臺灣博碩士論文加值系統

傳統教學存在著部分缺點，通常傳統的教學方式以教師為主導，強迫學生吸收知識，而忽略了學生個人特質和獨立思考的能力，因此創新的學習方式是非常重要的。遊戲式學習是結合教育方式和資訊技術的產物。自從E-learning開始推行，遊戲式學習也逐漸受到重視，在學習中加入遊戲情境，提供一個故事性的學習環境，反覆的自我學習、持續的互動和回饋能提高學習興趣和動機。因此，遊戲式學習能達到有效學習的目的。
本研究為了評估系統的學習成效，應用活動理論(Activity Theory)和ARCS 模型為基礎，開發心導管手術實習系統並設計問卷。所有課程內容皆對應到遊戲內容，且問卷問項經由專家給予意見並修訂。本研究設計施測者為南臺灣某大學，具有相關醫護背景之學生，分為三組進行實驗：一組為實驗組、一組為對照組1與對照組2，透過遊戲式學習系統的實驗，收集實驗組的問卷和測驗分數，並和控制組比較學習成就、學習動機和背景的差異。最後透過粗集理論進行屬性約簡，並進運用ANFIS進行學習成效預測，實驗結果;實驗組透過3DCCGBL系統具有較好的學習成效，以及ANFIS的學習成效預測具有最佳的預測能力.此研究結果可供相關的教育人員做為參考.

There are some drawbacks in traditional ways of instruction as teachers generally lead students to absorb knowledge, but neglect the personality traits and independent thinking of students. Innovative learning is therefore regarded as critical factor. Mobile game-based learning is a teaching strategy with the integration of educational methods and information technology. Since the promotion of e-learning and Mobile game-based learning have been emphasized where game-based situations are incorporated into the teaching strategy. In the game-based learning system, repeatedly self-learning and continuous interaction and feedback could enhance learning interests and motivation so that Mobile game-based learning could achieve an effective learning.
This study has developed a 3D Mobile game-based learning system with learning assessment for cardiac catheterization, and evaluates the learning effectiveness based on ARCS learning motivation model. In practice, this study implemented questionnaire by a medical college of south Taiwan, with 102 students of the relevant medical background and divided into three groups (n = 34). All courses are corresponding to the game content and the questionnaire asked by experts to give advice and to amend. The first group is experimental group who use 3D Mobile game-based learning system of teaching cardiac catheterization, the second group is the control group-I who utilizes a digital learning website material, and the third group is control group-II who use a traditional teaching of textbook. In experimental stage, this study collects the questionnaire and test scores of learning achievement, learning motivation, medical anxiety and demographic variable to analyze group differences. The learning achievement of the study shows experimental group is better than the control group- I and control group-II, meanwhile there is no differences between the control- group I and control-group II. The statistical analysis of learning motivation and learning achievement shows the ARCS-R (Relevance) is the most important factor and followed by of ARCS-C (Confidence).The result show that the learning content was relevance by the learner’s knowledge which will bring more confidence and increase the effectiveness for learner. Finally, we use rough set theory to find the important learning attribute and build the rule of learning achievements after that use ANFIS to predict the 3D-CCGBLS (3D Cardiac Catheterization Game-Based Learning System) learning achievement. The results can provide relevant medical educator as a reference.

Abstract 4
1. Introduction 9
2. Relative Work 12
2.1 Clinical path of Cardiac Catheterization 12
2.2 Medical Anxiety 13
2.2 Mobile Game-based learning 14
2.3 Activity theory 17
2.4 ARCS Learning Motivated Model 18
2.5 Rough Set Theory 20
2.6 Adaptive Neuro-Fuzzy Inference Systems 21
3. Research Methodology 24
3.1 Research process 24
3.2 Research framework 25
3.3 Operationalization of variable 28
3.4 Experimental design 31
3.4.1 Prepare stage 31
3.4.2 Experimental processing stage 32
4. System design and implantation 34
4.1 System architecture 34
4.2 The Situation of 3D-CCGBLS 37
4.3 System Function and System Interface Design 39
4.4 System Development Environment 41
5. Data analysis and system evaluation 41
5.1 Descriptive statistical data analysis 42
5.1.1 Descriptive statistics 42
5.1.2 Reliability and Validation 43
5.1.3 Homogeneity test of Experimental group and Control group 45
5.2 Data analysis of learning strategies 48
5.3 Data analysis of Learning Motivation 50
5.4 Data analysis of Medical Anxiety 51
5.5 Learning Effectiveness prediction analysis 52
5.5.1 Correlation analysis of ARCS Learning Motivation and Learning Effectiveness 53
5.5.2 Regression analysis on ARCS Learning Motivation and Learning Effectiveness 54
5.7 Result 56
6. Explore the affect effectiveness of relevant factors in learning system 56
6.1 Extracting the core set of 3D-CCGBLS learning achievement using Rough Set 56
6.1.1 Extracting core set and generating rules 58
6.1.2 Result 67
6.2 Predicting learning achievement using ANFIS 67
6.2.1 The ANFIS steps for learning achievement predication 68
6.2.2Experiment and comparison 72
6.2.3 Result 75
7 Conclusion 76
7.1 Finding 76
7.2 Future works 77
Reference: 78

Archer, S. B., Burnett, R. J., Flesch, L. V., Hobler, S. C., Bower, R. H., Nussbaum,M. S., et al. (1997). Implementation of a clinical pathway decreases length of stay and hospital charges for patients undergoing total colectomy and ileal pouch / anal anastomosis. Surgery, 122(4), 699-703.

Arnold, E., &; Boggs, K. U. (2003). Interpersonal relationships Professional communication skills for nurses (4 ed.). St Louis: Saunders.

Arthur et al 28 measured anxiety (using the State-Trait Anxiety Inventory [STAI]) at baseline and 1 week before CABG surgery and found that state anxiety scores remained relatively unchanged throughout the entire waiting period.

Arthur HM, Daniels C, McKelvie R, Hirsh J. Effect of a preoperative intervention on preoperative and ostoperative outcomes in low-risk patients awaiting elective coronary artery bypass graft surgery. Ann Intern Med 2000;133:253-62.

Bailey, R., Weingarten, S., Lewis, M., &; Mohsenifar, Z. (1998). Impact of clinical pathways and practice guidelines on the management of acute exacerbations of bronchial asthma. Chest, 113(1), 28 - 33.

Barendregt, W. &; Bekker, T. M. (2011). The influence of the level of free-choice learning activities on the use of an educational computer game. Computers &; Education, 56(1), 80-90.

Barry, W. Boehm. (1988). A Spiral Model of Software Development and Enhancement. IEEE Computer Society, 21(5), 61-72.

Bassam M, Marcus H, Ganz W. The effect of mild to moderate mental stress on coronary hemodynamics in patients with coronary artery disease. Circulation 1980;5:933-5.

Beale, I. L., Kato, P. M., Marin-Bowling, V. M., Guthrie, N. &; Cole, S. W. (2007). Improvement in Cancer-Related Knowledge Following Use of a Psychoeducational Video Game for Adolescents and Young Adults with Cancer, Journal of Adolescent Health, 41(3), 263-270.

Beckerman A, Grossman D, Marquez L. Cardiac catheterization: the patient’s perspective. Heart Lung 1995;24:213-9.

Bengston A, Karlsson T, Hjalmarson A, Herlitz J. Complications prior to revascularisation among patients waiting for coronary artery bypass grafting and percutaneous transluminal coronary angioplasty. Eur Heart J 1996;17:1846-51.

Benotsch EG, Lutgendorf SK, Watson D, Fick LJ, Lang EV. Rapid anxiety assessment in medical patients: evidence for the validity of verbal anxiety ratings. Ann Behav Med 2000; 22:199-203.

Blegen, M. A., Reiter, R. C., Goode, C. J., &; Murphy, R. R. (1995). Outcomes of hospital-based managed care: A multivariate analysis of cost and quality. Obstetrics &;Gynaecology, 86(5), 809-814.

Bokyeong, K. , Hyungsung, P., Youngkyun, B.(2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning, Computers &; Education, 52(4), 800-810.

Burch G, Giles T. Aspects of the influence of psychic stress on angina pectoris. Am J Cardiol 1973;31:108-9.

Camines, S. F., &; Zeller, R. A.(1979). Reliability and validity assessment. Beverly Hills, CA: Sage.

Cardozo, L., Ahrens, S., Steinberg, J., Lepczyk, M.-B., Kaplan, C., Burns, J., et al. (1998). Implementing a clinical pathway for congestive heart failure: Experiences at a teaching hospital. Quality Management in Health Care, 7(1),1-12.

Carmines, Edward G. and Richard A. Zeller (1979) Reliability and Validity Assessment. Beverly. Hills, CA: Sage. Chubb, John E. (1978) Multiple Indicators

Chang, Wen-Chih., Wang, Te-Hua., Lin, Freya H., Yang, Hsuan-Che. (2009). Game-Based Learning with Ubiquitous Technologies. IEEE Internet Computing, 13(4),26-33

Chen, P. D., Lambert, A. D., &; Guidry, K. R. (2010). Engaging online learners: the impact of web-based learning technology on college student engagement. Computers &; Education, 54(4), 1222–1232.

Chen, Y. S., Kao, T. C., &; Sheu, J. P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, 19(3), 347–359.

Chin, R., Browne, G., Lam, L., McCaskill, M., Fasher, B., &; Hort, J. (2002). Effectiveness of a croup clinical pathway in the management of children with croup presenting to an emergency department. Journal of Paediatr. Child Health, 38, 382 - 387.

Chiou, C. K., Tseng Judy, C. R., Hwang, G. J., &; Heller, S. (2010). An adaptive navigation support system for conducting context-aware ubiquitous learning in museums. Computers &; Education, 55(2), 834–845.

Coffey, R. J., Richards, J. S., Remmert, C. S., LeRoy, S. S., Schoville, R. R., &; Baldwin, P. J. (1992). An introduction to critical paths. Quality Management in Health Care, 1(1), 45-54.

Crone CC, Wise TN. Psychiatric aspects of transplantation, II:pre-operative issues. Crit Care Nurs 1999;19:51-62.

Csikszentmihalyi , M.&; LeFevre, J. (1989), Optimal experience in work and leisure, Journal of Personality and Social Psychology 56 (5), pp. 815–822.

Csete, J., Wong, Y., &; Vogel, D. (2004). Mobile devices in and out the classroom. In L. Cantoni, &; McLoughlin. (Eds.), Proceedings of ED-MEDIA 2004 (pp. 4729–4736).

Daniel E. O''Leary. Enterprise ontologies: Review and an activity theory approach. International Journal of Accounting Information Systems (28 October 2010)

de Luc, K. (2000). Care pathways: An evaluation of their effectiveness. Journal of Advanced Nursing, 32(2), 485-496.

Dimitras A. L., Slowinski R., Susmaga R., Zopounidis C., ”Using faiure prediction using rough set,” European Journal of Operation Research, Vol. 114, pp. 263-280, 1999.

Dooley, F., &; White, E. (2003). An integrated care pathway for burns. Paediatric Nursing, 15(8), 14 -18.

Engestr&;ouml;m, Y. (1987). Learning by expanding. Helsinki: Orienta-konsultit.

Engestrom, Y. (1993). Developmental studies of work as a testbench of activity theory: The case of primary care medical practice. In S. Chaiklin &; J. Lave (Eds.), nderstanding practice: Perspectives on activity and context (pp. 64–103). Cambridge, MA: Cambridge University Press.

Felix, J. W., &; Johnson, R. T. (1993). Learning from video games. Computers in the Schools, 9(2-3), 119-134.

Fitzsimmons D, Parahoo K, Stringer M. Waiting for coronary artery bypass surgery: a qualitative analysis. J Adv Nurs 2000;32:1243-52.

Frederickson L. Anxiety transmission in the patient with myocardial infarction. Heart Lung 1989;18:17-22.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. ACM Computers in Entertainment, 1(1), 1–3.

Geggel RL, Horowitz LM, Brown EA, Parsone M, Wang PS, Fulton DR. Parental anxiety with referral of a child to pediatric cardiologist for evaluation of a Still’s murmur. J Pediatr 2002;140(6):747-52.

Glenda A. Gunter, Robert F. Kenny, Erik Henry Vick (2007). Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games. Education Tech Research Dev (2008) 56:511–537.

Goldberg, R., Chan, L., Haley, P., Harmata-Booth, J., &; Bass, G. (1998). Critical pathway for the emergency department management of acute asthma: Effect on resource utilization. Annals of Emergency Medicine, 31(5), 562-567.

Greco, S., Matarazzo, B., Slowinski, R., (2001). Rough sets theory for multicriteria decision analysis. Eur. J. Operat. Res., 129 (1), 1–47.

Greenwood, J. (Ed.). (1996). Nursing theory in Australia: Development and application. Sydney: Harper Educational Publishers.

Gunter, A. G., Kenny, F. R., &; Vick, H. E. (2006). A Case for a Formal Design Paradigm for Serious Games. The Journal of the International Digital Media and Arts Association, 3 (2006), 93-105.

Gunter, A. G., Kenny, F. R., &; Vick, H. E. (2007). Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5-6),511–537.

Hamilton M: The assessment of anxiety states by rating. British Journal of Medical Psychology 32:50-55,1959

Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. E. 2002. Instructional media and technologies for learning. 7th ed. Upper Saddle River, New Jersey: Merrill Prentice Hall

Hodgins, H. S., Yacko, H. A., Gottlieb, E., Goodwin, G., &; Rath, P. (2002). Autonomy and engaging versus defending against experience. Unpublished manuscript, Skidmore College.

Huang, Y. M., Lin, Y. T., &; Cheng, S. C. (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers &; Education, 54(1), 47–58.

Huang, Y.-M., Jeng, Y.-L., &; Huang, T.-C. (2009). An Educational Mobile Blogging System for Supporting Collaborative Learning. Educational Technology &; Society, 12 (2), 163–175.

Huang, Y.-M.., Lin, Yen-Ting., Cheng, Shu-Chen. (2009). Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education, Computers &; Education, 54(1), 47–58.

Hwang, G. J., &; Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers &; Education, 56(4), 1023–1031.

Hwang, G. J., Chu, H. C., Shih, J. L., Huang, S. H., &; Tsai, C. C. (2010). A decision-tree-oriented guidance mechanism for conducting nature science observation activities in a context-aware ubiquitous learning environment. Educational Technology &; Society, 13(2), 53–64.

Hwang, G. J., Wu, C. H., Tseng, Judy C. R., &; Huang, I. W. (2011). Development of a ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal of Educational Technology, 42(6), 992-1002.

Hwang, G. J.,Chu, H. C.,Lin, Y. S., &; Tsai, C. C. (2011). A knowledge acquisition approach to developing mindtools for organizing and sharing differentiating knowledge in a ubiquitous learning environment. Computers &; Education, 57(1), 1368-1377.

Jalowiec A, Grady KL, White-Williams C. Stressors in patients awaiting a heart transplant. Behav Med 1994;19:145-54.

Jang, J. S. (1993). ANFIS: Adaptive-Network-based Fuzzy Inference Systems, IEEE Transactions on Systems, Man, and Cybernetics, 23(3) 665-685.

John D, (1938). Experience and Education. New York: Collier Books.

Jelte M.Wicherts, Annemarie Z:Investigation of Motivation and Anxiety in Macedonia While Learning English as a Second/Foreign Language.Intelligence 2010,38:169–178.

Johnson, K. B., Blaisdell, C. J., Walker, A., &; Eggleston, P. (2000). Effectiveness of a clinical pathway for inpatient asthma management. Pediatrics, 106(5), 1006 -1021

Jonsdottir H, Baldursdottir L. The experience of people awaiting coronary artery bypass graft surgery: the Icelandic experience. J Adv Nurs 1998;27:68-74.

Joo, K. H., &; Kim, S. H. (2009). Development and application of an efficient ubiquitous teaching and learning model. InICACT 2009, 11th International Conference on Advanced Communication Technology, Vol. 3 (pp. 2165e2168).

Karoulis, A., &; Demetriadis, S. (2005). The motivational factor in educational games. Interaction between learner''s internal and external representations in multimedia environments, Research report, Kaleidoscope NoE JEIRP, D21-02-01-F, 296-312.

Ke, F., &; Grabowski, B. (2007). Game playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249-259.

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Eds.), Instructional-design theories and models: An overview of their current status (pp. 386-434). Hillsdale, NJ: Lawrence Erlbaum Associates.

Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K. Shaw &; A. J. Trott (Eds.), Aspects of Educational Technology Volume XVII: staff Development and Career Updating. London: Kogan Page.

Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10.

Keller, J. M., &; Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229e239.

Kelly (Jr), R. E., Wenger, A. D., Horton (Jr), C., Nuss, D., Croitoru, D. P., &; Pestian, J. P. (2000). The effects of a pediatric unilateral inguinal hernia clinical pathway on quality and cost. Journal of Pediatric Surgery, 35(7), 1045-1048.

Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24.

Kitchiner, D., &; Bundred, P. (1996). Integrated care pathways. Archives of Disease in Childhood, 75, 166-168.

Lagoe, R. J., &; Aspling, D. L. (1997). Benchmarking and clinical pathway implementation on a multihospital basis. Nursing Economics, 15(3), 131-137.

Lai, C. H., Yang, J. C., Chen, F. C., Ho, C. W., &; Chan, T. W. (2007). Affordances of mobile technologies for experiential learning: The interplay of technology and pedagogical practices. Journal of Computer Assisted Learning, 23(4), 326-337.

Liu, Tsung-Yu., &; Chu, Yu-Ling. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation, Computers &; Education, 55(2), 630-643.

Medalie JH, Goldbourt U. Angina pectoris among 10,000 men: psychosocial and other risk factors as evidenced by multivariate analysis of a five-year incidence study. Am J Med 1976;60:910-21.

Medsker, L. R. (1995) Hybrid Intelligent System, Kluwer Academic Publishers, Boston.

Miller, L. M., Chang, Ching-I., Wang, Shu., Beier, M. E., Klisch, Yvonne.(2011). Learning and motivational impacts of a multimedia science game. Computers &; Education, 57(1), 1425-1433.

Moos R, Engel BT. Psychophysiological reactions in hypertensive and arthritic patients. J Psychosom Res 1962;6:227-41.

Moran PJ, Christensen AJ, Ehlers SL, Bertolatus JA. Family environment, intrusive ideation, and adjustment among renal transplant patients. Ann Behav Med 1999;21:311-6.

Mulgan R. The coronary bypass waiting list: a social evaluation.N Z Med J 1990;103:371-2.

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.

Paraskeva, F.. Mysirlaki, S. &; Papagianni, A. (2010). Multiplayer online games as educational tools: Facing new challenges in learning. Computers &; Education, 54, 498-505.

Pawlak, Z. (1982), Rough Sets, Informational Journal of Computer and Information Sciences, 11, 341-356.

Pawlak, Z. (1991). Rough Sets: Theoretical Aspects of Reasoning About Data. Dordrecht: Kluwer Academic Publishing.BN 0-7923-1472-7.

Pawlak, Z. (1997). Rough set approach to knowledge-based decision support. European Journal of Operational Research, 99, 48–57.

Pestian, J. P., Derkay, C. S., &; Ritter, C. (1998). Outpatient tonsillectomy and adenoidectomy clinical pathways: An evaluative study. Pediatric Otolaryngology, 19(1).

Phillips, K. F., &; Crain, H. C. (1998). Effectiveness of a pneumonia clinical pathway: Quality and financial outcomes. Outcomes Management for Nursing Practice, 2(1), 16-23.

Porter RR, Krout L, Parks V, Gibbs S, Luers ES. Perceived stress and coping strategies among candidates for heart transplantation during the organ waiting period. J Heart Lung Transplant 1994;13:102-7.

Portnoy, LG. &; Watkins, MP (2000). Foundations of clinical research: Applications to practice (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1(1), 1–4.

Salinas, A., &; S&;aacute;nchez, J. (2006). PDAs and ubiquitous computing in the school. In Proceedings of the human centered technology workshop 2006, Pori, Finland. (pp. 249-258).

Snezana K,Biljana P,Dragana K:Investigation of Motivation and Anxiety in Macedonia While Learning English as a Second/Foreign Language. Social and Behavioral Sciences 2012,46:3477-3481.

Smith, D. M., &; Gow, P. (1999). Towards excellence in quality patient care: A clinical pathway for myocardial infarction. J Qual. Clin. Practice, 19, 103-105

Snaith RP, Baugh SJ, et al. The Clinical Anxiety Scale: An instrument derived from the Hamilton Anxiety Scale. Brit J Psychiat. 1982; 141: 518-523

Spielberger, C. D. (1989). State-Trait Anxiety Inventory: Bibliography (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.

Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., &; Jacobs, G. A. (1983). Manual for the State-Trait

Syvanen, A., Beale, R., Sharples, M., Ahonen, M., &; Lonsdale, P. (2005). Supporting pervasive learning environments: adaptability and context awareness in mobile learning. InProcedings of the IEEE International workshop on wireless and mobile technologies in education (WMTE’05) (pp. 251–253).

Takagi, T. &; Sugeno, M. (1983) Derivation of fuzzy control rules from human operator’s control actions, in Proc. IFAC Symp. Fuzzy Inform., Knowledge Representation and Decision Analysis. 55-60.

Teo KK, Spoor M, Pressey T, Williamson H. Impact of managed waiting for coronary artery bypass graft surgery on patient’s quality of life. Circulation 1998;98:II-29-34.

Thomas H., Thomas M. C., Mark S., Elizabeth A. B. (2011). Evaluation of a game to teach requirements collection and analysis in software engineering at tertiary education level. Computers &; Education, 56(1), 21-35.

Tsung-Yu Liu &; Yu-Ling Chu.(2010), Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation, Computers &; Education, Volume 55, Issue 2, September 2010, Pages 630-643

Turton M, Deegan T, Coulshed N. Plasma catecholamine levels and cardiac rhythm before and after cardiac catheterization.Br Heart J 1977;39:1307-11.

Vahey, P., Tatar, D., &; Roschelle, J. (2007). Using handheld technology to move between private and public interactions in the classroom. In M. Van’t Hooft, &; K. Swan (Eds.),Ubiquitous computing in education: Invisible technology, visible impact (pp. 187–210). Mahway, NJ: Lawrence Erlbaum Associates.

Von Wangenheim, C.G., Shull, F.(2009). To Game or Not to Game? IEEE Computer Society, 26(2), 92-94

von Wangenheim, C.G.; Shull, F.(2009). To Game or Not to Game? IEEE Computer Society, Volume 26, Issue 2, Pages 92-94

Wazeka, A., Valacer, D. J., Mary, C., Caplan, D. W., &; DiMaio, M. (2001). Impact of a pediatric asthma clinical pathway on hospital cost and length of stay. Pediatric Pulmonology, 32, 211 - 216.

Welsh, K. M., &; Magnusson, M. (1999). Asthma clinical pathway: An interdisciplinary approach to implementation in the inpatient setting. Pediatric Nursing, 25(1), 79-87.

Wen-Chih Chang, Te-Hua Wang, Freya H. Lin, Hsuan-Che Yang(2009). Game-Based Learning with Ubiquitous Technologies. IEEE Internet Computing, Volume 13,Issue 4

Zhang, B.-H., Looi, C.-K., Seow, P., Chia, G., Wong, L.-H., Chen, W., et al. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers &; Education, 55(4), 1504-1523.