參考文獻 |
中文部分
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。
英文部分
Abramovich, S., Schunn, C., & Higashi, R. M. (2013). Are badges useful in education?: it depends upon the type of badge and expertise of learner. Educational Technology Research and Development, 61, 217-232..
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(307-337). Charlotte, NC: Information Age Publishing.
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013, September). Engaging engeneering students with gamification. In Games and Virtual Worlds for Serious Applications (VS-GAMES), 2013 5th International Conference on (pp. 1-8). IEEE.
Cheng, C. H., & Su, C. H. (2012). A Game-based learning system for improving student′s learning effectiveness in system analysis course. Procedia-Social and Behavioral Sciences, 31, 669-675.
Chen, Y. L. (2014). A Study on Student Self-efficacy and Technology Acceptance Model within an Online Task-based Learning Environment. Journal of Computers, 9(1), 34-43.
Davis, R., & Lang, B. (2012). Modeling the effect of self-efficacy on game usage and purchase behavior. Journal of Retailing and Consumer Services, 19(1), 67-77.
Denny, P. (2013, April). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 763-772). ACM.
Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
Gibson, D., Ostashewski, N., Flintoff, K., Grant, S., & Knight, E. (2013). Digital badges in education. Education and Information Technologies, 1-8.
Glover, I. (2013). Open Badges: A Visual Method of Recognising Achievement and Increasing Learner Motivation. Student Engagement and Experience Journal, 2(1).
Felicia M., Sullivan. (2013). New and Alternative Assessments, Digital Badges, and Civics: An Overview of Emerging Themes and Promising Directions(Working Paper NO.77). Retrieved from THE CENTER FOR INFORMATION & RESEARCH ON CIVIC LEARNING & ENGAGEMENT website: http://www.civicyouth.org/civics-digital-badges-and-alternative-assessment-preparing-students-to-be-engaged-citizens/
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29(3), 1113-1121.
Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students′ motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148.
Henderson, M., Huang, H., Grant, S., & Henderson, L. (2009). Language acquisition in Second Life: Improving self-efficacy beliefs. Same places, different spaces. Proceedings ascilite Auckland 2009, 464-474.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: the relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789–797.
Hamari, J., & Eranti, V. (2011). Framework for designing and evaluating game achievements. Proc. DiGRA 2011: Think Design Play, 115, 122-134.
Hamari, J. (2013). Transforming homo economicus into homo ludens: A field experiment on gamification in a utilitarian peer-to-peer trading service. Electronic commerce research and applications, 12(4), 236-245.
Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of educational psychology, 103(3), 649.
Jakobsson, M., Sotamaa, O., Moore, C., Begy, J., Consalvo, M., Gazzard, A., ... & Wilson, D. (2011). Special Issue-Game Reward Systems. Game Studies, 11(1).
Ketelhut, D. J. (2007). The impact of student self-efficacy on scientific inquiry skills: An exploratory investigation in River City, a multi-user virtual environment. Journal of Science Education and Technology, 16(1), 99-111.
Kinzie, M. B., & Joseph, D. R. D. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Education Technology Research and Development, 56, 643–663.
Kickmeier-Rust, M. D., & Albert, D. (2010). Micro-adaptivity: protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning, 26, 95–105.
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.
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In Serious games and edutainment applications (pp. 399-423). Springer London.
Hakulinen, L., Auvinen, T., & Korhonen, A. (2013, March). Empirical study on the effect of achievement badges in TRAKLA2 online learning environment. In Learning and Teaching in Computing and Engineering (LaTiCE), 2013 (pp. 47-54). IEEE..
Lu, H. M., Lou, S. J., Papa, C., & Chung, C. C. (2011). Study on influence of adventure game on English reading confidence, motive and self-efficacy. In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications (pp. 430-434). Springer Berlin Heidelberg.
Liaw, S. S., & Huang, H. M. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments. Computers & Education, 60(1), 14-24.
Lewis, I., de Salas, K., & Wells, L. (2013, July). Features of Achievement systems. In Computer Games: AI, Animation, Mobile, Interactive Multimedia, Educational & Serious Games (CGAMES), 2013 18th International Conference on (pp. 66-73). IEEE.
Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students’ self-efficacy and their English language achievement. Jurnal Pendidik dan Pendidikan, 21, 61-71.
Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), 769-780.
Morrison, B. B., & DiSalvo, B. (2014, March). Khan academy gamifies computer science. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 39-44). ACM.
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504.
Nelson, B. C., & Ketelhut, D. J. (2008). Exploring embedded guidance and self-efficacy in educational multi-user virtual environments. International Journal of Computer-Supported Collaborative Learning, 3(4), 413-427.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Rahemi, J. (2007). Self-efficacy in English and Iranian senior high school students majoring in humanities. Novitas-ROYAL, 1(2), 98-111.
Raoofi, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning Contexts. English Language Teaching, 5(11), p60.
McDaniel, R., Lindgren, R., & Friskics, J. (2012, October). Using badges for shaping interactions in online learning environments. In Professional Communication Conference (IPCC), 2012 IEEE International (pp. 1-4). IEEE.
Randall, D. L., Harrison, J. B., & West, R. E. (2013). Giving Credit Where Credit Is Due: Designing Open Badges for a Technology Integration Course. TechTrends, 57(6), 88-95.
Sotamaa, O. (2010). Achievement unlocked: rethinking gaming capital. Games as Services, 73.
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.
Siritararatn, N. (2013). English Self-Efficacy Beliefs of EFL Low Proficiency Graduate Students. Academic Journal of Interdisciplinary Studies, 2(3), 461.
Sung, H. Y., Hwang, G. J., Liu, S. Y., & Chiu, I. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80-90.
Sobhani, M., & Bagheri, M. S. (2014). Attitudes toward the Effectiveness of Communicative and Educational Language Games and Fun Activities in Teaching and Learning English. Theory and Practice in Language Studies, 4(5), 1066-1073.
Tilfarlioğlu, F. T., & CĠNKARA, E. (2009). Self-efficacy in EFL: Differences among proficiency groups and relationship with success. Novitas-royal, 3(2), 129-142.
Watson, W. R., Mong, C. J., & Harris, C. A. (2010). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466–474.
Zheng, D., Young, M. F., Brewer, R. A., & Wagner, M. (2009). Attitude and self-efficacy change: English language learning in virtual worlds. CALICO journal, 27(1), 205-231.
|