中文部分
何榮桂(2014)。大規模網路開放課程(MOOCs)的崛起與發展。台灣教育,686,2-8。
陳鴻綸、曹雅玲(2005)。國小學童在幾何問題的解題表現研究-長方體的體積和表面積為例。國教新知,52(4),65-78。黃幸美(2015)。整合三維空間幾何概念與體積的數位教材與教學試驗。科學教育學刊, 23(1),53-82。楊凱翔、葉淑珍、譚寧君(2014)。建立立體心像教學活動之國小體積課程設計本位研究。國立臺灣科技大學人文社會學報,10(3),225-252。英文部分
Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior, 25(2), 348-353.
Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the effectiveness of a 3‐D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993-1003.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to lag sequential analysis (2nd ed.). New York: Cambridge University Press.
Baki, A., Kosa, T., & Guven, B. (2011). A comparative study of the effects of using dynamic geometry software and physical manipulatives on the spatial visualisation skills of pre‐service mathematics teachers. British Journal of Educational Technology, 42(2), 291-310.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Bottge, B. A., Heinrichs, M., Chan, S. Y., Mehta, Z. D., & Watson, E. (2003). Effects of video-based and applied problems on the procedural math skills of average-and low-achieving adolescents. Journal of Special Education Technology, 18(2), 5-22.
Boucheix, J. M., & Schneider, E. (2009). Static and animated presentations in learning dynamic mechanical systems. Learning and instruction, 19(2), 112-127.
Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100.
Castellar, E. N., All, A., de Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123-133.
Chang, C. K. (2004). Constructing a streaming video-based learning forum for collaborative learning. Journal of Educational Multimedia and Hypermedia,13(3), 245-263.
Chang, K. E., Wu, L. J., Weng, S. E., & Sung, Y. T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197.
Charlier, N. (2011). Game-based assessment of first aid and resuscitation skills. Resuscitation, 82(4), 442-446.
Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604-615.
Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experience of web activities. Computers in human behavior, 15(5), 585-608.
Chen, N. S., Teng, D. C. E., & Lee, C. H. (2011). Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. Computers & Education, 57(2), 1705-1715.
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.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
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.
Chuang, Y. H., & Tsao, C. W. (2013). Enhancing nursing students' medication knowledge: The effect of learning materials delivered by short message service. Computers & Education, 61, 168-175.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). The role of feedback in foreign language learning through digital role playing games. Procedia-Social and Behavioral Sciences, 34, 49-53.
Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. New York: Basic Books.
de Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2010). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681-691.
Dickey, M. D. (2007). Game design and learning: A conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Educational Technology Research and Development, 55(3), 253-273.
Donkor, F. (2010). The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance. The International Review of Research in Open and Distributed Learning, 11(1), 96-116.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Fong, S. F., Lily, L. P. L., & Por, F. P. (2012). Reducing cognitive overload among students of different anxiety levels using segmented animation. Procedia-Social and Behavioral Sciences, 47, 1448-1456.
Giannakos, M. N. (2013). Exploring the video‐based learning research: A review of the literature. British Journal of Educational Technology, 44(6), E191-E195.
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.
Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 164-192.
Hong, J. C., Hwang, M. Y., Chen, W. C., Lee, C. C., Lin, P. H., & Chen, Y. L. (2013). Comparing the retention and flow experience in playing Solitary and Heart Attack games of San Zi Jing: A perspective of Dual Process Theory. Computers & Education, 69, 369-376.
Hou, H. T. (2011). A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis. Computers & Education, 56(3), 712-719.
Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459-1468.
Hou, H. T. (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG).Computers & Education, 58(4), 1225-1233.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424-435.
Hou, H. T., & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Computers in Human Behavior, 30, 29-38.
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., Wu, P. H., & Ke, H. R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses.Computers & Education, 57(4), 2272-2280.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
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. Computers & Education, 69, 121-130.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
Kay, R., & Kletskin, I. (2012). Evaluating the use of problem-based video podcasts to teach mathematics in higher education. Computers & Education,59(2), 619-627.
Ke, F., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?. British Journal of Educational Technology, 38(2), 249-259.
Kebritchi, M. (2008). Examining the pedagogical foundations of modern educational computer games. Computers & Education, 51(4), 1729-1743.
Kiili, K., Lainema, T., de Freitas, S., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367-377.
Klawe, M. (1999). Computer games, education and interfaces: The E-GEMS project. In Graphics Interface (pp. 36-39).
Lee, Y. H., Hsiao, C., & Ho, C. H. (2014). The effects of various multimedia instructional materials on students’ learning responses and outcomes: A comparative experimental study. Computers in Human Behavior, 40, 119-132.
Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
Liu, S. H., & Lee, G. G. (2013). Using a concept map knowledge management system to enhance the learning of biology. Computers & Education, 68, 105-116.
Manero, B., Torrente, J., Serrano, Á., Martínez-Ortiz, I., & Fernández-Manjón, B. (2015). Can educational video games increase high school students' interest in theatre?. Computers & Education, 87, 182-191.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
Malone, T. W., &Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. Aptitude, learning, and instruction, 3(1987), 223-253.
Marchionini, G. (2003). Video and learning redux: New capabilities for practical use. Educational Technology, 43(2), 36-41.
Marcus, N., Cleary, B., Wong, A., & Ayres, P. (2013). Should hand actions be observed when learning hand motor skills from instructional animations? Computers in Human Behavior, 29(6), 2172-2178.
Martin, F. G. (2012). Will massive open online courses change how we teach? Communications of the ACM, 55(8), 26-28.
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77-83.
Matarazzo, K. L., Durik, A. M., & Delaney, M. L. (2010). The effect of humorous instructional materials on interest in a math task. Motivation and Emotion, 34(3), 293-305.
Mayer, R. E., & Johnson, C. I. (2010). Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research, 42(3), 241-265.
Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011). Learning with videos vs. learning with print: The role of interactive features. Learning and Instruction, 21(6), 687-704.
Moneta, G. B. (2012). Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work. Motivation and Emotion, 36(4), 491-503.
Moreno, R., & Mayer, R. E. (1999). Multimedia-supported metaphors for meaning making in mathematics. Cognition and instruction, 17(3), 215-248.
Moreno, R. (2002). Who Learns Best with Multiple Representations? Cognitive Theory Implications for Individual Differences in Multimedia Learning.
Muñoz-Merino, P. J., Ruipérez-Valiente, J. A., Alario-Hoyos, C., Pérez-Sanagustín, M., & Kloos, C. D. (2015). Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs. Computers in Human Behavior, 47, 108-118.
Ouimet, T. C., & Rusczek, R. A. (2014). Video-Based Learning Objects. Professional Safety, 59(6), 36.
Paas, F. G. W. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive load approach. Journal of Educational Psychology, 84(4), 429–434.
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.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in human behavior, 21(5), 745-771.
Pilli, O., & Aksu, M. (2013). The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus. Computers & Education, 62, 62-71.
Privette, G. (1983). Peak experience, peak performance, and flow: A comparative analysis of positive human experiences. Journal of personality and social psychology, 45(6), 1361.
Ricci, K. E., Salas, E., & Cannon-Bowers, J. A. (1996). Do computer-based games facilitate knowledge acquisition and retention? Military Psychology, 8(4), 295–307.
Richards, D., & Taylor, M. (2015). A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem. Computers & Education,86, 157-171.
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., ... & Salinas, M. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94.
Sandberg, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76, 119-130.
Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293-305.
Shih, W. C., Tseng, S. S., & Yang, C. T. (2008). Wiki-based rapid prototyping for teaching-material design in e-Learning grids. Computers & Education, 51(3), 1037-1057.
Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43(4), 540-560.
Su, C. C. (2011). A Study of Flow in EFL Classrooms through Free Online Games. Hwa Kang English Journal, 17(1), 95-123.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sweller, J., Chandler, P., Tierney, P., & Cooper, M. (1990). Cognitive load as a factor in the structuring of technical material. Journal of Experimental Psychology: General, 119(2), 176.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and instruction, 4(4), 295-312.
Sweller, J., Van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–297.
Taylor, M. J., Pountney, D. C., & Baskett, M. (2008). Using animation to support the teaching of computer game development techniques. Computers & Education, 50(4), 1258-1268.
ten Hove, P., & van der Meij, H. (2015). Like It or Not. What Characterizes YouTube's More Popular Instructional Videos?. Technical Communication,62(1), 48-62.
Tsai, C. W., & Fan, Y. T. (2013). Research trends in game‐based learning research in online learning environments: A review of studies published in SSCI‐indexed journals from 2003 to 2012. British Journal of Educational Technology, 44(5), E115-E119.
Tsai, F. H., Tsai, C. C., & Lin, K. Y. (2015). The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment. Computers & Education, 81, 259-269.
van der Meij, H., & van der Meij, J. (2014). A comparison of paper-based and video tutorials for software learning. Computers & education, 78, 150-159.
Ventura, M., & Shute, V. (2013). The validity of a game-based assessment of persistence. Computers in Human Behavior, 29(6), 2568-2572.
Vural, Ö. F. (2013). The Impact of a Question-Embedded Video-based Learning Tool on E-learning. Educational Sciences: Theory & Practice, 13(2), 1315-1323.
Wong, A., Marcus, N., Ayres, P., Smith, L., Cooper, G. A., Paas, F., & Sweller, J. (2009). Instructional animations can be superior to statics when learning human motor skills. Computers in Human Behavior, 25(2), 339-347.
Wong, A., Leahy, W., Marcus, N., & Sweller, J. (2012). Cognitive load theory, the transient information effect and e-learning. Learning and Instruction, 22(6), 449-457.
Wouters, P., & Van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425.
Yang, T. C., Chen, S. Y., & Hwang, G. J. (2015). The influences of a two-tier test strategy on student learning: A lag sequential analysis approach. Computers & Education, 82, 366-377.
Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. The Internet and Higher Education, 25, 28-36.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.