||Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: causes and results. Theory and Practice in Language Studies, 5(11), 2262.|
Arter, J. A., & Spandel, V. (2005). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44.
Azevedo, R., Behnagh, R., Duffy, M., Harley, J., & Trevors, G. (2012). Metacognition and self-regulated learning in student-centered leaning environments. In D. Jonassen, & S. Land (Eds.), Theoretical foundations of student-centered learning environments (pp.171-197). Routledge.
Beane, J. A. (1986). The Continuing controversy over affective education. Educational Leadership, 43(4), 26-31.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373.
Barlett, C. P., Anderson, C. A., & Swing, E. L. (2009). Video game effects confirmed, suspected and speculative: A review of the evidence. Simulation & Gaming, 40(3), 377-403.
Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6), 12-26.
Birgin, O., & Baki, A. (2007). The use of portfolio to assess student‟ s performance. Journal of Turkish Science Education, 4(2), 75-90.
Bruner, J. S. (1960). The Process of Education. Cambridge, MA: The President and Fellows of Harvard College.
Bruner, J. S. (1999). The process of education. London: Harvard University Press
Casonato, R., Furlonger, J., & Harris, K. (1999). What Are the Steps Needed to Create a Knowledge Map? . GartnerGroup Research Note, 26(July).
Çepni, S. (2006). Performansların Değerlendirilmesi. A. Doğanay & E. Garip (Eds.)
Chan, T. W. (1992). Curriculum tree: a knowledge-based architecture for intelligent tutoring systems. In Intelligent Tutoring Systems (pp. 140-147). Springer Berlin Heidelberg.
Chan, T. W., Liao, C. C. Y., Cheng, H. N. H., Chen, Z. H., & Chang, B. (2016). A short introduction to IDC theory. In T. W. Chan (Ed.), Reading for tomorrow: A foundation for theme-based learning (pp.287–300). Taipei: CommonWealth Magazine Group. (in Chinese).
Chan, T. W., Looi, C. K., & Chang, B. (2015). The IDC theory: Creation and the Creation Loop. In T. Kojiri, T. Supnithi, Y. Wang, Y. T. Wu, H. Ogata, W. Chen, S. C. Kong, & F. Qiu (Eds.), In Workshop Proceedings of the 23rd International Conference on Computers in Education (pp.814-820). Hangzhou, China: Asia-Pacific Society for Computers in Education.
Chan, T.W., Looi, C. K., Chen, W., Wong, H. L., Chang, B., Liao, C., Cheng, H., Chen, Z. H., Liu, C. C. et al. (2018). Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century. Journal of Computers in Education.
Chan, T. W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29.
Chang, C-C. (2001) “A study on the evaluation and effectiveness analysis of web-based learning portfolio”, British Journal of Educational Technology, Vol 32, No 4, pp 435-458.
Chase, K., & Abrahamson, D. (2015). Reverse-scaffolding algebra: Empirical evaluation of design architecture. ZDM Mathematics Education, 47(7), 1195-1209.
Chen, D. L. (2002). Design And Implementation of a Web-Based Portfolio Supporting System. (Doctoral dissertation or master′s thesis). Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/getfile?URN=etd-0625102-190739&filename=etd-0625102-190739.pdf
Chen, Y. H., Looi, C. K., Lin, C. P., Shao, Y. J., & Chan, T. W. (2012). Utilizing a collaborative cross number puzzle game to develop the computing ability of addition and subtraction. Educational Technology & Society, 15(1), 354-366.
Chen, Z. H., Liao, C. C., Cheng, H. N., Yeh, C. Y., & Chan, T. W. (2012). Influence of game quests on pupils′ enjoyment and goal-pursuing in math learning. Journal of Educational Technology & Society, 15(2), 317-327.
Cheng, H. N. H., Yang, E. F. Y., Liao, C. C. Y., Chang, B., Huang, Y. C. Y., & Chan, T. W. (2015). Scaffold seeking: A reverse design of scaffolding in computer-supported word problem solving. Journal of Educational Computing Research, 53(3), 409-435.
Chu, H. C., Yang, K. H., & Chen, J. H. (2015). A time sequence-oriented concept map approach to developing educational computer games for history courses. Interactive Learning Environments, 23(2), 212-229.
Crawford, C. (1982). The art of computer game design. Retrieved from http://www.vic20.vaxxine.com/wiki/images/9/96/Art_of_Game_Design.pdf
Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of research in education, 19, 301-341.
Csı´kszentmiha´lyi, M. (1991). Flow: The psychology of optimal experience. New York: Harper Perennial
Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum Press.
Downes, S. (2005, October 17). E-learning 2.0. eLearn Magazine [Web blog message]. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968
Davenport, T. H., David, W., & Beers, M. C. (1998). Successful knowledge management projects. Sloan management review, 39(2), 43-57.
Davenport, T. H., & Prusak, L. (2000). Working Knowledge: How Organizations Manage What They Know, Harvard Business Press.
Duckworth, A. L., Gendler, T. S., & Gross, J. J. (2014). Self-control in school-age children. Educational Psychologist, 49(3), 199-217.
Dickey, M. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253–273. doi: 10.1007/s11423-006-9004-7.
Ebener, S., Khan, A., Shademani, R., Compernolle, L., Beltran, M., Lansang, M. A., & Lippman, M. (2006). Knowledge mapping as a technique to support knowledge translation. Bulletin of the World Health Organization, 84, 636-642.
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The contribution of executive functions to emergent mathematic skills in preschool children. Developmental neuropsychology, 26(1), 465-486.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491–498. doi:10.1016/j.compedu.2007.09.016
Forehand, M. (2010). Bloom’s taxonomy. Emerging perspectives on learning, teaching, and technology.
Gartner Group (2000)."Mapping knowledge to the process: directions to success". Advisory Research Note.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Gee, J. P. (2007). Good Video Games Plus Good Learning. (Vol. 27). Peter Lang.
Ghatala, E. S. (1986). Strategy-monitoring training enables young learners to select effective strategies. Educational Psychologist, 21, 43-54.
Gilligan, J. H. (1994). Evaluating self-managed learning—Part I: Philosophy, design and current practice. Health Manpower Management, 20(5), 4-10.
González-Calero, J. A., Arnau, D., Puig, L., & Arevalillo-Herráez, M. (2014). Intensive scaffolding in an intelligent tutoring system for the learning of algebraic word problem solving. British Journal of Educational Technology, 46(6), 1189-1200.
Habgood, M. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169-206.
Hanus, M.D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Harden, R.M. and Crosby, J. (2000). AMEE Guide No 20, Medical Teacher, 22(4), 334–347.
Holsapple, C. W., & Joshi, K. D. (2002). Knowledge management: A threefold framework. The information society, (18), 47-64.
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. ten. (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. doi:10.1111/j.1365-2729.2009.00316.x
Hurley, B., & Cunningham, I. (1993). Imbibing a new way of learning. Personnel Management, 25(3), 42-45.
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.
Hwang, G. J., Su, J.M. & Chen, N. S. (2012). E-learning Introduction & practice. Taiwan: Drmaste.
Jeong, A. (2005). A guide to analyzing message–response sequences and group interaction patterns in computer-mediated communication. Distance Education, 26(3), 367–383.doi:10.1080/01587910500291470
Jeong, A. C. (2003). The sequential analysis of group interaction and critical thinking in online threaded discussions. American Journal of Distance Education, 17(1), 25–43.
Jeong, A., & Davidson-Shivers, G. V. (2006). The effects of gender interaction patterns on student participation in computer-supported collaborative argumentation. Educational Technology Research and Development, 54(6), 543–568. doi:10.1007/s11423-006-0636-4
Kember, D. (1997). A reconceptualisation of the research into university academics′ conceptions of teaching. Learning and instruction, 7(3), 255-275.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Kiili, K., & Ketamo, H. (2007). Exploring the learning mechanism in educational games. Journal of Computing and Information Technology, 15(4), 319-324.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.
Koivisto, J., & Hamari, J. (2014). Demographic differences in perceived benefits from gamification. Computers in Human Behavior, 35, 179-188.
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European journal of psychology of education, 14(1), 23-40.
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.
Lao, A. C. C., Cheng, H. N., Huang, M. C., Ku, O., & Chan, T. W. (2017). Examining Motivational Orientation and Learning Strategies in Computer-Supported Self-Directed Learning (CS-SDL) for Mathematics: The Perspective of Intrinsic and Extrinsic Goals. Journal of Educational Computing Research, 54(8), 1168-1188.
Lee, Y. M., (2012). Discriminating math low-achievement motivation patterns: Comparing disadvantaged and other students in elementary and junior high school. Journal of Research in Education Sciences, 57(4), 39-71. doi:10.3966/2073753X2012125704002
Li, M.-C., & Tsai, C.-C. (2013). Game-Based Learning in Science Education: A Review of Relevant Research. Journal of Science Education and Technology, 22(6), 877–898. doi:10.1007/s10956-013-9436-x
Liao, C. C., Cheng, H. N., Chang, W. C., & Chan, T. W. (2017). Supporting parental engagement in a BYOD (bring your own device) school. Journal of Computers in Education, 4(2), 107-125.
Lin, B.G., Li, R.P., & Huang, Y.Z. (2009). Instructional manual of mathematical ability test for the school-aged. Taipei: Ministry of Education.
Lin, P.J. & Tsai, W. H. (2001). Using research-based cases to enhance prospective teachers’ understanding of teaching mathematics and their reflections. In F. L. Lin (Ed.), Common sense in mathematics education. Proceedings of 2001 the Netherlands and Taiwan Conference on Common Sense in Mathematics Education (pp. 231-272). Taiwan: Taipei.
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. doi:10.1016/j.compedu.2010.02.023
Liaw, S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the Blackboard system. Computers & Education, 51(2), 864–873. doi:10.1016/j.compedu.2007.09.005
Likert, R.(1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140)
Logan, D., & Caldwell, F. (2000). Knowledge Mapping: Five Key Dimensions to Consider. GartnerGroup Research Note; 26(July).
McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning, 7(1), 36-56.
Ministry of Education. (2003). Guidelines of grades 1-9 curriculum of elementary and junior high school education. Retrieved from https://www.k12ea.gov.tw/92_sid17/%E6%96% B0%E7%B8%BD%E7%B6%B1%E8%8B%B1%E6%96%87%E7%89%88.pdf
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/
Nilson, L. B. (2014). The Secret of Self-Regulated Learning. Invited article for Faculty Focus: Higher Ed Teaching Strategies from Magna Publications.
Novak, J. D. (1990). Concept maps and Vee diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional science, 19(1), 29-52.
Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge, London: Cambridge University Press.
O’Donnell, A.M., Dansereau, D.F., & Hall, R.H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71-86.
OECD. (2013). PISA 2012 Results in Focus: What 15-year-olds know and what they can do with what they know: Key results from PISA 2012.
OECD. (2016). PISA 2015 results in focus. Retrieved from: https://www.oecd. org/pisa/pisa-2015-results-in-focus.pdf.
Park, S. (2008). Self-directed learning in the workplace. Academy of Human Resource Development Conference Proceedings. Panama City, FL.
Patterson, M. E., Dansereau, D. F., and Newbern, D. (1992). Effects of communication aids and strategies on cooperative teaching. J. Educ. Psychol. 84: 453–461.
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 149-183.
Prensky, M. (2001). Digital Game-Based Learning. New York: McGraw-Hill.
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education:Impact on educational effectiveness and student motivationa. Computers & Education, 52(1), 1-12.
Paraskeva, F., Mysirlaki, S., & Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers & Education, 54(2), 498–505. doi:10.1016/j.compedu.2009.09.001
Roll, I., Baker, R. S. J. D., Aleven, V., & Koedinger, K. R. (2014). On the benefits of seeking (and avoiding) help in online problem-solving environments. Journal of the Learning Sciences, 23(4), 537-560.
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224.
Singh, K. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning and Administration, 1(2), 161–171.
Shih, M., Feng, J., & Tsai, C. C. (2008). Research and trends in the field of e-learning from 2001 to 2005: A content analysis of cognitive studies in selected journals. Computers & Education, 51(2), 955-967.
Sun P. C., & Cheng, H. K. (2007). The design of instructional multimedia in e-learning: A media richness theory-based approach, Computers & Education, 49, 662-676.
Taub, M., Azevedo, R., Bouchet, F., & Khosravifar, B. (2014). Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments? Computers in Human Behavior, 39, 356-367.
Tillema, H. H. (2001). Portfolios as developmental assessment tools. International Journal of Training and Development, 5(2), 126-135.
Terborg, J.R.(1976). The motivational components of goal setting. Journal of Applied Psychology, 61, 613– 621.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 68–77. doi:10.1016/j.compedu.2008.06.008
Van Eck, R. (2006). Digital game-based learning: It′s not just the digital natives who are restless. EDUCAUSE review, 41(2), 16.
Vélez, J., Fabregat, R., Bull, S., & Hueva, D. (2009). The Potential for open learner models in adaptive virtual learning environments. In S. D. Craig, & D. Dicheva (Eds.), AIED 2009: 14th International Conference on Artificial Intelligence in Education Workshops Proceedings Volume 8 (p. 11-20). Brighton, UK: International AIED Society.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 279-306). Hillsdale, NJ: Erlbaum.
Wong, L. H., Chan, T. W., Chen, Z. H., & Liao, C. C. Y. (2016). The IDC theory: curiosity, flow and meaningfulness for interest development, Workshop Proceedings of the 2oth Global Conference on Computers in Education. Hong Kong, China: The Global Chinese Society for Computers in Education.
Yang, E. F. Y., Cheng, H. N. H., Ching, E., & Chan, T.W. (2012). Variation based discovery learning design in 1 to 1 mathematics classroom. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education (pp.811-815). Singapore: Asia-Pacific Society for Computers in Education.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.