Acha, J. (2009). The effectiveness of multimedia programmes in children's vocabulary learning. British Journal of Educational Technology, 40(1), 23-31.
Ainsworth, S. (1999). The functions of multiple representations. Computers &; Education, 33(2), 131-152.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning &; Technology, 5(1), 202-232.
Anderson, J. (1983). The architecture of cognition. Cambridge, Mass.: HalYard University Pres.
Anderson, R. C. (1982). Allocation of attention during reading. Advances in psychology, 8, 292-305.
Antonenko, P., Paas, F., Grabner, R., &; van Gog, T. (2010). Using electroencephalography to measure cognitive load. Educational Psychology Review, 22(4), 425-438.
Ari, F., Flores, R., Inan, F. A., Cheon, J., Crooks, S. M., Paniukov, D., &; Kurucay, M. (2014). The effects of verbally redundant information on student learning: An instance of reverse redundancy. Computers &; Education, 76, 199-204.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
Baddeley, A. D., &; Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47-89.
Beckmann, J. F. (2010). Taming a beast of burden–On some issues with the conceptualisation and operationalisation of cognitive load. Learning and Instruction, 20(3), 250-264.
Brunken, R., Plass, J. L., &; Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational psychologist, 38(1), 53-61.
Brünken, R., Steinbacher, S., Plass, J. L., &; Leutner, D. (2002). Assessment of cognitive load in multimedia learning using dual-task methodology. Experimental psychology, 49(2), 109.
Chandler, P., &; Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and instruction, 8(4), 293-332.
Chandler, P., &; Sweller, J. (1992). The split‐attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62(2), 233-246.
Chen, A., Darst, P. W., &; Pangrazi, R. P. (1999). What constitutes situational interest? Validating a construct in physical education. Measurement in Physical Education and Exercise Science, 3(3), 157-XXX.
Chen, A., Darst, P. W., &; Pangrazi, R. P. (2001). An examination of situational interest and its sources. British Journal of Educational Psychology, 71(3), 383-400.
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., &; Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers &; Education, 80, 108-121.
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.
Chun, D. M., &; Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The modern language journal, 80(2), 183-198.
Cierniak, G., Scheiter, K., &; Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25(2), 315-324. doi: http://dx.doi.org/10.1016/j.chb.2008.12.020
Clark, J. M., &; Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149-210.
Cowan, N. (2001). Metatheory of storage capacity limits. Behavioral and brain sciences, 24(01), 154-176.
Deci, E. L. (1992). The relation of interest to the motivation of behavior: A self-determination theory perspective.
Driver, J. (2001). A selective review of selective attention research from the past century. British Journal of Psychology, 92(1), 53-78.
Eccles, J. S., &; Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
Eid, M., &; Fernandez, A. (2013). ReadGoGo!: Towards real-time notification on readers' state of attention. Paper presented at the Information, Communication and Automation Technologies (ICAT), 2013 XXIV International Symposium on.
Fransson, A. (1977). On qualitative differences in learning: IV—Effects of intrinsic motivation and extrinsic test anxiety on process and outcome. British Journal of Educational Psychology, 47(3), 244-257.
Gardner, H., &; Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.
Gardner, J. S. (2008). Simultaneous media usage: Effects on attention. Virginia Polytechnic Institute and State University.
Garner, R., Gillingham, M. G., &; White, C. S. (1989). Effects of'seductive details' on macroprocessing and microprocessing in adults and children. Cognition and instruction, 6(1), 41-57.
Ginns, P. (2005). Meta-analysis of the modality effect. Learning and Instruction, 15(4), 313-331.
Haas, L. (2003). Hans Berger (1873–1941), Richard Caton (1842–1926), and electroencephalography. Journal of Neurology, Neurosurgery &; Psychiatry, 74(1), 9-9.
Harp, S. F., &; Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of educational Psychology, 90(3), 414.
Hart, S. G., &; Staveland, L. E. (1988). Development of NASA-TLX (Task Load Index): Results of empirical and theoretical research. Advances in psychology, 52, 139-183.
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571.
Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation.
Hidi, S., Anderson, V., Renninger, K., Hidi, S., &; Krapp, A. (1992). Situational interest and its impact on reading and expository writing. The role of interest in learning and development, 215-238.
Hidi, S., &; Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Huff, M., Bauhoff, V., &; Schwan, S. (2012). Effects of split attention revisited: A new display technology for troubleshooting tasks. Computers in Human Behavior, 28(4), 1254-1261. doi: http://dx.doi.org/10.1016/j.chb.2012.02.008
James, W. (2011). The principles of psychology: Digireads. com Publishing.
Kablan, Z., &; Erden, M. (2008). Instructional efficiency of integrated and separated text with animated presentations in computer-based science instruction. Computers &; Education, 51(2), 660-668.
Kalyuga, S. (2007). Enhancing instructional efficiency of interactive e-learning environments: A cognitive load perspective. Educational Psychology Review, 19(3), 387-399.
Kalyuga, S., Chandler, P., &; Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied cognitive psychology, 13(4), 351-371.
Klimesch, W., Doppelmayr, M., Russegger, H., Pachinger, T., &; Schwaiger, J. (1998). Induced alpha band power changes in the human EEG and attention. Neuroscience letters, 244(2), 73-76.
Kost, C. R., Foss, P., &; Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32(1), 89-97.
Künsting, J., Wirth, J., &; Paas, F. (2011). The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning. Computers &; Education, 56(3), 668-679.
Li, X., Zhao, Q., Liu, L., Peng, H., Qi, Y., Mao, C., . . . Hu, B. (2012). Improve affective learning with EEG approach. Computing and Informatics, 29(4), 557-570.
Lin, A., Gregor, S., &; Ewing, M. (2008). Developing a scale to measure the enjoyment of Web experiences. Journal of Interactive Marketing, 22(4), 40-57.
Liu, T.-C., &; Lin, P.-H. (2011). What comes with technological convenience? Exploring the behaviors and performances of learning with computer-mediated dictionaries. Computers in Human Behavior, 27(1), 373-383.
Liu, T.-C., Lin, Y.-C., Tsai, M.-J., &; Paas, F. (2012). Split-attention and redundancy effects on mobile learning in physical environments. Computers &; Education, 58(1), 172-180.
Lookatch, R. P. (1995). The Strange but True Story of Multimedia and the Type I Error. Technos, 4(2), 10-13.
Mayer, R. E. (1999a). Designing instruction for constructivist learning. Instructional-design theories and models: A new paradigm of instructional theory, 2, 141-159.
Mayer, R. E. (1999b). The promise of educational psychology: Learning in the content areas: Merrill.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 31-48.
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.
Mayer, R. E., &; Massa, L. J. (2003). Three facets of visual and verbal learners: cognitive ability, cognitive style, and learning preference. Journal of educational Psychology, 95(4), 833.
Mayer, R. E., &; Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of educational Psychology, 90(2), 312.
Mayer, R. E., &; Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
Mayer, R. E., &; Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of educational Psychology, 86(3), 389.
Meyer, D. E., &; Kieras, D. E. (1997). A computational theory of executive cognitive processes and multiple-task performance: Part I. Basic mechanisms. Psychological Review, 104(1), 3-65. doi: 10.1037/0033-295X.104.1.3
Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63(2), 81.
Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of educational Psychology, 85(3), 424.
Molitor, S., Ballstaedt, S.-P., &; Mandl, H. (1989). 1 Problems in Knowledge Acquisition from Text and Pictures. Advances in psychology, 58, 3-35.
Moreno, R. (2005). Instructional technology: Promise and pitfalls. Technology-based education: Bringing researchers and practitioners together, 1-19.
Moreno, R., &; Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.
Moreno, R., &; Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of educational Psychology, 91(2), 358.
NeuroSky. (2015). Biometric Algorithms. from http://neurosky.com/biosensors/eeg-sensor/algorithms/
Paas, F., Renkl, A., &; Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational psychologist, 38(1), 1-4.
Paas, F., Renkl, A., &; Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional science, 32(1), 1-8.
Paas, F., Tuovinen, J. E., Tabbers, H., &; Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71.
Paas, F. G. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of educational Psychology, 84(4), 429.
Paas, F. G., &; Van Merriënboer, J. J. (1994a). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371.
Paas, F. G., &; Van Merriënboer, J. J. (1994b). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of educational Psychology, 86(1), 122.
Paivio, A. (1969). Mental imagery in associative learning and memory. Psychological Review, 76(3), 241.
Paivio, A. (1990). Mental representations: A dual coding approach: Oxford University Press.
Paivio, A., Yuille, J. C., &; Madigan, S. A. (1968). Concreteness, imagery, and meaningfulness values for 925 nouns. Journal of experimental psychology, 76(1p2), 1.
Pastore, R. (2012). The effects of time-compressed instruction and redundancy on learning and learners’ perceptions of cognitive load. Computers &; Education, 58(1), 641-651.
Peterson, L., &; Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of experimental psychology, 58(3), 193.
Pintrich, P. R., &; Schunk, D. H. (1996). Motivation in education: Theory, research, and applications: Merrill Englewood Cliffs, NJ.
Plass, J. L., Jones, L., &; Mayer, R. (2005). Multimedia learning in second language acquisition. The Cambridge handbook of multimedia learning, 467-488.
Rebolledo-Mendez, G., Dunwell, I., Martínez-Mirón, E. A., Vargas-Cerdán, M. D., De Freitas, S., Liarokapis, F., &; García-Gaona, A. R. (2009). Assessing neurosky’s usability to detect attention levels in an assessment exercise Human-Computer Interaction. New Trends (pp. 149-158): Springer.
Reed, S. K. (2006). Cognitive architectures for multimedia learning. Educational psychologist, 41(2), 87-98.
Reimann, P. (2003). Multimedia learning: beyond modality. Learning and Instruction, 13(2), 245-252.
Reynolds, R. E., &; Anderson, R. C. (1982). Influence of questions on the allocation of attention during reading. Journal of educational Psychology, 74(5), 623.
Riding, R. (2001). The nature and effects of cognitive style. Perspectives on thinking, learning, and cognitive styles, 47, 72.
Samuels, S. J. (1967). Attentional process in reading: The effect of pictures on the acquisition of reading responses. Journal of educational Psychology, 58(6p1), 337.
Samuels, S. J. (1970). Effects of pictures on learning to read, comprehension and attitudes. Review of Educational Research, 397-407.
Saunders, R. J., &; Solman, R. T. (1984). The effect of pictures on the acquisition of a small vocabulary of similar sight‐words. British Journal of Educational Psychology, 54(3), 265-275.
Schiefele, U. (2009). Situational and individual interest. Handbook of motivation at school, 197-222.
Schiefele, U., Krapp, A., &; Winteler, A. (1992). Interest as a predictor of academic achievement: A meta-analysis of research.
Schnotz, W., &; Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141-156.
Schnotz, W., &; Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508.
Schooler, J. W., Smallwood, J., Christoff, K., Handy, T. C., Reichle, E. D., &; Sayette, M. A. (2011). Meta-awareness, perceptual decoupling and the wandering mind. Trends in cognitive sciences, 15(7), 319-326.
Schraw, G., Flowerday, T., &; Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211-224.
Schraw, G., &; Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13(1), 23-52.
Shiffrin, R. M., &; Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84(2), 127.
Sohlberg, M. M., &; Mateer, C. A. (1989). Introduction to cognitive rehabilitation: Theory and practice: Guilford Press.
Solman, R. T., Singh, N. N., &; Kehoe, E. J. (1992). Pictures block the learning of sightwords. Educational Psychology, 12(2), 143-153.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.
Sweller, J., Van Merrienboer, J. J., &; Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Urdan, T., &; Turner, J. C. (2005). Competence motivation in the classroom. Handbook of competence and motivation, 297-317.
Waugh, N. C., &; Norman, D. A. (1965). Primary memory. Psychological Review, 72(2), 89.
Wittrock, M. C. (1989). Generative processes of comprehension. Educational psychologist, 24(4), 345-376.
Xie, B., &; Salvendy, G. (2000). Review and reappraisal of modelling and predicting mental workload in single-and multi-task environments. Work &; stress, 14(1), 74-99.
Yoshii, M., &; Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO journal, 20(1), 33-58.
孫一寧. (2012). 網路成癮測量量表與腦波測量之比較分析. 淡江大學資訊管理學系碩士班學位論文(2012 年), 1-64.徐鈺媛. (2013). 時間壓力與任務複雜度對腦波影響之研究. 淡江大學資訊管理學系碩士班學位論文.李玉琇, &; 蔣文祁. (2005). 認知心理學. 台北: 雙葉書郎.
林進富. (2008). 應用可攜式腦波機於睡眠呼吸阻斷 與良導絡相關性之研究. 臺灣大學生物產業機電工程學研究所學位論文, 1-129.
溫樺. (2013). 以腦波儀測量手機遊戲之認知玩興. 淡江大學資訊管理學系碩士班學位論文.黃佩玲. (2013). 運動前與運動後使用電腦學習時的腦波變化. 淡江大學資訊管理學系碩士班學位論文.黃芳銘. (2005). 結構方程模式理論與應用. 臺北市: 五南書局.