參考文獻 |
Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of educational research, 85(4), 740-779.
Alroe, M. J., Reinders, H., & Wasanasomsithi, P. (2018). Is L2 vocabulary learned better via context or via translation?. Instructed Second Language Acquisition, 2(1), 39-60.
Bertot, J. C., Snead, J. T., Jaeger, P. T., & McClure, C. R. (2006). Functionality, usability, and accessibility. Performance Measurement and Metrics.
Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., Laakkonen, E., & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students′ adaptive number knowledge. Computers & Education, 128, 63-74.
Chang, B., Chen, S. Y., & Jhan, S. N. (2015). The influences of an interactive group-based videogame: cognitive styles vs. prior ability. Computers & Education, 88, 399-407.
Chang, C. Y., Kao, C. H., Hwang, G. J., & Lin, F. H. (2020). From experiencing to critical thinking: a contextual game-based learning approach to improving nursing students’ performance in Electrocardiogram training. Educational Technology Research and Development, 68(3), 1225-1245.
Cerasoli, C. P., Alliger, G. M., Donsbach, J. S., Mathieu, J. E., Tannenbaum, S. I., & Orvis, K. A. (2018). Antecedents and outcomes of informal learning behaviors: A meta-analysis. Journal of Business and Psychology, 33(2), 203-230.
Chang, C., Shih, J. L., & Chang, C. K. (2017). A mobile instructional pervasive game method for language learning. Universal Access in the Information Society, 16(3), 653-665.
Chen, H. J. H., & Yang, T. Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive learning environments, 21(2), 129-141.
Chen, H. R., & Lin, Y. S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Chen, S. Y., Fan, J, & Macredie, R. D. (2006) Navigation in Hypermedia Learning Systems: Experts vs. Novices. Computers in Human Behavior, 22(2), 251-266
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, Y. L. (2019). Language Barriers among Taiwanese National Champions. Higher Education Studies, 9(1), 63-67.
Chen, Z. H., Liao, C. C., & Chan, T. W. (2010, April). Quest Island: Developing quest-driven learning model by blending learning tasks with game quests in a virtual world. In 2010 Third IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning (pp. 93-100). IEEE.
Cheng, W. Y., Lam, S. F., & Chan, C. Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project‐based learning. British Journal of Educational Psychology, 78(2), 205-221.
Choi, S. (2016). Effects of L1 and L2 glosses on incidental vocabulary acquisition and lexical representations. Learning and Individual Differences, 45, 137-143.
Clark, D. B., Nelson, B. C., Chang, H. Y., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57(3), 2178-2195.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). Between learning and playing? Exploring learners’ perceptions of corrective feedback in an immersive game for English pragmatics. ReCALL: Journal of Eurocall, 24(3), 257-278.
Decarrico, J. S. (2001). Vocabulary learning and teaching. Teaching English as a Second or Foreign Language, 3, 285-299.
Dolgopolovas, V., Jevsikova, T., & Dagiene, V. (2018). From Android games to coding in C—An approach to motivate novice engineering students to learn programming: A case study. Computer Applications in Engineering Education, 26(1), 75-90.
Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education, 49(3), 873-890.
Ellis, N.C. (1994). Consciousness in second language learning: Psychological perspectives on the role of conscious processes in vocabulary acquisition. AILA Review, 11, 37-56.
Franciosi, S. J. (2017). The effect of computer game-based learning on FL vocabulary transferability. Journal of Educational Technology & Society, 20(1), 123-133.
Gao, F., Li, L., & Sun, Y. (2020). A systematic review of mobile game-based learning in STEM education. Educational Technology Research and Development, 68(4), 1791-1827.
Gaved, M., Kukulska-Hulme, A., Jones, A., Scanlon, E., Dunwell, I., Lameras, P., & Akiki, O. (2013). Creating coherent incidental learning journeys on mobile devices through feedback and progress indicators. QScience Proceedings, (12th World Conference on Mobile and Contextual Learning), 13.
Gay, L.R. & Diehl, P.L. (1992). Research Methods for Business and Management. New York: Macmillan.
Ghorbani, V., & Shirzadi, D. (2019). The role of Literal Translation, L1 Glosses and Context, Applied in Reading Comprehension, on Iranian EFL Learners Vocabulary Learning: The Case of Different Proficiencies. Journal of Language Teaching, Literature & Linguistics, 2(2), 19-36.
Habgood, M. P. J. (2015). Zombie Division: a methodological case study for the evaluation of game-based learning. In ECGBL2015-9th European Conference on Games Based Learning: ECGBL2015 (p. 219). Academic Conferences and publishing limited.
Habgood, M. P. 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.
Habgood, M. P. J., Ainsworth, S. E., & Benford, S. (2005). Endogenous fantasy and learning in digital games. Simulation & Gaming, 36(4), 483-498.
Heintz, S. A. (2016). Digital Educational Games: Methodologies for Evaluating the Impact of Game Type (Doctoral dissertation, Department of Computer Science).
Hooshyar, D., Malva, L., Yang, Y., Pedaste, M., Wang, M., & Lim, H. (in press). An adaptive educational computer game: Effects on students′ knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114, 106575.
Horton, J., Macve, R., & Struyven, G. (2004). Qualitative research: experiences in using semi-structured interviews. In The real life guide to accounting research (pp. 339-357). Elsevier.
Howell, D. C. (2007). Statistical methods for psychology (6th ed.). Belmont, CA: Thomson Wadsworth
Huang, B. G., Yang, J. C., & Chen, S. Y. (2020). An investigation of the approaches for integrating learning materials and digital games: A prior ability perspective. Universal Access in the Information Society, 1-12.
Huang, H., & Hwang, G. J. (2019). Facilitating Inpatients’ Family Members to Learn. Journal of Educational Technology & Society, 22(3), 74-87.
Huang, H. C. (2013). Online reading strategies at work: What teachers think and what students do. ReCALL, 25(3), 340-358.
Hulse, T., Daigle, M., Manzo, D., Braith, L., Harrison, A., & Ottmar, E. (2019). From here to there! Elementary: a game-based approach to developing number sense and early algebraic understanding. Educational Technology Research and Development, https://doi.org/10.1007/s11423-019-09653-8.
Hulstijn, J. H. (2003). Incidental and intentional learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349-381). Malden, MA: Blackwell Publishing.
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language learning, 51(3), 539-558.
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.
Isphording, I. E., & Otten, S. (2014). Linguistic barriers in the destination language acquisition of immigrants. Journal of economic Behavior & organization, 105, 30-50.
Kafai, Y. B., Franke, M. L., & Battey, D. S. (2002). Educational software reviews under investigation. Education, Communication & Information, 2(2-3), 163-180.
Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085-1104.
Ke, F., Shute, V., Clark, K. M., & Erlebacher, G. (2019). Design of Gameplay for Learning. In Interdisciplinary Design of Game-based Learning Platforms (pp. 75-98). Springer, Cham.
Ko, M. H. (2012). Glossing and second language vocabulary learning. TESOL Quarterly, 46(1), 56-79.
Korozi, M., Leonidis, A., Ntoa, S., Arampatzis, D., Adami, I., Antona, M., & Stephanidis, C. (2018). Designing an augmented tabletop game for children with cognitive disabilities: The “Home game” case. British Journal of Educational Technology, 49(4), 701-716.
Kotsopoulos, K. I., Chourdaki, P., Antoniadis, R., Tsolis, D., & Pavlidis, G. (2019). An Innovative Platform for Creating Audience-Specific Gamified Cultural Tourism Guides Where Art, Tradition and Culture, Technology and Business Converge. In Strategic Innovative Marketing and Tourism (pp. 263-270). Springer, Cham.
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.
Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29(4), 694-716.
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.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 223-253). Hilsdale, NJ: Erlbaum.
Merriam, S. B. (1988). Case study research in education: A Qualitative approach. London, UK: Jossey-Bass.
Mitchell, T. J., Chen, S. Y., & Macredie, R. D. (2005). Hypermedia learning and prior knowledge: domain expertise vs. system expertise. Journal of Computer Assisted Learning, 21(1), 53-64.
Montero Perez, M., Peters, E., Clarebout, G., & Desmet, P. (2014). Effects of captioning on video comprehension and incidental vocabulary learning. Language Learning and Technology, 18(1), 118-141.
Montero Perez, M., Peters, E., & Desmet, P. (2018). Vocabulary learning through viewing video: the effect of two enhancement techniques. Computer Assisted Language Learning, 31(1-2), 1-26.
Nation, I. S. P. (2006). Vocabulary: Second language. In K. Brown (ed.) Encyclopaedia of Language and Linguistics, 2nd Ed. Oxford: Elsevier. Vol 13: 448-454.
Nidd, G., & Muldner, K. (2019). Investigating the Intrinsic Integration Hypothesis for the Design of Game-Based Learning Activities. In CogSci (pp. 2461-2467).
Olson, J. M., & Zanna, M. P. (1993). Attitudes and attitude change. Annual review of psychology, 44(1), 117-154.
Orvis, K. A., Horn, D. B., & Belanich, J. (2008). The roles of task difficulty and prior videogame experience on performance and motivation in instructional videogames. Computers in Human behavior, 24(5), 2415-2433.
Othlinghaus-Wulhorst, J., & Hoppe, H. U. (2020). A Technical and Conceptual Framework for Serious Role-Playing Games in the Area of Social Skill Training. Frontiers in Computer Science, 2, 28.
Paribakht, T. S., & Wesche, M. B. (1993). Reading comprehension and second language development in a comprehension-based ESL program. TESL Canada Journal, 11(1), 09-29.
Park, J., Kim, S., Kim, A., & Mun, Y. Y. (2019). Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. Computers & Education, 139, 1-15.
Peirce, N., & Wade, V. (2010). Personalised learning for casual games: The ′language trap′ online language learning game. Leading Issues in Games Based Learning, 159.
Park, J., Kim, S., Kim, A., & Mun, Y. Y. (2019). Learning to be better at the game: Performance vs. completion contingent reward for game-based learning. Computers & Education, 139, 1-15.
Peterson, M. (2010). Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5), 429-439.
Peterson, M. (2013). Recent studies on computer gaming in CALL: An analysis of findings. In Computer games and language learning (pp. 73-100). Palgrave Macmillan, New York.
Preist, C., & Jones, R. (2015, April). The use of games as extrinisic motivation in education. In Proceedings of the 33rd annual acm conference on human factors in computing systems (pp. 3735-3738).
Qu, S. Q., & Dumay, J. (2011). The qualitative research interview. Qualitative Research in Accounting & Management, 8(3), 238-264.
Read, J. (2000). Assessing vocabulary. Cambridge, UK: Cambridge University Press.
Rey, G. D., & Buchwald, F. (2011). The expertise reversal effect: cognitive load and motivational explanations. Journal of Experimental Psychology: Applied, 17(1), 33.
Ricketts, J., Nation, K., & Bishop, D. V. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235-257.
Rieber, L. P. (1991). Animation, incidental learning, and continuing motivation. Journal of Educational Psychology, 83(3), 318.
Salen, K., & Zimmerman, E. (2004). Rules of Play. Cambridge, MA: The MIT Press.
Spyridakis, J. H., & Isakson, C. S. (1991). Hypertext: a new tool and its effect on audience comprehension. In IPCC 91 Proceedings The Engineered Communication (Vol. 1, pp. 37-44). IEEE.
Swanborn, M. S. L., & De Glopper, K. (2002). Impact of reading purpose on incidental word learning from context. Language Learning, 52(1), 95-117.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138.
Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302-321.
Teng, F. (2020). Vocabulary learning through videos: captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning, 1-33.
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Journal, 93, 802-821.
Tsai, F. H., Yu, K. C., & Hsiao, H. S. (2012). Exploring the factors influencing learning effectiveness in digital game-based learning. Journal of Educational Technology & Society, 15(3), 240-250.
Van Lommel, S., Laenen, A., & d′Ydewalle, G. (2006). Foreign‐grammar acquisition while watching subtitled television programmes. British Journal of Educational Psychology, 76(2), 243-258.
Van Zeeland, H., & Schmitt, N. (2013). Incidental vocabulary acquisition through L2 listening: A dimensions approach. System, 41(3), 609-624.
Vandercruysse, S., & Elen, J. (2017). Towards a Game-Based Learning Instructional Design Model Focusing on Integration. In P. Wouters & H. van Oostendorp (Eds.), Instructional Techniques to Facilitate Learning and Motivation of Serious Games (pp. 17-35). Springer International Publishing.
Vandercruysse, S., ter Vrugte, J., de Jong, T., Wouters, P., van Oostendorp, H., Verschaffel, L., & Elen, J. (2017). Content integration as a factor in math-game effectiveness. Educational Technology Research and Development, 65(5), 1345–1368.
Venigalla, A. S. M., & Chimalakonda, S. (2020). G4D-a treasure hunt game for novice programmers to learn debugging. Smart Learning Environments, 7(1), 1-21.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wang, J. H., Chen, S. Y., & Chan, T. W. (2016). An Investigation of a Joyful Peer Response System: High Ability vs. Low Ability. International Journal of Human-Computer Interaction, 32(6), 431-444.
Wang, J. H., Chen, S. Y., Chang, B., & Chan, T. W. (2016). From integrative to game‐based integrative peer response: high ability versus low ability. Journal of Computer Assisted Learning, 32(2), 170-185.
Webb, S. A. (2009). The effects of pre-learning vocabulary on reading comprehension and writing. Canadian Modern Language Review, 65(3), 441-470.
Wolfson, M. A., Tannenbaum, S. I., Mathieu, J. E., & Maynard, M. T. (2018). A cross-level investigation of informal field-based learning and performance improvements. Journal of Applied Psychology, 103(1), 14.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.
Wu, T. T., & Huang, Y. M. (2017). A mobile game-based English vocabulary practice system based on portfolio analysis. Journal of Educational Technology & Society, 20(2), 265-277.
Xie, H., Zou, D., Lau, R. Y., Wang, F. L., & Wong, T. L. (2015). Generating incidental word-learning tasks via topic-based and load-based profiles. IEEE multimedia, 23(1), 60-70.
Yali, G. (2010). L2 Vocabulary Acquisition Through Reading--Incidental Learning and Intentional Learning. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(1).
Yang, C., Huang, T. S. T., & Shanks, D. R. (2018). Perceptual fluency affects judgments of learning: The font size effect. Journal of Memory and Language, 99, 99-110.
Yang, J. C., & Chen, S. Y. (2020). An investigation of game behavior in the context of digital game-based learning: An individual difference perspective. Computers in Human Behavior, 112, 106432.
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.
Zarifi, A., & Azizinezhad, Z. (2020). Vocabulary Learning And Retention: Cognitive Load Framework On Trial. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (33), 265-278.
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186-195.
Zidianakis, E., Stratigi, K., Ioannidi, D., Partarakis, N., Antona, M., Stephanidis, C. (2017). Designing intelligent games adapting to children′s playing maturity. EAI Endorsed Transactions on Creative Technologies, 4(12), e1 |