一、中文部分
三民書局大辭典編纂委員會(編)(1985)。大辭典(中冊)。台北:三民。
王全得(2003)。成人教育的學習型態、動機和滿意度相關性研究—以國立高雄餐旅學院推廣教育技藝班為例。義守大學管理研究所碩士論文,未出版,高雄。王瑞賢(2001)。個人學習層次、學習滿意度與訓練移轉關係之探討。國立中正大學企業管理學系碩士論文,未出版,嘉義。王銘銖(2003)。多媒體運用於英語教學之研究。國立高雄師範大學英語研究所碩士論文,未出版,高雄市。王薌茹(1994)。概念圖在國中生物教學成效之研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄。多湖輝(1991)。如何集中注意力。台北市:九大。
朱敬先(1986)。學習心理學。台北:國立編譯館。
朱敬先(1997)。教育心理學-教學取向。台北:五南文化。
江淑卿、郭生玉(1997)。不同學習過程的概念構圖策略對促進知識專家化與理解能力之效果研究。師大學報:教育類,45,1-15。何治鈴(2002)。概念構圖與合作學習應用於綜合高中會計科目教學成效之研究。中原大學會計研究所碩士論文,未出版,桃園。車博文(1996)。西方心理學史。台北市:臺灣東華。
巫靜宜(2000)。比較網路教學與傳統教學之研究-以Word2000之教學為例。淡江大學資訊管理系碩士論文,未出版,台北。吳宇穎(2005)。多媒體組合方式與知覺偏好對學習結果的影響。國立中正大學教育學研究所碩士論文,未出版,嘉義。吳幸宜譯(Margaret E. Gredler著)(1994)。學習理論與教學應用。台北:心理出版社。
吳萬福(1990)。運動比賽的心理。台北,台灣學生書局。
余民寧(2002)。有意義的學習一概念構圍之研究。台北:商鼎文化。
余民寧(1997)。有意義的學習-概念構圖之研究。台北:商鼎文化。
余民寧(1997)。教育測驗與評量-成就測驗與教學評量。台北:心理。
李青芬、李雅婷、趙慕芬(編譯)(2002)。組織行為學(九版修訂)。台北:華泰文化。
李素卿譯(2004)。W. M. Eysenck & T. M. Keana著。認知心理學(Cognitive psychology: A Student’s handbook)。台北市:五南。
李麗美(2002)。松年大學學員自我導向學習傾向與學習滿意度相關之研究。國立中正大學成人及繼續教育研究所碩士論文,未出版,嘉義。宋淑慧(1992)。多向度注意力測驗編製之研究。國立彰化師範大學特殊教育研究所碩士論文,未出版,彰化。宋曜廷(2000)。先前知識、文章結構與多媒體呈現對文章學習的影響。國立台灣師範大學教育心理與輔導學系博士論文,未出版,台北。汪盟烽(2004)。電腦多媒體融入高中地理教材地形單元教學設計的學習成就與學習感受之實驗研究–以北港高中為例。國立彰化師範大學地理學系碩士論文,未出版,彰化市。邱垂昌、陳美紀、黃素琴、陳文義(1998)。應用結構化知識於會計學上之實證研究-概念圖之運用。教育研究資訊,6(6),14-31。邱垂昌、陳瑞斌(2000)。應用概念構圖於會計教學與評量之研究。國立政治大學學報,81,37-67。邱垂昌、官月緞(2003)。結構化知識圖形中概念構圖之運用-以高等會計學為例。教育與心理研究,26,355-384。邱垂昌、黃華山與謝佳惠(2004)。以超媒體輔助之概念圖建構教學教材之實證研究-以會計存貨教材為例。國立臺北師範學院學報,17(2),57-84。邱垂昌(2006)。應用概念構圖學習策略於商業會計學之研究-合作學習抑或個別學習。高雄師大學報,21,87-104。邱垂昌(2008)。運用概念圖作為中級會計學補救教學與評量之輔助工具研究。新竹教育大學教育學報,25(1),127-154。邱錦昌(2008)。教育視導與學校效能。高雄,復文。
岳修平(2008)。應用知識圖於教學與學習之策略探討。中等教育,60(2),128-140。林文真(2004)。圖形組織工具訓練方案對國小資優學生問題解決思考歷程影響之相關研究。國立台灣師範大學特殊教育學系碩士論文,未出版,台北。林冠群(2001)。概念圖評量在數學課室學習中的應用與變異來源之初探。高雄師範大學科學教育研究所博士論文,未出版,高雄。
林寀雯(2007)。課文內容編排方式對國小高年級學童閱讀理解表現之影響。國立高雄師範大學教育學系碩士論文,未出版,高雄市。
林美智(2000) 。空中大學師生互動與學生學習滿意度之研究。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。林建平(1994)。整合學習策略與動機的訓練方案對國小閱讀理解困難兒童的輔導效果。臺灣師範大學教育心理與輔導研究所博士論文,未出版,台北。
林麗娟(1996)。多媒體電腦圖像設計與視覺記憶的關係。教學科技與媒體,28,3-12。
林瑞欽、黃秀瑄(1991)。認知心理學。台北市:師大書苑。
胡小慧(2003)。台南市國中補校學生對教師信任感與學習成就關係之研究。國立中正大學成人及繼續教育研究所碩士論文,未出版,嘉義。胡永崇(2001)。如何因應學生的注意力缺陷。國教天地,146,3-11。胡秉正等(1975)。青年心理學。台北:中國行為科學社。
周台傑、邱上真、宋淑慧(1999)。多向度注意力測驗—修訂版指導手冊。台北市:心理。
周虹君(2003)。社會工作碩士班學生實習安置與學習滿意度之研究。東海大學社會工作學系碩士論文,未出版,台中。周建張、李婷娟、曹曼玲、李筱薇、蔡依婷(2007)。數位多媒體教材之製作與應用-以科技大學「國際物流管理」課程為例。科學教育,296。施良方(1996)。學習理論。高雄:麗文文化。
馬芳婷(1989) 。我國社教機構短期研習班教師教學行為與學生學習滿意度之研究。國立台灣師範大學社會教育研究所碩士論文,未出版,台北。彭聃齡(1990)。認知心理學。哈爾濱:黑龍江教育出版社。
郭生玉(1991)。心理與教育研究法(第十版)。台北:精華。
郭秀緞(2006)。以認知負荷理論探討數學問題設計與後設認知策略教學對國小高年級學童解題之影響。國立高雄師範大學教育系博士論文,未出版,高雄市。郭靜晃(2006)。兒童心理學。台北:洪葉文化事業有限公司。
程炳林(1991)。激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文,未出版,台北。
曾心怡(1999)。性別、班級組成型式、師生互動與學習動機-以高三自然組物理科為例。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮。翁嘉鴻(2001)。以認知負荷觀點探討聽覺媒體物件之媒體呈現方式對學習成效之影響。國立中央大學資訊管理學系碩士論文,未出版,桃園。黃明玉(2004)。成人學習者自我導向學習傾向、班級學習氣氛與學習滿意度之研究。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。黃華山、許莉雅、王怡舜、張振祥(2005)。網路課程體建構新方法。課程與教育季刊,8(3)。黃政傑(1997)。教學原理。台北:師大書苑。
黃柏勳(2004)。課程與教學的研究新取向:認知負荷理論。中等教育,55(6),129-138。陳牡丹(2009)。概念構圖法應用於會計案例解題成效之研究-以技專校院學生為例。國立彰化師範大學商業教育學系博士論文,未出版,彰化。陳容蕊(2000)。成人參與電腦第二專長教育學習滿意度之研究。國立台灣師範大學成人教育研究所碩士論文,未出版,台北。
陳密桃(2003)。認知負荷理論及其對教學的啟示。教育學刊,21,29-51。陳嘉成(1996)。以概念構圖為學習策略之教學對小學生自然科學學習之成效研究。國立政治大學教育研究所碩士論文,未出版,臺北。陳素蓮(2006)。都市原住民參與成人學習的動機與滿意度之研究—以高雄市為例。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。陳冠良(2009)。任務式教學法對學習者注意力之探討-以中級華語班學生為例。國立台灣師範大學華語教學研究所碩士論文,未出版,台北。陳彙芳、范懿文(2000)。認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究,2(2),45-60。梁麗珍(2001)。二專在職學生自我導向學習、學習動機、學習策略與自我概念相關。國立彰化師範大學工業教育學系博士論文,未出版,彰化。
楊幸真(1992)。注意力與學習之相關探討。教師之友,33(4),28-30。楊坤堂(1995)。學習障礙兒童。台北市:五南。
楊坤堂(2000)。注意力不足過動異常:診斷與處遇。台北市:五南。
楊明祥(2004)。融入概念構圖教學策略於國中光學單元之研究。國立彰化師範大學物理研究所碩士論文,未出版,彰化。楊國樞、張春興、王克先(1992)。學習心理學。台北:桂冠。楊麗秀(2004)。四技不同入學管道學生學習成效之比較研究-以一所國立科技大學為例。國立雲林科技大學技術及職業教育研究所碩士論文,未出版,雲林。溫明麗(2002)。皮亞傑與批判性思考教學。台北:洪葉。
張台先、吳東光、周士祺、柳百郁(2000)。多媒體概論(Shuman : Multimedia in Director)。台北:高立。
張春興、林清山(1987)。教育心理學。台北:東華。
張春興(1992)。張氏心理學辭典。台北:東華。
張春興(1997)。教育心理學。台北:東華。
張春興(2003)。教育心理學:三化取向的理論與實踐。台北:東華。
張春興(2004)。心理學概要。台北:東華。
張毓凌(2005)。研究生生活壓力、社會支持與學習滿意度之研究—以台北縣市大學為例。國立台灣師範大學公民教育與活動領導學系碩士論文,未出版,台北。
許文敏(2002)。實用技能班學生學習滿意度之研究。國立台灣師範大學工業教育研究所碩士論文,未出版,台北。許民盛(2008) 。南投縣社區大學生活藝能課程學員學習需求與滿意度之研究。暨南國際大學成人與繼續教育研究所碩士論文,未出版,南投。許進旺(2005)。成人教育目標導向、學習滿意度與學習成效之探討-以高雄市空中大學為例。中華大學經營管理研究所碩士論文,未出版,新竹。許淑婷、許純碩、王盈文(2008)。教師教學態度與學生學習成效之關
係探討。立德學報,5(2),62-77。
許鴻志(2007)。屏東縣技專校院在職進修學生學習動機與學習滿意度關係之研究。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。葛雪松(2006)。影響注意力的十大因素。基礎教育學改革論壇,29(6),549-564。
廖志昇(2004)。研究生學習動機與學習滿意度關係之研究—以師院在職進修碩士班為例。國立屏東師範學院國民教育研究所碩士論文,未出版,屏東。廖佳仁(1998)。國民小學自然科不同評量程序對五年級學生學習動機與策略之影響。國立台北師院國民教育研究所碩士論文,未出版,台北。蓋浙生(1999)。教育財政與教育發展。台北:師大書苑。
魯信註(2005)。南投縣幼托整合方案實施滿意度之研究。國立暨南國際大學教育政策與行政學系碩士論文,未出版,南投。
賴淑芬(2005)。桃園縣社區大學學員學習動機及其學習滿意度之研究。國立台灣師範大學教育學系碩士論文,未出版,台北。賴阿福、黃玉君(2005)。認知負荷對國小學童在超文字環境中學習的影響。GCCCE 2005 USA(June 6-9), Brigham Young University Haiwaii 77-87。
鄒小蘭、李惠藺(2002)。國小兒童專注力量表指導手冊。台北:台北市立師範學院特殊教育中心。
鄭可偉(2001)。STS教學對國民小學學生科學本質觀與學習動機之研究。台北市立師範學院科學教育研究所碩士論文,未出版,台北。鄭昭明(1993)。認知心理學。台北市:桂冠。
鄭明韋(1999)。國立空中大學嘉義地區學生學習方式、學習參與程度與學習成效之研究。國立中正大學成人及繼續教育研究所碩士論文,未出版,嘉義。鄭昭明(1997)。認知心理學:理論與實踐。台北市:桂冠。
鄭麗玉(2006)。認知心理學─理論與應用(第三版)。台北市:五南。
劉海鵬(2002)。台南地區高中職學生體育課學習滿意度與學習成效之相關研究。台北市立體育學院運動科學研究所碩士論文,未出版,台北。
謝財旺(2006)。適性化學習環境中學習者訊息處理能力與內容媒體型態的適配性對學習成效的影響。國立中山大學資訊管理所碩士論文,未出版,高雄。鍾聖校(1997)。認知心理學。台北市:心理。
簡綜男(1999)。互動式多媒體輔助教材在電腦教學之學習成效影響研究。國立中央大學資訊管理研究所碩士論文,未出版,桃園。簡茂發(1987)。心理測驗與統計方法。台北,心理。
簡素蘭(2005)。運用數位化多媒體教材輔助國中國文教學。臺灣教育,631,29-35。譚蓉瑩(2000)。批判性思考我國護理人員的第七項護理能力。護理雜誌, 47(3),145-151。二、英文部分
Alderfer, C. P. (1969). An empirical test of a new theory of human needs. Organizational Behavior and Human Performance, 4(2), 142-175.
Ames, C., & Archer, J., (1988). Achievement goals in the classroom: Students’ learning strategies and motivational process. Journal of Educational Psychology, 80(3), 260-267.
Argyris, C. (1964). Integration the individual and the organization. New York: John Wiley & Sons.
Atkinson, J. W. (1964). An introduction to motivation. Princeton. NJ: Van Nostrad.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. NewYork: Grune & Stration.
Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rinehart & Winston.
Baddeley, A. D., & Watts, F. N. (1995). Handbook of memory disorders. New york: John Wiley & Sons.
Baddeley, A. D. (1999). Essentials of human memory. New York: Psychology Press.
Baddeley, A. D. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189-206.
Bagley, C. & Hunter B. (1992). Restructuring, and Technology: Forgoing a new relationship. Educational Technology, 32(7), 22-27.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-125.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ : Prentice Hall.
Berdine, W. H., & Meyer, S. A. (1987). Assessment in special education. Boston: Little, Brown .
Binner, P. M., Dean, R. S. & Millinger, A. E. (1994). Factors underlying distance learner satisfaction. The American Journal of Distance Education, 4 , 232-238.
Bloom, B. S. (1981). Evaluation to improvement learning. New York: W. H. Freeman.
Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). A taxonomy of educational objectives: The classification of educational goals. Handbook I. Cognitive domain. New York: David McKay Company.
Boshier, R. (1971). Motivational Orientations of Adult Education Participants: A Factor Analytic Exploration of Houle’s Typology. Adult Education, 21, 2, 3-26. (ERIC Document Reproduction Service No. EJO34 438)
Borg, W. R., & Gall, M. D. (1989). Educational research: An introduction. New York: Longman.
Boyle, T. (1997). Design for multimedia learning. NY: Prentice Hall Press.
Broadbent, D. E. (1958). Preception and communication. London: Pergamon Press.
Broadbent, D. E. (1958). A mechanical model for human attention and mmediate memory. Psychological Review, 64, 205-214.
Brookover, W. B., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement: School can make a difference. New York: Praeger.
Burkes, K. M. E. (2007). Applying cognitive load theory to the design of online learning. Doctor of Philosophy, University of North Texas, 71 pages; AAT 3276428.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago: R. McNally.
Chang, K. E., Sung, Y. T., & Chiou, S. K. (2002). Use of hierarchical hyper concept map in web-based courses. Journal of Educational Computing Research, 27(4), 335-353.
ChanLin, L. J. (1994). A case for assessing motivation from learning a computer-assisted instruction. (ERIC Document Reproduction Service No. ED 376 803)
Cherry, E. C. (1953). Some experiments on the recognition of speech with one and with two ears. Journal of the Acoustical Society of America, 25, 975-979.
Chiou, C. C. (2008). The effect of concept mapping on students’ learning achievements and interests. Innovations in Education and Teaching International, 45(4), 375-387.
Chiou, C. C. (2009). Effects of concept mapping strategy on learning performance in business and economics statistics. Teaching in Higher Education, 14(1), 55-69.
Choi-kon, S. S. (2000). A problem-solving model of quadratic min values using computer. Journal of Instructional Media, 27(1), 73-82.
Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94(2), 428-434.
Coffey, J. W. (2007). A meta-cognitive tool for courseware development, maintenance, and reuse. Computers & Education, 48, 548-566.
Covington, M. (1984). The motive for self-worth. In R. Ames, & C. Ames(Eds.). Research on motivation in education, Vol. 1: Student motivation, 77-113. New York: Academic press.
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes the PASS theory of intelligence. N.H. : Allyn and Bacon.
Doll, W. J., & Torkzadeh, G. (1988). The Measurement of End-User Computing Satisfaction, MIS Quarterly, 12(2), 259-274.
Domer, D. E., Carswell J.W. & Spreckelmeyer K.F. (1983). Understanding Educational Satisfaction. The University of Kamsas School of Architecture and Urban design. (ERIC Document Reproduction Service No. ED 232 600)
Eccles, J. S. (1983). Expectancies, Values, and Academic Behaviors. In J.T. Spence (Ed.). Achievement and achievement motives, 75-121. San Francisco, CA: W. H. Freeman.
Edmondson, K. (1995). Concept mapping for the development of medical curricular. Journal of Research in Science Teaching, 32, 777-793.
Elliott, F. E., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.
Ferry, B., Hedberg, J., & Harper, B. (1997). How do preserve teachers use concept maps to organize their curriculum content knowledge. Journal of Interactive Learning Research, 9, 83-104.
Flammger, D. M. (1991). Nontraditional students and postsecondary school atisfaction. Master’s project State University College, Buffalo. (ERIC Document Report Service No. ED 362 077)
Francisco, J. S., Nakhleh, M. B., Nurrenbern, S. C., & Miller, M. L. (2002). Assessing student understanding of general chemistry with concept mapping. Journal of Chemical Education, 79(2), 248-257.
Fuhrman, S. H., & Elmore, R. F. (2004). Redesigning accountability systems for education. New York: Teachers College Press.
Getzels, J. W. & Thelen, H. A. (1972). A conceptual framework for the study of the classroom group as a social system. In A. Morrison, & D. Mclntyre. (Eds.). The Social Psychology of Teaching. New York: Penguin.
Goldstein, S. & Goldstein, M. (1990). Managing Attention Disorders in Children: A Guide for Practitioners. New York; John Wiley & Sons. Inc.
Herzberg, F., Mausner, B., & Snyderman, B. B. (1959). The motivation to work (2nd ed.). New York: John Wiley & Sons.
Hirst, W., Spelke, E. S.,Reaves, C. C., Caharack, G.,& Neisser, U. (1980). Dividing attention without alternation or automaticity. Journal of Experimental Psychology:General, 109(1), 98-117.
Humphreys, B., Johsnson, R., & Johnson, D. W. (1982). Effects of Cooperative, Competitive, and Individnalistic Learning on Students’ Achievement in Science Class. Journal of Research in Science Teaching, 19(5), 351-356.
Iding, M. (2000). Is seeing believing? Features of effective multimedia for learning science. International Journal of Instructional Media, 2000, 27(4), 403-415.
Inglese, T., Mayer, R. E. & Rigotti, F. (2007). Using audiovisual TV interviews to create visible authors that reduce the learning gap between native and non-native Speakers. Learning and Instruction,16, 67-77.
James W. (1890). Principles of Psychology. Harvard University Press.
Kaheman,D. (1973). Attention and effort., Englewood Cliff, NJ : Prentice-Hall.
Keefe. (2000). Cognition in Schizophrenia:Impairments,importance.& treatment strategies. New York: Oxford University Press.
Kenz, I., & Hugge, S. (2002). Irrelevant speech and indoor lighting: Effects of cognitive performance and self-reported affect. Applied Cognitive Psychology,15, 709-718.
Kinchin, I. M., De-Leij, F. A. A. M., & Hay, D. B. (2005) The evolution of a collaborative concept mapping activity for undergraduate microbiology students. Journal of Further & Higher Education, 29(1), 1-14.
King, M., & Shell, R. (2002). Teaching and evaluating critical thinking with concept maps. Nurse Educator , 27(5), 214-216.
Kirkpatrick, D. L. (1975). Evaluating training programs. Madison, Wisconsin: American Society for Training and Development.
Kirschner, P. A. (2002). Cognitive load theory: implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10.
Klausmeier, H. J. (1985). Educational Psychology (5th ed.). New York: Harper and Row.
Kulhavy, R.W., Stock. W. A., & Kealy, W. A. (1993). How geographic maps increase recall of instructional twxt. Educational Technology Research & Development, 41 (4), 47-62.
Leauby, B, & Brazina, P. (1998). Concept Mapping: Potential Uses in Accounting Education. Journal of Accounting Education, 123-138.
Lewin, K. (1936). Principles of Topological Psychology. New York: McGraw- Hill.
Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4, 309-336.
Long, H. B. (1985). Contradictory expectations? Achievement and Satisfaction in adult learning. Journal of Continuing Higher Education, 33(3), 10-12.
Mayer, R. E. (1989). Systematic thinking fostered by illustrations in scientific text. Journal of Educational Psychology,81,240-246.
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 88, 64-73.
Mayer, R. E., & Anderson, R.B. (1991). Animations and narrations: An experimental Test of a dual-processing systems in working memory. Journal of Educational Psychology, 90, 312-320.
Mayer, R. E., & Anderson, R. B. (1992). The instructive animation:Helping students build connections between words and pictures in multimedia learning. Journal of Educational psychology, 84(4), 444-452.
Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visal and verbal summaries of science textbook lessons. Journal of Educational Psychology, 88, 64-73.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions. Educational Psychologist, 32(1), 1-19.
Mayer, R. E., & Moreno, R. (1998). A split attention effect in multimedia learning: Evidence for dual processing system in working memory. Journal of Educational Psychology, 90(2), 312-320.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E., & Chandler, P. (2001). When learning is jest a click away: Dose simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology, 993, 390-397.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
Mayer, R. E., Mathias, A., & Wetzell, K. (2002). Fostering understanding of multimedia messages through pretraining: Evidence for a two-stage theory of mental model construction. Journal of Experimental Psychology: Applied, 8, 147-154.
Mayer, R. E., Dow, G., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment:What works in the design of agentbased microworlds?Journal of Educational psychology, 95, 806- 813.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson Education.
Mayer, R. E., & Chery, I. J. (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology, 100(2), 380-386.
Malone, J., & Dekkers, J. (1984). The concept map as an aid to instruction in science and mathematics. School Science and Mathematics, 84(3), 220-231.
Mark, S. S., & Ernest, J. M. (1992). Human Factors in Engineering and Design. New York: McGraw-Hill.
Martindale, C. (1991). Infusing cultural diversity into communication courses. Journalism Educator, 45(4): 34-38.
Maslow, A. H. (1970). Motivation and personality. New York:Harper-Collins.
Mass, J. D., & Leauby, B. A. (2005). Concept mapping - exploring its value as a meaningful learning tool in accounting education. Global Perspectives on Accounting Education, 2, 75-98.
McClelland, D. C., Atkinson, J. W., Clark, R. W., & Lowell, E. L. (1953). The Achievement Motive. New York: Appleton-Century-Crofts.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
Moreno, R., Mayer, R. E. (1999a). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.
Moreno, R., Mayer, R. E. (1999b). Multimedia-supported metaphors for meaning making in mathematics. Cognition and Instruction, 17(3), 215-248.
Moreno, R., & Mayer, R. E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia Instructional messages. Journal of Educational Psychology, 92, 724-733.
Moreno, R., & Mayer, R. E. (2000b). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 93, 724-733.
Moreno, R., & Mayer, R. E. (2002a). Verbal redundancy in multimedia learning: When helps listening. Journal of Educational Psychology, 94, 156-163.
Moreno, R., & Mayer, R. E. (2002b). Learning science in virtual reality Multimedia Environments: Role of methods and media. Journal of Educational Psychology, 94, 598-610.
Mousavi, S., Low, R., & Sweller, J. (1995). Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology, 87(2), 319-334.
Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
Nielsen S. & Sarason, I. G. (1981). Perceived support and low emotional distress: The role of enacted support. Journal of Personality and Social Psychology, 41, 945-960.
Nolen, B., & Haladyna, M. (1990). Personal and environmental influences on students’ beliefs about effective study strategies. Contemporary Educational Psychology, 15, 116-130.
Novak, J. D. (1983). Metalearning and metaknowledge instruction as strategies to reduce misconceptions. In H. Helm, & J. D. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics, 100-110. Ithaca, NY: Department of Education, Cornell University.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press.
Novak, J. D. (1984). Application of advances in learning theory and philosophy of science to the improvement of chemistry teaching. Journal of Chemical Education, 61(7), 607-612.
Novak, J. D. (1990). Concept maps and vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29-52.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford, England: Oxford University Press.
Paivio, A. (1991). Images in mind: The evolution of a theory. New York: Harvester Wheatsheaf.
Parasuraman, R., & Davies, R. (1984). Varieties of attention. New York: Academic Press, 63-102.
Pass, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429-434.
Paas, F. G. W. C., & Van Merrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A Cognitive-Load Approach. Journal of Educational Psychology, 86(1), 122-133.
Paas, F., Tuovinen, J. E., Tabbers, H., & van Gerven, P., (2003). Cognitive load measurement as means to advance cognitive load theory. Educational Psychologists, 38(1), 63-71.
Park, O. (1998). Visual Displays and contextual Presentations in Computer-Based Instruction. ETR & D, 46(3), 37-50.
Pintrich, P. R. (1987). Motivation and learning strategies in the college classroom. Paper presented at the American Educational Research Association Convention.Washington, DC.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames, & M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments, 117-160. CT: JAI Press.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1991), A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ), Ann Arbor, Michigian: National Center for Research to Improve Teaching and Learning, School of Education, The university Michigan.
Ransdell, S.E., & Gilroy, L. (2001). The effects of background music on word proceeded writing. Computers in Human Behavior, 17, 70-80.
Rumelhart, D. E., & Norman, D. A. (1985). Representation of knowledge. In A. M. Aitkenhear & J. M. Slack (Eds), Issues in cognitive modeling (15-62). Hillsdale, NU: Lawrence Erlbaum Associates Publishers.
Simon, J. (2007). Concept mapping in a financial accounting theory course. Accounting Education, 16(3), 273-308.
Stiggins, R. J. (1994). Student-centered assessment. New York, NY: Mer-rill.
Sweller, J. (1980). Transfer effects in a problem solving context. Quarterly Journal of Experimental Psychology, 32, 233-239.
Sweller, J. (1988). Cognitive load during problem solving: Effect on learning. Cognitive Science,12, 257-285.
Sweller, j., Van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10 (3), 251-297.
Sweller, J. (2005). Implications of Cognitive Load Theory for Multimedia Learning. in The Cambridge Handbook of Multimedia Learning, R. E. Mayer (ed.), New York: Cambridge University Press, pp. 19-30.
Thomas, J. A. (1971). The Productive School- A Systems Analysis Approach to Educational Administration. Malabar, Fla.: R . E. Krieger Pub. Co.
Tiene, D. (2000). Sensory mode and information load: Examining the effects of timing on multisensory processing. International Journal of Instructional Media, 27(2), 183-198.
Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257-287.
Tough, A. (1978). The major iearning ef forts: recent research and future directions. Adult Education, 28(4), 250-265.
Trebucq, S., & Noel, C. (2006). Concept maps: A learning tool for introducing ethical and responsibility concerns in accounting education. Comptabilite Controle Audit, 11(53), 5-37. (French)
Treisman, A. M. (1960). Contextual cues in selective listening. Quarterly Journal of Experimental Psychology, 12, 242-248.
Vroom, V. H. (1964) . Work and Motivation. New York: Wiley.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown. NJ: General Learning Press.
Wittrock, M. C. (Ed.)(1986). Handbook of research on teaching (3rd ed.).New York: Macmillan.