, S. K. (2017). Using a linguistic theory of humour in teaching
english grammar. English Language Teaching, 10(2), 40-47.
Ahmad, A. (2017). Developing cooperative learning based e-module to teach basic English
grammar of the first semester of English study program students at FKIP–UIR. J-SHMIC:
Journal of English for Academic, 4(2), 1-11.
Alhazmi, A. K., Imtiaz, A., Al-Hammadi, F., & Kaed, E. (2021). Success and failure aspects of
LMS in e-learning systems. International Journal of Interactive Mobile
Technologies, 15(11).
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using eassessment. International Journal of Information and Education Technology, 8(1), 34-37.
Alsadoon, E. (2020). The impact of an adaptive e-course on students’ achievements based on
the students’ prior knowledge. Education and Information Technologies, 25(5), 3541-3551.
Arab, A. M., Haghighat, A., Amiri, Z., & Khosravi, F. (2017). Lumbar lordosis in prone position
and prone hip extension test: Comparison between subjects with and without low back
pain. Chiropractic & Manual Therapies, 25(1), 1-6.
Aziz, A. N., Subiyanto, S., & Harlanu, M. (2018). Effects of the digital game-based learning
(DGBL) on students academic performance in Arabic learning at Sambas
Purbalingga. KARSA: Journal of Social and Islamic Culture, 26(1), 1-22.
Baró‐Solé, X., Guerrero‐Roldan, A. E., Prieto‐Blázquez, J., Rozeva, A., Marinov, O., Kiennert,
C., ...2017 & Garcia‐Alfaro, J. (2018). Integration of an adaptive trust‐based e‐assessment
system into virtual learning environments—the TeSLA project experience. Internet
Technology Letters, 1(4), e56.
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components
of creativity in digital game-based learning among young children: A case study. Children
and Youth Services Review, 116, 105227.
Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. Handbook
of research on educational communications and technology (pp. 505-518). Springer, New
York, NY.
Cam, L., & Tran, T. M. T. (2017). An evaluation of using games in teaching English grammar
for first year English-majored students at Dong Nai Technology University. International
Journal of Learning, Teaching and Educational Research, 16(7), 55-71.
Chang, W. L., & Yeh, Y. C. (2021). A blended design of game-based learning for motivation,
knowledge sharing and critical thinking enhancement. Technology, Pedagogy and
Education, 1-15.
Chen, S. Y., & Chang, Y. M. (2020). The impacts of real competition and virtual competition in
digital game-based learning. Computers in Human Behavior, 104, 106171.
Chen, Y. X., Wang, J.H., Yang, T.C., & Chen, S. Y. (2018). The Effects of Prior Knowledge on
the Use of A Three-tier Test System. Proceedings of the Workshop on Computer Support
Personalized & Collaborative learning in GCCCE 2018.
Chen, S. Y., & Tseng, Y. F. (2019). The impacts of scaffolding e-assessment English learning:
A cognitive style perspective. Computer Assisted Language Learning, 1-23.
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 roleplaying game. Educational Technology Research and Development, 62(2), 163-185.
Chen, Z. H. (2014). Exploring students’ behaviors in a competition-driven educational game.
Computers in Human Behavior, 35, 68-74.
Cheung, K. L., & Yang, D. C. (2020). Performance of sixth graders in Hong Kong on a number sense three-tier test. Educational Studies, 46(1), 39-55.
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. (2010). A two-tier test approach to
developing location-aware mobile learning systems for natural science
courses. Computers & Education, 55(4), 1618-1627.
Connelly, L. (2019). Chi-square test. Medsurg Nursing, 28(2), 127-127.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning:
beneficial effects of contextualization, personalization, and choice. Journal of Educational
Psychology, 88(4), 715.
Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and
academic achievement: connecting the dots in multilingual school contexts. TESOL
Quarterly, 49(3), 555-581.
Daniel, C. E., Halimi, F., & AlShammari, I. A. (2018). The impact of motivation and parental
encouragement on English language learning: an Arab students’ perspective. The Reading
Matrix: An International Online Journal, 18(1), 176-194.
Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020). Digital game‐based learning in a Shanghai
primary‐school mathematics class: a case study. Journal of Computer Assisted
Learning, 36(5), 709-717.
Dochy, F., De Rijdt, C., & Dyck, W. (2002). Cognitive prerequisites and learning: How far
have we progressed since Bloom? Implications for educational practice and
teaching. Active Learning in Higher Education, 3(3), 265-284.
Dong, A., Jong, M. S.-Y., & King, R. B. (2020). How does prior knowledge influence learning
engagement? The mediating roles of cognitive load and help-seeking. Frontiers in
Psychology, 11(2992).
Eltahir, M. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The
impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and
Information Technologies, 26(3), 3251-3278.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback
on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Escudier, M. P., Newton, T. J., Cox, M. J., Reynolds, P. A., & Odell, E. W. (2011). University
students′ attainment and perceptions of computer delivered assessment; a comparison
between computer‐based and traditional tests in a ‘high‐stakes’ examination. Journal of
Computer Assisted Learning, 27(5), 440-447.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of
Educational Research, 83(1), 70-120.
Fyfe, E. R., & Rittle-Johnson, B. (2016). Feedback both helps and hinders learning: the causal
role of prior knowledge. Journal of Educational Psychology, 108(1), 82.
Game, A., & Metcalfe, A. (2009). Dialogue and team teaching. Higher Education Research &
Development, 28(1), 45-57.
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners′
motivation. English Language Teaching, 12(4), 49-56.
Gao, Q., Wang, D., & Gao, F. (2015). Impact of knowledge representations on problemoriented learning in online environments. International Journal of Human-Computer
Interaction, 31(12), 922-938.
Gerodetti, N., & Nixon, D. (2019). Exploration: Using play to design play—gamification and
student involvement in the production of games-based learning resources for research
methods teaching. In The Power of Play in Higher Education (pp. 283-290). Palgrave
Macmillan, Cham.
Gunantar, D. A. (2016). The impact of English as an international language on English language
teaching in Indonesia. Journal of Language and Literature, 10(2), 141-151.
Hills, K., Andersen, K., & Davidson, S. (2018). Personalized learning and teaching approaches
to meet diverse needs: A prototype tertiary education program. In Reimagining christian
education (pp. 233-257). Springer, Singapore.
Hsieh, C. W., Jhan, S. N., & Chen, S. Y. (2014, July). Individual differences and joyful
assessment-based learning. In 2014 IEEE 14th International Conference on Advanced
Learning Technologies (pp. 330-335). IEEE.
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.
Huda, S. S. M., Kabir, M., & Siddiq, T. (2020). E-assessment in higher education: Students′
perspective. International Journal of Education and Development using Information and
Communication Technology, 16(2), 250-258.
Hwang, G. H., Chen, B., Chen, R. S., Wu, T. T., & Lai, Y. L. (2019). Differences between
students’ learning behaviors and performances of adopting a competitive game-based item
bank practice approach for learning procedural and declarative knowledge. Interactive
Learning Environments, 27(5-6), 740-753.
Jeff, C. B. R. (2019). The most difficult basic skill faced by learners of English in first year
undergraduate classes at UEA/Bukavu, DR Congo. Creative Education, 10(2), 464-474.
Kanli, U. Y. G. A. R. (2015). Using a two-tier test to analyse students′ and teachers′ alternative
concepts in astronomy. Science Education International, 26(2), 148-165.
Khatri, C., Sugand, K., Anjum, S., Vivekanantham, S., Akhtar, K., & Gupte, C. (2014). Does
video gaming affect orthopaedic skills acquisition? A prospective cohort-study. Plos one,
9(10), e110212.
Kiesewetter, J., Sailer, M., Jung, V. M., Schönberger, R., Bauer, E., Zottmann, J. M., ... &
Fischer, M. R. (2020). Learning clinical reasoning: how virtual patient case format and prior knowledge interact. BMC Medical Education, 20(1), 1-10.
Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6),
540.
Kunasaraphan, K. (2015). English learning strategy and proficiency level of the first year
students. Procedia-Social and Behavioral Sciences, 197, 1853-1858.
Kurniawan, D. E., Dzikri, A., Widyastuti, H., Sembiring, E., & Manurung, R. T. (2019, March).
Smart mathematics: A Kindergarten student learning media based on the drill and practice
model. In Journal of Physics: Conference Series (Vol. 1175, No. 1, p. 012037). IOP
Publishing.
Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). Learning through intuitive interface: A
case study on preschool learning. Computers & Education, 126, 443-458.
Lee, J. Y., Donkers, J., Jarodzka, H., & Van Merriënboer, J. J. (2019). How prior knowledge
affects problem-solving performance in a medical simulation game: Using game-logs and
eye-tracking. Computers in Human Behavior, 99, 268-277.
Li, L. Y. (2019). Effect of prior knowledge on attitudes, behavior, and learning performance in
video lecture viewing. International Journal of Human–Computer Interaction, 35(4-5),
415-426.
Li, F. Y., Hwang, G. J., Chen, P. Y., & Lin, Y. J. (2021). Effects of a concept mapping-based
two-tier test strategy on students’ digital game-based learning performances and
behavioral patterns. Computers & Education, 104293.
Liu, Z. X., Grady, C., & Moscovitch, M. (2017). Effects of prior-knowledge on brain activation
and connectivity during associative memory encoding. Cerebral Cortex, 27(3), 1991-2009.
Matsuda, A., & Matsuda, P. (2017). Teaching English as an international language: A weinformed paradigm for English language teaching. In World Englishes (pp. 104-117).
Routledge.
Mayer, R. E., Fennell, S., Farmer, L., & Campbell, J. (2004). A personalization effect in
multimedia learning: Students learn better when words are in conversational style rather
than formal style. Journal of Educational Psychology, 96(2), 389.
Meekaew, N., & Ketpichainarong, W. (2021). The effects of augmented reality-facilitated
mobile game-based learning on the diversity of life for promoting learning at the natural
history museum. International Journal of Mobile Learning and Organisation, 15(3), 282-
305.
Mihalca, L., & Mengelkamp, C. (2020). Effects of induced levels of prior knowledge on
monitoring accuracy and performance when learning from self-regulated problem
solving. Journal of Educational Psychology, 112(4), 795.
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the factors
contributing to students’ difficulties in the English language learning. Creative Education,
8(13), 1999-2008.
Nagari-Haddif, G., & Yerushalmy, M. (2018). Supporting online e-assessment of problem
solving: Resources and constraints. In Classroom assessment in mathematics (pp. 93-105).
Springer, Cham.
O′Donnell, E., Lawless, S., Sharp, M., & Wade, V. P. (2015). A review of personalised e-learning:
Towards supporting learner diversity. International Journal of Distance Education
Technologies (IJDET), 13(1), 22-47.
Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest
evidence and future directions. Slough: NFER.
Pramesti, Y. S., Mahmudi, H. A. R. I. S., & Setyowidodo, I. R. W. A. N. (2021, March). Using
three-tier test to diagnose students’ level of understanding. In Journal of Physics:
Conference Series (Vol. 1806, No. 1, p. 012013). IOP Publishing.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon.
Rana, R., & Singhal, R. (2015). Chi-square test and its application in hypothesis testing. Journal
of the Practice of Cardiovascular Sciences, 1(1), 69.
Rao, Z. (2016). Language learning strategies and English proficiency: Interpretations from
information-processing theory. The Language Learning Journal, 44(1), 90-106.
Ross, B., Chase, A. M., Robbie, D., Oates, G., & Absalom, Y. (2018). Adaptive quizzes to
increase motivation, engagement and learning outcomes in a first year accounting
unit. International Journal of Educational Technology in Higher Education, 15(1), 1-14.
Ru’iya, S., & Kistoro, H. C. A. (2021, March). Educating with Paying Attention to Individual
Differences: Case Study of Slow Learner Students in Inclusion School. In 1st Paris Van
Java International Seminar on Health, Economics, Social Science and Humanities (PVJISHESSH 2020) (pp. 113-116). Atlantis Press.
Saba, T. (2020). Intelligent game-based learning: an effective learning model
approach. International Journal of Computer Applications in Technology, 64(2), 208-221.
Sajid, M., & Siddiqui, J. A. (2015). Lack of academic writing skills in English language at
higher education level in Pakistan: Causes, effects and remedies. International Journal of
Language and Linguistics, 2(4), 174-186.
Sek, Y. W., Law, C. Y., Liew, T. H., Hisham, S. B., Lau, S. H., & Pee, A. N. B. C. (2012). Eassessment as a self-test quiz tool: The setting features and formative use. Procedia-Social
and Behavioral Sciences, 65, 737-742.
Shawky, D., & Badawi, A. (2019). Towards a personalized learning experience using
reinforcement learning. In Machine learning paradigms: Theory and application (pp. 169-
187). Springer, Cham.
Shemshack, A., & Spector, J. M. (2020). A systematic literature review of personalized learning
terms. Smart Learning Environments, 7(1), 1-20.
Simonova, I. (2012, September). Two-tier test: Means of fair and reliable evaluation. In 2012
15th International Conference on Interactive Collaborative Learning (ICL) (pp. 1-4).
IEEE.
Song, H. S., Kalet, A. L., & Plass, J. L. (2016). Interplay of prior knowledge, self‐regulation
and motivation in complex multimedia learning environments. Journal of Computer
Assisted Learning, 32(1), 31-50. doi:10.1111/jcal.12117
Stödberg, U. (2012). A research review of e-assessment. Assessment & Evaluation in Higher
Education, 37(5), 591-604.
Strekalova-Hughes, E., Nash, K. T., Schmer, B., & Caldwell, K. (2021). Meeting the needs of
all cultureless learners: Culture discourse and quality assumptions in personalized learning
research. Review of Research in Education, 45(1), 372-407.
Sukasame, N., Kantho, S., & Narrot, P. (2014). A study of errors in learning english grammatical
structures on tenses of Matthayomsuksa 4 students of the demonstration school, Khonkaen
University. Procedia-Social and Behavioral Sciences, 116, 1934-1939.
Sung, H. Y., Hwang, G. J., Lin, C. J., & Hong, T. W. (2017). Experiencing the analects of
confucius: An experiential game-based learning approach to promoting students′
motivation and conception of learning. Computers & Education, 110, 143-153.
Suryawirawati, I. G., Ramdhan, B., & Juhanda, A. A. (2018). Analisis penurunan miskonsepsi
siswa pada konsep pemanasan global dengan tes diagnostik (two-tier test) setelah
pembelajaran predict-observe-explain. Journal Of Biology Education, 1(1), 93-105.
Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game‐based learning on students′
mathematics achievement: A meta‐analysis. Journal of Computer Assisted
Learning, 35(3), 407-420.
Tsai, C. C. (2001). The interpretation construction design model for teaching science and its
applications to internet-based instruction in Taiwan. International Journal of Educational Development, 21(5), 401-415.
Tsai, M. J., Huang, L. J., Hou, H. T., Hsu, C. Y., & Chiou, G. L. (2016). Visual behavior, flow
and achievement in game-based learning. Computers & Education, 98, 115-129.
Wade, S., & Kidd, C. (2019). The role of prior knowledge and curiosity in
learning. Psychonomic bulletin & review, 26(4), 1377-1387.
Widiyatmoko, A., & Shimizu, K. (2018). The development of two-tier multiple choice test to
assess students’ conceptual understanding about light and optical instruments. Jurnal
Pendidikan IPA Indonesia, 7(4), 491-501.
Wongwatkit, C., Srisawasdi, N., Hwang, G. J., & Panjaburee, P. (2017). Influence of an
integrated learning diagnosis and formative assessment-based personalized web learning
approach on students learning performances and perceptions. Interactive Learning
Environments, 25(7), 889-903.
Wouters, P., & Van Oostendorp, H. (2017). Overview of instructional techniques to facilitate
learning and motivation of serious games. In Instructional techniques to facilitate learning
and motivation of serious games (pp. 1-16). Springer, Cham.
Wu, T. T. (2018). Improving the effectiveness of English vocabulary review by integrating
ARCS with mobile game‐based learning. Journal of Computer Assisted Learning, 34(3),
315-323.
Xu, D., Huang, W. W., Wang, H., & Heales, J. (2014). Enhancing e-learning effectiveness using
an intelligent agent-supported personalized virtual learning environment: An empirical
investigation. Information & Management, 51(4), 430-440.
Yang, T. C. (2014). Development and Effectiveness Analysis of a Two-Tier Test-based Online
Learning Environment. (master′s thesis, Department of Computer Science & Information
Engineering, National Central University).Retrieved from https://etd.lib.nctu.edu.tw/cgibin/gs32/ncugsweb.cgi/ccd=oRW5jx/search#result
Yang, T. C., Chen, S. Y., & Hwang, G. J. (2015). The influences of a two-tier test strategy on
student learning: A lag sequential analysis approach. Computers & Education, 82, 366-
377.
Yang, T. C., Fu, H. T., Hwang, G. J., & Yang, S. J. (2017). Development of an interactive
mathematics learning system based on a two-tier test diagnostic and guiding
strategy. Australasian Journal of Educational Technology, 33(1).
Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning
performance and gaming performance in digital game‐based learning. Journal of
Computer Assisted Learning, 34(3), 324-334
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.
Yavuz, H. C., & Kutlu, Ö . (2019). Examination of student growth using gain score and
categorical growth models. International Journal of Assessment Tools in Education, 6(3),
487-505.
Young, S.-S.-C., & Wang, Y.-H. (2014). The game embedded call system to facilitate English
vocabulary acquisition and pronunciation. Educational Technology & Society, 17 (3),
239–251.
Zakrzewski, S., & Bull, J. (1998). The mass implementation and evaluation of computer‐based
assessments. Assessment & Evaluation in Higher Education, 23(2), 141-152.
Zambrano, J., Kirschner, F., Sweller, J., & Kirschner, P. A. (2019). Effects of prior knowledge
on collaborative and individual learning. Learning and Instruction, 63, 101214.
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. |