Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/98611
|
| Title: | 不同設計元素之遊戲式英文單字學習APP在學習成效、情緒及注意力之影響研究
Effects of Design Factors of Game-based English Vocabulary Learning APP on Learning Performance, Emotion, and Attention |
| Authors: | 曹鼎
Cao, Ding |
| Contributors: | 陳志銘
Chen, Chih Ming
曹鼎
Cao, Ding |
| Keywords: | 英語字彙學習
遊戲式學習
行動APP
遊戲設計要素
學習成效
持續注意力
情緒
English vocabulary learning
game-based learning
mobile APP
game design factor
learning performance
sustained attention
emotion |
| Date: | 2016 |
| Issue Date: | 2016-07-01 15:10:03 (UTC+8) |
| Abstract: | 遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。
本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。
綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。
Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively.
A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs.
In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs. |
| Reference: | AAUW. (2000). Tech-savvy: Educating girls in the new computer age. Washington, DC, USA: American Association of University Women (AAUW) Educational Foundation Commission on Technology, Gender, and Teacher Education.
Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research perspectives (pp. 71–117). Newark, DE: International Reading Association.
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning. New York: Cambridge University Press.
Barab, S., Sadler, T., Heiselt, C., Hickey, D., & Zuiker, S. (2007). Relating narrative, inquiry, and inscriptions: Supporting consequential play. Journal of Science Education and Technology, 16(1), 59–82.
Bonanno, P. & Kommers, P. A. M. (2005) Gender differences and styles in the use of digital games. Educational Psychology, 25(1), 13-41.
Bose, I. & Yang, X. (2011), “Enter the Dragon: Khillwar’s foray into the mobile gaming market of China”, Communications of the Association for Information Systems, Vol. 29, pp. 551-564.
Boyle, E. A., Connoly, T. M., Hainey, T., & Boyle, J. M. (2012). Review: Engagement in digital entertainment games: A systematic review. Computer in Human Behavior, 28(3), 771-780.
Broadbent, D. E. (1958). Perception and communication. London: Pergamon Press.
Brown, C., & Payne, M. E. (1994). Five essential steps of processes in vocabulary learning. Paper presented at the TESOL Convention, Baltimore, MD.
Brown, E. & Cairns, P. (2004). A grounded investigation of game immersion. an Extended Abstracts of the 2004 Conference on Human Factors in Computing Systems. ACM Press, New York, 1297-1300.
Bruning, R. H. (2004). Cognitive psychology and instruction. Upper Saddle River, NJ: Pearson Education.
Bryce, J. O., & Rutter, J. (2003). Gender dynamics and the social and spatial organization of computer gaming. Leisure Studies, 22(1), 1-15.
Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), 566–575.
Chen, C. Y., Chen, C. M., & Hu, W. C. (2016). Effects of the Design Factors of Skill Training Game on Learning Performance and Emotion. International Conference on E-learning.
Carr, J., & Pauwels, A. (2006). Boys and foreign language learning: Real boys don`t do languages. Basingstoke: Palgrave Macmillan.
Cassell, J., & Jenkins, H. (Eds.). (1998). From barbie to mortal kombat: Gender and omputer games. Cambridge, MA: MIT Press.
Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91.
Chen, C. M., & Huang, S. H. (2014). Web-based reading annotation system with an attention-based self-regulated learning mechanism for promoting reading performance. British Journal of Educational Technology, 45(5), 959-980.
Chen, C. M. & Sun, Y. C. (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers & Education, 59, 4, 1273–1285.
Chen, C. M. & Wang, H. P. (2011). Using emotion recognition technology to assess the effects of different multimedia materials on learning emotion and performance. Library & Information Science Research, 33(3), 244–255.
Chen, C. M., Wang, J.-Y., & Yu, C.-M. (2015). Assessing the attention levels of students by using a novel attention aware system based on brainwave signals. British Journal of Educational Technology.
Choi D, Kim, J. (2002) Reasons to enjoy online games. Game Ind J 1:15–26 Choi, D., & Kim, J. (2004). Why people continue to play online games: In search of critical design factors to increase customer loyalty to online contents. Cyberpsychology and Behavior, 7(1), 11–24.
Chung, S., Cheon, J., & Lee, K. W. (2015). Emotion and multimedia learning: an investigation of the effects of valence and arousal on different modalities in an instructional animation. Instructional Science, 43(5), 545-559.
Claudill, J. (2007). The growth of M-learning and the growth of mobile computing: parallel developments. The International Review of Research in Open and Distance Learning,8(2), 1–13.
Connolly, T. M., Boyle, E. A., Stansfield, M. H. & Hainey T. (2007). A survey of students’ computer game playing habits. International Journal for Advanced Technology for Learning, Issue 4.
Corno, L. (1993). The best-laid plans: modern conceptions of volition and educational research. Educational Researcher, 22, 14–22.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
Csikszentmihalyi, M (1990) Flow: the psychology of optimal experience. Harper and Row, New York.
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York7 Harper Perennial.
Csikszentmihalyi, M. (1996). Problem finding, problem solving, and creativity – Runco,MA. Creativity Research Journal, 9(2-3), 267-268.
Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024–1037.
DeGangi, G., & Porges, S. (1990). Neuroscience Foundations of Human Performance. Rockville, MD: American Occupational Therapy Association.
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731-746. doi: 10.1002/acp.1346
Desurvire, H., Caplan, M., & Toth, J.A. (2004). Using heuristics to evaluate the playability of games. In Extended Abstracts of the 2004 Conference on Human Factors in Computing Systems. ACM Press, New York, 1509-1512.
Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53(2), 67–83.
Dickey, M. D. (2011). Murder on Grimm Isle: the impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456–469.
Dondi, C., & Moretti, M. (2007). A methodological proposal for learning games selection and quality assessment. British Journal of Educational Technology, 38(3), 502-512.
Downes, T. (1999). Playing with computing technologies in the home. Education and Information Technologies, 4(1), 65–79.
Driver, J. (2001). A selective review of selective attention research from the past century. British Journal of Psychology, 92, 53–78.
Ducheneaut, N., & Morre, R. J. (2004). Social side of gaming: A study of interaction patterns in a massively multiplayer online game. In Paper presented at theproceeding of the 2004 ACM conference on computer supported cooperative work (CSCW04). New York.
Ducheneaut, N., Yee, N., Nickell, E., & Moore, R. J. (2006). ‘‘Alone together?” Exploring the social dynamics of massively multiplayer online games. In Paper presented at the proceedings of the SIGCHI conference on human factors in computing systems. Montréal, Québec, Canada.
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.
Elgort, I. (2013). Effects of LI definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253-272.
Facer, K. (2003). Computer games and learning: Why do we think it’s worth talking about computer games and learning in the same breath? A discussion paper for FutureLab
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87(2), 222–241
Fassbender, E., Richards, D., Bilgin, A., Thompson, W. F., & Heiden, W. (2012). VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment. Computers and Education, 58(1), 490–500
Federation of American Scientists. (2006). Harnessing the power of video games for learning [report].In Summit on educational games. Washington, DC: Federation of American Scientists.
Federoff , M.A (2002) Heuristics and usability guidelines for the creation and evaluation of fun in videogames. Master’s thesis, Department of Telecommunications, Indiana University
Feijoo, C., Gomez-Barroso, J.-L., Aguado, J.-M. & Ramos, S. (2012). Mobile gaming: industry challenges and policy implications. Telecommunications Policy, 36(3), 212-221
Frijda, N. H. (1986). The emotions. Cambridge, New York: Cambridge University Press.
Fu, F. L., Su, R. C., & Yu, S. C. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101-112
Garris, R., R. Ahlers, & J. E. Driskell. (2002).‘Games, motivation, and learning: a research and practice model’. Simulation & Gaming 33/4: 441–67
Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave Macmillan
Gee, J. P. (2004). Learning by design: Games as learning machines. Gamasutra (March 2004).
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books
Gorriz, C. M. & Medina, M. (2002). Engaging girls with computers through software games. Communications of the ACM, 43, 42-49.
Graves, M. F., & Fink, L. S. (2007). Vocabulary instruction in the Middle grades. Voices from the Middle, 15(1), 13–19.
Gregory, D. (2002). Music listening for maintaining attention of older adults with cognitive impairments. Journal of Music Therapy, 39(4), 244-264.
Griffiths, M. D., & Hunt, N. (1995). Computer game playing in adolescence: Prevalence and demographic indicators. Journal of Community and Applied Social Psychology, 5(3), 189–193
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46, 643–697
Harris, S. (1999). Secondary school students’ use of computers at home. British Journal of Educational Technology, 30(4), 331–339
Hatch, E., & Brown, C. (1995). Vocabulary, semantics, and language education. Cambridge: Cambridge University Press
Hays, R. T. (2005). ‘The effectiveness of instructional games: a literature review and discussion’. Technical Report No. 2005-004. Available at http://www.dtic.mil/dtic/tr/fulltext/u2/a441935.pdf
HopeLab. (2006). Re-Mission(tm) outcomes study: A research trial of a video game shows improvement in health-related outcomes for young people with cancer. Retrieved April 2006, from http://www.hopelab.org/docs/Outcomes%20Study.pdf
Horst, M., Cobb, T., and Meara, P. (1998). “Beyond a Clockwork Orange: acquiring second language vocabulary through reading”, in Reading in a Foreign Language, 11, 2: 207-23
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125-132
Huang, Y. C. (2003). The effects of vocabulary glosses and example sentences on junior high school EFL students` reading comprehension and vocabulary learning. Unpublished master’s thesis, National Cheng-Kung University, Taiwan
Ito, M., Horst, H., Bittanti, M., Boyd, D., Herr-Stephenson, B., Lange, P. G., et al. (2008). Living and learning with new media: Summary of the findings from the digital youth project. White paper, the John D. and Catherine T. MacArthur foundation reports on digital media and learning.
Izard, C. E., Kagan, J., & Zajonc, R. B. (1984). Introduction. In C. E. Izard, J. Kagan, & R. B. Zajonc (Eds.), Emotions, cognition and behaviour. New York: Cambridge University Press
James,W. (1983). The principles of psychology. New York: Holt
Jansz, J. (2005). The emotional appeal of violent video games for adolescent males. Communication Theory, 15, 219-241.
Jensen, A. R. (1998). The g factor: the science of mental ability. Westport, CT: Praeger
Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria: ASCD
Johnson, D., & Wiles, J. (2001) The essential element in game design—flow. In: Proceedings of Australian game developers conference.
Johnson, D., & Wiles, J. (2003) Effective affective user interface design in games. Ergonomics, 46(13):1332–134
Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.
Kafai, Y. (2001). The educational potential of electronic games: From games-to-teach to games-to-learn. Paper presented at the Playing by Rules.
Kay, R. H., & Loverock, S. (2008). Assessing emotions related to learning new software: The computer emotion scale. Computers in Human Behavior, 24(4), 1605-1623.
Kiili, K. (2005). Digital game-based learning: towards an experiential gaming model. Internet and Higher Education, 8, 13–24
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning: A Report for NESTA Futurelab.
Kort, B., Reilly, R., & Picard, R. (2001). An affective model of interplay between emotions and learning: Reengineering educational pedagogy building a learning
companion. Paper presented at the IEEE international conference on advanced learning technology: Issues, achievements and challenges.
Krashen, S. D. (1988). Second language acquisition and second language learning. New Jersey:Prentice-Hall International.
Laufer, B., & Goldstein. (2004). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning, 54(3), 399e436
Lazzaro, N. (2004). Why we play games: Four keys to more emotion without story. Oakland, CA.
Lenhart, A., Kahne, J., Middaugh, E., Rankin Macgill, A., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. Washington, DC: Pew Internet & American Life Project.
Lezak, M. D., Howieson, D. B. & Loring, D. W. (2004). Neuropsychological assessment (4th ed.). New York: Oxford University Press.
Liao, Y. (2010). Game-based learning vs. traditional instruction: a meta-analysis of thirty-eight studies from Taiwan. Paper presented at the Society for Information Technology and Teacher Education 21th International Conference, San Diego, USA, March 29 – April 2, 2010.
Liang, T. (1996). Cooperative learning in English education. Proceedings of the 5th International Symposium on English Education, 65-71. Taipei: Crane.
Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students` emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3
Lip, P. C. H. (2009). Investigating the most frequently used and most useful vocabulary language learning strategies among Chinese EFL postsecondary students in Hong Kong. Electronic Journal of Foreign Language Teaching, 6(1), 77-87.
Lucas, K., & Sherry, J. L. (2004). Sex differences in video game play: a communication-based explanation. Communication Research, 31(5), 499-523.
Malone, T. (1980). What makes things fun to learn? Heuristics for designing instructional computer games. In Proceedings of the 3rd ACM SIGSMALL Symposium and the 1st SIGPC Symposium (pp. 162–169). Palo Alto, USA
Malone, T. W. (1981a). Toward a theory of intrinsically motivated instruction. Cognitive Science, 4, 333–369
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 analysis (pp. 223–253). Hillsale, NJ: Lawrence Erlbaum Associate, Inc
Mulligan, J., & Patrovsky, B. (2003). Developing Online Game: An Insider’s Guide. Indianapolis: New Riders.
Mumtaz, S. (2001). Children’s enjoyment and perception of computer use in the home and the school. Computers and Education, 36(4), 347–362
Myers, D. (1990). Computer Game Genres. Play & Culture, 3(4), 286-301
Nation, I. S. P., & Waring, R. (1997). Vocabulary size, text coverage, and word lists. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition, and pedagogy (pp. 6–19). New York: Cambridge University Press
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Pres
Nation, I. S. P. (2001a). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nielsen. (2011), The mobile media report: state of the media Q3 2011. Nielsen.
Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. New York: Addison-Wesley.
Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. Tesol Quarterly, 37(4), 589-613.
Nunnally, J.C. (1978). Psychometric theory. New York, NY: McGraw Hill
Oblinger, D. (2004). The next generation of educational engagement. Journal of Interactive Media in Education, 8, pp. 1–18
Oliver, M. B., & Nabi, R.L (2004) Exploring the concept of media enjoyment: An introduction to the special issue. Communication Theory, 14(4): 285-287.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/ Harper & Row.
Pagulayan, R., Keeker, K., Wixon, D., Romero, R., and Fuller, T. (2003). User-centered design in games. In J. A. Jacko and A. Sears (eds.) The human-computer interaction handbook: Fundamentals, evolving techniques and emerging applications (pp. 883-905). Mahwah, NJ: Lawrence Erlbaum Associates.
Papastergiou, M. (2008). Are Computer Science and Information Technology still masculine fields? High school students’ perceptions and career choices. Computers and Education, 51(2), 594–608.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education:impact on educational effectiveness and student motivation, Computers & Education, 52(1),1-12.
Paribakht, T. S., & Wesche, M. (1997). Vocabulary enhancement activities and reading for meaning in second language vocabulary development. In J. Coady & T. Huckin (Eds.). Second language vocabulary acquisition: A rationale for pedagogy (pp. 174-200). Cambridge: Cambridge University Press.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115–135
Pekrun, R., Goetz, T., Tiltz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–106
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students` learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48.
Piaget, J., (1989). Les relations entre l’intelligence et l’affectivité dans le developpement del’enfant. In B. Rimé & K. Scherer (Eds), Les Émotions. Textes de base en psychologie (pp. 75–95).Paris: Delachaux et Niestlé
Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75
Prater, M. A.,Joy, R.,Chilman, B.,Temple, J.,& Miller, S. R.(1991). Self monitoring of on-task behavior by adolescents with learning disabilities. Learning Disability Quarterly, 14, 164-178
Prensky, M. (2001). Digital game-based learning. New York: McGraw Hill.
Prensky, M. (2005) What can you learn from a cell phone? Almost anything! The Innovate Gateway 1 (June/July).Available at: http://www.innovateonline.info/index.php?view=article&id=8
Qian, D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: an assessment perspective. Language Learning, 52(3), 513–536
Read, J. (2000). Assessing Vocabulary. Cambridge: Cambridge University Press
Rebolledo-Mendez, G., Dunwell, I., Martínez-Mirón, E., Vargas-Cerdán, M., de Freitas, S., Liarokapis, F.et al (2009). Assessing NeuroSky’s usability to detect attention levels in an assessment exercise. In: HCI, New Trends, 149–158
Rickard, W. & Oblinger, D. (2003). Higher education leaders symposium: Unlocking the potential of gaming technology. Paper presented at the higher education leaders symposium, Redmond, WA
Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microwords. Educational Technology esearch and Development, 44(2), 43–58
Robinson, K. (2013). The interrelationship of emotion and cognition when students undertake collaborative group work online: An interdisciplinary approach. Computers and Education, 62(1), 298–307
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al. (2003). Beyond nintendo: Design and assessment of educational video games for first and second grade students. Computers and Education, 40(1), 71–94.
Rothman, A. D., & Nowicki, S. (2004). A measure of the ability to identify emotion in children`s tone of voice. Journal of Nonverbal Behavior, 28(2), 67-92. doi: Doi 10.1023/B:Jonb.0000023653.13943.3
Rouse, R. (2000). Game design: Theory and practice. Plano, Texas: Wordware Publishing, Inc
Rupley, W. H., Logan, J. W., & Nichols, W.D. (1999). Vocabulary instruction in a balanced reading program. The Reading Teacher, 52(4), 338-347.
Sanaoui, R. (1995). Adult learners’ approaches to learning vocabulary in second languages. Modern Language Journal, 79(1), 15–28.
Sanchez-Franco, M. J. (2010). WebCT—The quasimoderating effect of perceived affective quality on an extending technology acceptance model. Computers and Education, 54(1), 37–46.
Saragi, T., Nation, I. S. P., & Meister, G.F. (1978). “Vocabulary learning and reading”. System, 6(2): 72-78.
Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: where top-down meets bottom-up. Brain Research Reviews, 35, 146–160.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy. New York: Cambridge University Press
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press
Schrader, P. G., & McCreery, M. (2007). The acquisition of skill and expertise in massively multiplayer online games. Educational Technology Research & Development.
Schwabe, G., & Göth, C. (2005). Mobile learning with a mobile game: Design and motivational effects. Journal of Computer Assisted Learning, 21(3), 204–216
Shaffer, D.W., Squire, K.D., Halverson, R., & Gee, J.P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111
Shen, L., Wang, M., & Shen, R. (2009). Affective e-learning: Using ‘‘emotional’’ data improve learning in pervasive learning environment. Educational Technology and Society, 12(2), 176–189
Simon, H. A. (1967). Motivational and emotional controls of cognition. Psychological Review,74(1), 29–39.
Smith, L. B., Colunga, E. & Yoshida, H. (2010). Knowledge as process: contextually cued attention and early word learning. Cognitive Science, 34, 7, 1287–1314.
Smith, G. G., Li, M. M., Drobisz, J., Park, H. R., Kim, D., & Smith, S. D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286.
Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing Effects in Real-World Classroom Vocabulary Learning. Applied Cognitive Psychology, 25(5), 763-767.
Sohlberg, M. M. & Mateer, C. A. (1987). Effectiveness of an attention-training program. Journal of Clinical and Experimental Neuropsychology, 9, 117-130.
Sohlberg, M. M. & Mateer, C. A. (1989). Introduction to cognitive rehabilitation. NewYork, NY: Guilford Press
Solso, R. L. (1995). Cognitive psychology (4th ed.). Boston: Allyn and Bacon
Sørensen, B. H. & Meyer, B. (2007). ‘Serious games in language learning and teaching—a theoretical perspective’. Paper presented at the 3rd International Conference of the Digital Games Research Association (DiGRA).
Squire, K. D., DeVane, B., & Durga, S. (2008). Designing centers of expertise for academic learning through video games. Theory into Practice, 47(3), 240–251
Steinmayr, R., Ziegler, M. & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14–18
Sukstrienwong, A., & Vongsumedh, P. (2013). Software Development of Word
Search Game on Smart PHONEs in English Vocabulary Learning. The
proceedings of the 2013 International Conference on Education and Modern Educational Technologies, 37-42.
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders` oral proficiency and vocabulary. Karlstad: Karlstad University. Diss
Sundqvist, P., & Wikstrom, P. (2015). Out-of-school digital gameplay and in-school L2 English vocabulary outcomes. System, 51, 65-76
Sweetser, P &Wyeth, P (2005) GameFlow: a model for evaluating player enjoyment in games. ACM Computer in Entertainment 3(3), 1–2
Thomas, K. P., Vinod, A. P., & Guan, C. (2013, July). Design of an online EEG based neurofeedback game for enhancing attention and memory. In Engineering in Medicine and Biology Society (EMBC), 2013 35th Annual International Conference of the IEEE (pp. 433-436). IEEE.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228
Trautwein, U., Niggli, A., Schnyder, I., & Ludtke, O. (2009). Between-teacher differences in homework assignments and the development of students’ homework effort, homework emotions, and achievement. Journal of Educational Psychology, 101(1), 176–189.
Tuzun, H., Yilmaz-Soylu, M., Karakus, T., Inal, Y., & Kizilkaya, G. (2009). The effects of computer games on primary school students` achievement and motivation in geography learning. Computers & Education, 52(1), 68-77. doi: DOI 10.1016/j.compedu.2008.06.008
Um, E. R., Song, H., & Plass, J. (2007, June). The effect of positive emotions on multimedia learning. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications, Vancouver, Canada
Uzun, L., Cetinavci, U. R., Korkmaz, S., & Salihoglu, U. M. (2013). Developing and applying a foreign language vocabulary learning and practice game: The effect
of VocaWord. Digital Culture & Education, 5(1), 48-70.
Virvou, M., Katsionis, G., & Manos, K. (2005). Combining software games with education: Evaluation of its educational effectiveness. Educational Technology and Society, 8(2), 54–65
Wager, T. D., Jonides, J. & Reading, S. (2004). Neuroimaging studies of shifting attention: a meta-analysis. Neuroimage, 22, 4, 1679–1693
Wang, B., & Fu, X. L. (2010). Gender differences in the effects of post-learning emotion on consolidation of item memory and source memory. Neurobiology of Learning and Memory, 93(4), 572-580.
Wan, Z., He, J., & Voisine, A. (2013). An Attention Level Monitoring and Alarming System for the Driver Fatigue in the Pervasive Environment. In Brain and Health Informatics (pp. 287-296). Springer International Publishing
Warren, S. J., Dondlinger, M. J., & Barab, S. A. (2008). A MUVE towards PBL writing: Effects of a digital learning environment designed to improve elementary student writing. Journal of Research on Technology and Education, 41, 113–140
Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interaction. Computers in Human Behavior, 9, 411–426
Wilkins, D. A. (1972). Linguistics in language teaching. London: Edward Arnold
Yelland, N., & Lloyd, M. (2001). Virtual kids of the 21st century: Understanding the children in schools today. Information Technology in Childhood Education Annual, 13, 175–192.
Yip, F.W. M. & Kwan, A. C. M. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43, 233–249
Young, B. J. (2000). Gender differences in student attitudes toward computers. Journal of Research on Computing in Education, 33(2), 204–216
Yu, F., Chang, L., Liu, Y., & Chan, T. (2002). Learning preferences towards computerised competitive modes. Journal of Computer Assisted Learning, 18(3), 341–350. |
| Description: | 碩士
國立政治大學
圖書資訊學數位碩士在職專班
103913023 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0103913023 |
| Data Type: | thesis |
| Appears in Collections: | [圖書資訊與檔案學研究所] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 302301.pdf | 2001Kb | Adobe PDF2 | 161 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
