參考文獻
王淑芬（2012）。國小社會領域教科書時序（Chronology）概念之評析。國民教育，52(6)，36 -46。
李順安（2015）。基於遺忘曲線理論之複習提醒偵測系統開發與實作：以均一教育平台為例(碩士論文)。取自臺灣博碩士論文知識加值系統。吳文萍（2006）。不同學習支持對高職生程式設計學習之影響(碩士論文)。取自臺灣博碩士論文知識加值系統。吳雅玲（2010）。國中歷史科之批判思考教學實驗(碩士論文)。取自臺灣博碩士論文知識加值系統。
凃佳豪、歐陽誾(2013)。動機理論融入悅趣化數位學習國小學生防災教育學習成效之影響。教育學誌，30，85-136。張文哲（譯）（2013）。教育心理學。新北市：培生。(Slavin, R. E.,2013)
張簡鈺靜（2015）。國小社會領域教學應用學習共同體策略之行動研究(碩士論文)。取自臺灣博碩士論文知識加值系統。許雅雁（2012）。數位遊戲式輔助教學對八年級學童科學態度和學習動機之影響初探─以「大氣壓力」單元為例(碩士論文)。取自臺灣博碩士論文知識加值系統。陳勁宏（2013）。以時間序列概念構圖為基礎之歷史遊戲式學習-以鄭成功收復台灣為例（碩士論文）。取自臺灣博碩士論文知識加值系統。陳美音（2004）。STS教育理念融入國小社會科教學之研究（碩士論文）。取自臺灣博碩士論文知識加值系統。陳鴻仁、鍾志清（2005，3月）。國小教師使用資訊科技融入社會學習領域之影響因素分析。科技教育課程改革與發展學術研討會。高雄市。
陳櫻慧（2005）。小朋友成為記憶力大富翁的30個祕訣。新北市：稻田。
陳麗紅（2003）。資訊科技融入社會科教學學習成效之研究。（碩士論文）。臺灣博碩士論文知識加值系統。教育部（2007）。國民中小學九年一貫課程綱要社會學習領域課綱，臺北市：教育部。
孫春在（2013）。遊戲式數位學習。臺北市：高等教育。
梁朝雲、陳德懷、楊叔卿、楊接期（2008，2011 年11 月8 號）。「悅趣化數位學習」研究宣言(manifesto of research on digital game-basedlearning)。取自：http://e-learning.nutn.edu.tw/sigView.aspx?Subject=「悅趣化數位學習」研究宣言(Manifesto of Research on Digital Game-based Learning)&Class=DIGITEL&TitleID=186。
教育部（2012）。教育部國民及學前教育署補助直轄市、縣（市）政府辦理補救教學作業要點。臺灣，教育部國民及學前教育署。線上檢索日期：2016年01月
17日。網址：http://gazette.nat.gov.tw/EG_FileManager/eguploadpub/eg019225/ch05/type2/gov
40/num10/Eg.htm
楊心怡（2013）。從認知負荷觀點探討鷹架輔助遊戲式學習於人體血液循環之研究。
教育傳播與科技研究，106，65-78。
楊恩慈（2015）。社會領域教科書中的「歷史」困境─以國小臺灣史為例。臺灣教
育評論月刊，4(8)，49-52。
鄭淑真、潘逸峻、吳昱德（2011）。分析科技英文課程之學習歷程以探討數位學習
成效。南台學報，36(1)，57-68。
Angeli, C. Tsaggari, A. (2016). Examining the effects of learning in dyads with computer-based multimedia on third-grade students' performance in history. Computer & Education, 92-93, 171-180.
Bauml, M. (2016). Is it cute or does it count? Learning to teach for meaningful social studies in elementary grades. The Journal of Social Studies Research, 40, 55-69.
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Butler, Y. G. (2015). The use of computer games as foreign language learning tasks for digital natives. System, 54, 91-102.
Chen, C. H., Law, V., (2015). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 1-12.
Cheng, M. T., Annetta, L., (2012). Students’ learning outcomes and learning experiences
through playing a Serious Educational Game. Journal of Biological Education, 46(4),203-213. DOI: 10.1080/00219266.2012.688848
Cohen, K. C. (1969). The effects of two simulation games on the opinions and attitudes of selected sixth, seventh, and Eighth grade students. Report Number 42. Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. (ERIC Document Reproduction Service No. ED031766)Worcester Public Schools, MA.
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. doi: 10. 1080/10494820.2014.979208
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.
Erhel, S., Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computer & Education, 67, 156-167.
Garris, R., Ahlers, R., Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Gee, J. P. (2008). Learning and Games. Cambirdga, MA.
Hainey, T., Westera W., Connolly, T. M., Boyle, L., Baxter, G., Beeby, R. B., Soflano, M. (2013). Students’ attitudes toward playing games and using games in education: Comparing Scotland and the Netherlands. Computer & Education, 69, 474-484.
Hsiao, H. C. (2007). A Brief Review of Digital Games and Learning. IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning ,124-129. doi>10.1109/DIGITEL.2007.3
Hwang, G. J., Yang, L. H., Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computer & Education, 69, 121-130.
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(1), 1023-1031.
Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H. & Huang, I. (2013). A knowledge engineering approach to developing educational computer games for improving students’ differentiating knowledge. British Journal of Educational Technology, 44(2), 183-196.
Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620.
Keller(1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.
Ketelhut, D. J., & Schifter, C.C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computer & Education, 56, 539-546.
Miao, Y. (2008). Mobile Learning against Forgetting. The Second International Conference on Next Generation Mobile Applications, Services, and Technologies , 241-246. doi: 10.1109/ICEEI.2009.5254775
Park, S. Y., Nam, M. W., & Cha S. B. (2012). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. doi:10.1111/j.1467-8535.2011.01229.x
Papastergiou, M. (2009). Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation. Computers & Education, 52, 1-12.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).
Prensky, M. (2001). Digital game-based learning. New York, NY: McGraw-Hill.
Qian, M., Clark, K (2016). Game-based Learning and 21st century skills: A review of recent research. Computer in human behavior, 63, 50-58.
Riemer, V., Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students' attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160-168.
Shih, J. L., Shih, B. J., Shih, C. C., Su, H. Y., & Chuang, C. W. (2010). The Influence of Collaboration Styles to Children’s Cognitive Performance in Digital Problem-Solving Game “William Adventure”: A Comparative Case Study. Computers & Education, 55(3), 982-993.
Rotgnas, J. I., Schmidt, H. G. (2014). Situational interest and learning: Thirst for knowledge. Learning and Instruction, 32, 37-50.
Ventura, M., Shute, V. (2013). The valid of a game-based assessment of persistence. Computer in Human Behavior, 29, 2568-2572.
Vygotsky, L. (1978). Mind and Society. MA, Harvard University Press.
Wang, Z., Li H., Liu, F. (2014). The Design of Mobile Learning English word memory management software function module. 2014 International Conference of Educational Innovation through Technology, 49-53. doi 10.1109/EITT.2014.16
Whitton, N. (2014). Digital games and learning : research and theory. New York :Routledge
Wu, T. T. (2014). Using smart mobile devices in social-network-based health education
practice : A learning behavior analysis. Nurse Education Today, 34, 958-963
Wu, T. T. (2016). English Reading E-Book System Integrating Grouping and Guided Reading Mechanisms Based on the Analysis of Learning Portfolios. Journal of Internet Technology, 17(2), 231-241.
Yu, Z., Yu, W. H., Fan, X., Wang, X. (2013). An Exploration of Computer Game-Based Instruction in the “World History” Class in Secondary Education: A Comparative Study in China. PLOS ONE, 9(5). doi:10.1371/journal.pone.0096865
Zin, N. A. M., Yue, W. S. (2009). History Educational Games Design. 2009 International
Conference on Electrical Engineering and Informatics, 5-7. doi: 10.1109/ICEEI.2009.5254775