臺灣博碩士論文加值系統

本研究將遊戲化元素與即時回饋系統結合，開發一套遊戲化即時回饋系統，並探討其對國中學生內外在動機、學習投入度、注意力與學習成效之影響。本研究採準實驗研究法，透過內外在動機量表、學習投入度量表、集中注意力量表、學習成效測驗卷、腦波儀（用以採集學習者的注意力數值）及開放式問卷蒐集量化與質性資料進行分析。
研究對象為新竹地區某公立國中一年級六班共144位學生，並將其分派至控制組（48人）、實驗A組（50人）與實驗B組（46人）。控制組接受傳統投票教學，投票答題活動以小白板書寫方式進行；實驗A組利用一般即時回饋系統─clicker進行課堂投票活動；實驗B組則使用本研究開發之遊戲化即時回饋系統─Interactive, Feedback-based In-class Teaching System 3（iFIT3）進行教學。實驗過程中同時蒐集各組部分學生（45人）之腦波生理訊號，了解注意力持續情形。
研究結果顯示，三種不同投票工具各有其好處。使用遊戲化即時回饋系統進行課堂投票活動，其趣味性、互動性、競爭性和新奇感，有助於學生內在動機、整體學習投入度、情緒投入度及集中注意力的提升；使用clicker進行投票，相較於小白板組別，對內在動機有顯著的好處；而小白板書寫投票方式則有促進知識、理解、應用等低層次思考的效果。
本研究透過遊戲化即時回饋系統，營造愉快、充滿挑戰感的課堂氣氛，有效引起學生學習的內在動機，使學生更主動投入學習過程，且更能將注意力集中於課堂，促進課堂知識的吸收。未來可嘗試將遊戲化元素與其他教學工具結合，進一步擴大遊戲化學習的好處，抑或在遊戲化即時回饋系統上，發展更多遊戲化功能，以提升學生學習成效。

The purpose of this study was to investigate the effects of the gamified IRS on junior high school students' intrinsic motivation, extrinsic motivation, engagement, attention, and learning performance. The study utilized a quasi-experimental research design. The instruments included an intrinsic and extrinsic motivation scale from MSLQ, a school engagement scale, a focused attention scale from the enjoyment of web experiences scale, a learning performance test on English, the MindWave Mobile headsets (to collect sustained attention data), and an open-ended questionnaire.
In order to assess the differences in intrinsic motivation, extrinsic motivation, engagement, attention, and learning performance among the groups of small whiteboard, IRS, and gamified IRS, the study collected the data from six classes at a junior high school in Hsinchu. The participants were 144 students who assigned into a control group (N = 48), an experimental group A (N = 50), and an experimental group B (N = 46). The control group used the small whiteboards during the voting activities; the experimental group A used clickers for voting; the experimental group B conducted gamified IRS activities using Interactive, Feedback-based In-class Teaching System 3 (iFIT3). Additionally, the brainwave data were collected during the experiment (N = 45).
The results showed that the three different voting tools have their own advantages. The fun, interactivity, competition and novelty from gamified IRS improved students’ intrinsic motivation, the overall student engagement, the emotional engagement, and the focused attention. Compared to the small whiteboard group, the intrinsic motivation of the clicker group was significantly higher. The writing and voting methods on small whiteboard can promote the low-level thinking of knowledge, comprehension, and application.
This study suggests that gamified IRS can create the fun and competitive classroom. It also effectively improves students’ intrinsic motivation, invigorate the classroom atmosphere, motivate students to actively participate in the class, and focus on the course materials. Future studies may combine other teaching tools and game elements to further expand the benefits of gamified learning, or incorporate more gamified modes on gamified IRS to enhance student learning performance.

第一章　緒論 1
第一節　研究動機與背景 1
第二節　研究目的與問題 3
第三節　名詞釋義 5
第二章　文獻探討 8
第一節　遊戲化即時回饋系統 8
第二節　內外在動機 15
第三節　學習投入度 21
第四節　注意力 26
第五節　小結 30
第三章　研究方法 32
第一節　研究對象 32
第二節　研究設計與流程 32
第三節　研究工具 35
第四節　資料分析 44
第四章　資料分析與結果 45
第一節　內外在動機 45
第二節　學習投入度 47
第三節　注意力 48
第四節　學習成效 50
第五章　討論與建議 53
第一節　研究結論與討論 53
第二節　研究限制 59
第三節　未來研究建議 61
參考文獻 63
附錄一、腦波、錄音錄影實施測驗同意書 72
附錄二、內外在動機量表（前測） 74
附錄三、內外在動機、投入度量表（後測） 76
附錄四、英文學習成效測驗卷 80
附錄五、開放式問卷題目 84
附錄六、訪談問題 86

中文部分
朱璿瑾、江政祐、劉寧漢（2013）。運用腦波識別專注狀態。資訊科技國際期刊，7（2），14-23。
吳明清（2012）。教育研究：基本觀念與方法之分析（第一版）。台北市：五南。
吳毓瑩（1996）。量表奇偶點數的效度議題。調查研究-方法與應用，2，5-34。
林玉雯、黃台珠、劉嘉茹（2010）。課室學習專注力之研究－量表發展與分析應用。科學教育學刊，18（2），107-129。
林凱胤（2013）。教室回饋系統對護專學生資訊安全素養、學習動機的影響。科學教育研究與發展季刊，67，23-50。
林凱胤（2014）。即時回饋機制對學生學習專注力影響之研究。科學教育學刊，22（1），87-107。
邱連煌（2007）。成就動機：理論、研究、策略與應用。台北市：文景書局。
神念科技（2017）。ThinkGear Asic Module PCB模組硬體介紹。取自http://www.neurosky.com.tw/products-markets/eeg-biosensors/hardware/
楊純青、陳祥（2006）。網路心流經驗研究中之挑戰：從效度觀點進行檢視與回顧。資訊社會研究，11，145-176。
網奕資訊（2016）。IRS即時反饋系統產品特色。取自http://www.habook.com.tw/eTeaching/products.aspx?BookNo=IRS_01
數位學習無國界（2012）。遊戲化學習（GAMIFICATION OF LEARNING）的經驗分享。取自http://chinese.classroom-aid.com/2012/09/gamification-of-learning.html/
蔡文榮（2014）。探討及時反饋系統運用在大學「管理數學」之教學現況。教育科學期刊，13（2），75-96。
簡祥育、陳昭秀（2016）。探討大規模開放線上課程學習者成就目標及其慣用平台滿意度與平台遊戲化的態度。人文社會學報，12（3），229-240。
英文部分
Aljaloud, A., Gromik, N., Billingsley, W., & Kwan, P. (2015). Research trends in student response systems: A literature review. International Journal of Learning Technology, 10(4), 313-325.
Ambrosecchi, M., Marino, B. F. M., Gawryszewski, L. G., & Riggio, L. (2015). Spatial stimulus-response compatibility and affordance effects are not ruled by the same mechanisms. Frontiers in human neuroscience, 9(283), 1-11. doi:10.3389/fnhum.2015.00283
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271.
Anthis, K. (2011). Is it the clicker, or is it the question? Untangling the effects of student response system use. Teaching of Psychology, 38(3), 189-193.
Azevedo, R., & Aleven, V. (2013). Metacognition and learning technologies: An overview of current interdisciplinary research In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 1-16). New York: Springer.
Bachman, L., & Bachman, C. (2011). A study of classroom response system clickers: Increasing student engagement and performance in a large undergraduate lecture class on architectural research. Journal of Interactive Learning Research, 22(1), 5.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110.
Boggiano, A. K., Main, D. S., & Katz, P. A. (1988). Children's preference for challenge: The role of perceived competence and control. Journal of personality and social psychology, 54(1), 134-141.
Borges, S. d. S., Durelli, V. H. S., Reis, H. M., & Isotani, S. (2014, March). A systematic mapping on gamification applied to education. Paper presented at the 29th Annual ACM Symposium on Applied Computing, Gyeongju, Republic of Korea.
Bruff, D. (2009). Teaching with classroom response systems: Creating active learning environments. Englewood Cliffs, NJ: John Wiley & Sons.
Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
Cain, J., & Robinson, E. (2008). A primer on audience response systems: Current applications and future considerations. American journal of pharmaceutical education, 72(4), 77.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological bulletin, 140(4), 980-1008.
Charles, D., Charles, T., McNeill, M., Bustard, D., & Black, M. (2011). Game-based feedback for educational multi-user virtual environments. British Journal of Educational Technology, 42(4), 638-654. doi:10.1111/j.1467-8535.2010.01068.x
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, 45(5), 959-980. doi:10.1111/bjet.12119
Chien, Y.-T., Chang, Y.-H., & Chang, C.-Y. (2016). Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review, 17, 1-18. doi:10.1016/j.edurev.2015.10.003
Chien, Y.-T., Lee, Y.-H., Li, T.-Y., & Chang, C.-Y. (2015). Examining the effects of displaying clicker voting results on high school students' voting behaviors, discussion processes, and learning outcomes. Eurasia Journal of Mathematics, Science & Technology Education, 11(5), 1089-1104.
d'Inverno, R., Davis, H., & White, S. (2003). Using a personal response system for promoting student interaction. Teaching Mathematics Applications, 22(4), 163-169.
da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63. doi:10.1016/j.chb.2015.11.021
de-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. doi:10.1016/j.compedu.2015.12.008
Deci, E. L., Cascio, W. F., & Krusell, J. (1975). Cognitive Evaluation Theory and Some Comments on the Calder and Staw Critique. Journal of personality and social psychology, 31(1), 81-85.
Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In E. L. Deci & R. M. Ryan (Eds.), Intrinsic Motivation and Self-Determination in Human Behavior (pp. 43-85). US: Springer.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining gamification. Paper presented at the 15th international academic MindTrek conference, Tampere, Finland.
Dichev, C., Dicheva, D., Angelova, G., & Agre, G. (2014). From gamification to gameful design and gameful experience in learning. Cybernetics and Information Technologies, 14(4), 80-100.
Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Educational Technology & Society, 18(3), 75-88.
Dixon, P., & Bortolussi, M. (2013). Construction, integration, and mind wandering in reading. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67(1), 1-10.
Dobhal, A. (2013). Clicker system optimization. Retrieved from Indian Institute of Technology Bombay:
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi:10.1016/j.compedu.2012.12.020
Draper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20(2), 81-94. doi:10.1111/j.1365-2729.2004.00074.x
Dunn, P. K., Richardson, A., Oprescu, F., & McDonald, C. (2013). Mobile-phone-based classroom response systems: Students’perceptions of engagement and learning in a large undergraduate course. International Journal of Mathematical Education in Science and Technology, 44(8), 1160-1174.
Ebel, R. L., & Frisbie, D. A. (1986). Essentials of educational measurement (5 ed.). Englewood Cliffs, NJ: Prentice-Hall.
Eid, M., & Fernandez, A. (2013, October). ReadGoGo!: Towards real-time notification on readers' state of attention. Paper presented at the IEEE.
Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109. doi:10.1007/s10956-006-0360-1
Finn, J. D. (1989). Withdrawing from school. Review of educational research, 59(2), 117-142.
Fortner-Wood, C., Armistead, L., Marchand, A., & Morris, F. B. (2013). The effects of student response systems on student learning and attitudes in undergraduate psychology courses. Teaching of Psychology, 40(1), 26-30.
Foulsham, T., Farley, J., & Kingstone, A. (2013). Mind wandering in sentence reading: Decoupling the link between mind and eye. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67(1), 51-59.
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K. A. Moore & L. H. Lippman (Eds.), What do children need to flourish?: Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Goehle, G. (2013). Gamification and Web-based homework. PRIMUS, 23(3), 234-246.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82(3), 525-538.
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of Educational Psychology, 101(3), 729.
Greer, L., & Heaney, P. J. (2004). Real-time analysis of student comprehension: An assessment of electronic student response technology in an introductory earth science course. Journal of Geoscience Education, 52(4), 345-351.
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.
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental psychology, 17(3), 300-312.
Henderlong, J., & Lepper, M. R. (2002). The effects of praise on children's intrinsic motivation: A review and synthesis. Psychological bulletin, 128(5), 774–795.
Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement in technology-mediated learning: A review. Computers & Education, 90, 36-53.
Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of educational research, 70(2), 151-179.
Hu, Y. L., Ching, G. S., & Chao, P.-C. (2012). Taiwan student engagement model: Conceptual framework and overview of psychometric properties. International Journal of Research Studies in Education, 1(1), 69-90.
Hung, C.-Y., Lin, Y.-R., Huang, K.-Y., Yu, P.-T., & Sun, J. C.-Y. (forthcoming). Collaborative game-based learning with motion-sensing technology: Analyzing students' motivation, attention, and relaxation levels. International Journal of Online Pedagogy and Course Design.
Hung, C.-Y., Sun, J. C.-Y., & Yu, P.-T. (2015). The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190. doi:10.1080/10494820.2014.997248
Hung, H.-C., Young, S. S.-C., & Lin, C.-P. (2015). No student left behind: A collaborative and competitive game-based learning environment to reduce the achievement gap of EFL students in Taiwan. Technology, Pedagogy and Education, 24(1), 35-49.
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. Paper presented at the AAAI Workshop on Challenges in Game AI, San Jose, California.
Jakubowski, M., & University, K. (2014). Gamification in business and education–Project of gamified course for university students. Developments in Business Simulation and Experiential Learning, 41, 339-342.
James, W. (2014). The principles of psychology Vol. 2016. Retrieved from https://ebooks.adelaide.edu.au/j/james/william/principles/
Johnson, K., & Lillis, C. (2010). Clickers in the laboratory: Student thoughts and views. Interdisciplinary Journal of Information, Knowledge, and Management, 5, 139-151.
Jones, L. (2007). The Student-centered classroom. Cambridge, UK: Cambridge University Press.
Kapp, K. M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education (陳陣, Trans. 1 ed.): Pfeiffer.
Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429–442.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827. doi:10.1016/j.compedu.2009.05.001
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Keough, S. M. (2012). Clickers in the classroom: A review and a replication. Journal of Management Education, 32(6), 822-847.
Kim, J. T., & Lee, W.-H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74(19), 8483–8493.
Kirschner, P. A., Kreijns, K., Phielix, C., & Fransen, F. J. (2015). Awareness of cognitive and social behaviour in a CSCL environment. Journal of Computer Assisted Learning, 31(1), 59-77.
Koppen, E., Langie, G., & Bergervoet, B. (2013, September). Replacement of a clicker system by a mobile device audience response system. Paper presented at the 40th SEFI annual conference 2013: Engineering Education Fast Forward, Leuven, Belgium.
Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New directions for institutional research, 2009(141), 5-20.
Lansbergen, M. M., Dongen-Boomsma, M. v., Buitelaar, J. K., & Slaats-Willemse, D. (2011). ADHD and EEG-neurofeedback: A double-blind randomized placebo-controlled feasibility study. Journal of neural transmission, 118(2), 275-284.
Lantz, M. E., & Stawiski, A. (2014). Effectiveness of clickers: Effect of feedback and the timing of questions on learning. Computers in Human Behavior, 31, 280-286. doi:10.1016/j.chb.2013.10.009
Lau, S., & Roeser, R. W. (2002). Cognitive abilities and motivational processes in high school students' situational engagement and achievement in science. Educational Assessment, 8(2), 139-162.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic exchange quarterly, 15(2), 1-5.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology, 97(2), 184-196.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of personality and social psychology, 28(1), 129-137.
Lepper, M. R., Sethi, S., Dialdin, D., & Drake, M. (1997). Intrinsic and extrinsic motivation: A developmental perspective. In S. S. Luthar, J. A. Burack, D. Cicchetti, & J. R. Weisz (Eds.), Developmental psychopathology: Perspectives on adjustment, risk, and disorder (pp. 23-50). UK: Cambridge University Press.
Li, M.-C., & Tsai, C.-C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22(6), 877-898. doi:10.1007/s10956-013-9436-x
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.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J.Farr (Eds.), Aptitude, learning and instruction (pp. 223-253). Hillsdale, NJ: Erlbaum Routledge.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153-184.
Mekler, E. D., Bruhlmann, F., Opwis, K., & Tuch, A. N. (2013, October). Do points, levels and leaderboards harm intrinsic motivation: An empirical analysis of common gamification elements. Paper presented at the First International Conference on gameful design, research, and applications, Toronto, Ontario, Canada.
Mula, J. M., & Kavanagh, M. (2009). Click go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance. e-Journal of Business Education and Scholarship of Teaching, 3(1), 1-17.
Nazari, M. A., & Berquin, P. (2010, November). Effect of electrical activity feedback on cognition. Paper presented at the 2010 17th Iranian Conference of Biomedical Engineering (ICBME), Isfahan.
Nazari, M. A., Querne, L., Broca, A. D., & Berquin, P. (2011). Effectiveness of EEG biofeedback as compared with methylphenidate in the treatment of attention-deficit/hyperactivity Disorder: A clinical outcome Study. Neuroscience & Medicine, 2(2), 78-86. doi:10.4236/nm.2011.22012
Nelson, C., Hartling, L., Campbell, S., & Oswald, A. E. (2012). The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21. Medical Teacher, 34(6), 386-405.
Nicholson, S. (2012, June). A user-centered theoretical framework for meaningful gamification. Paper presented at the Games+Learning+Society 8.0, Madison, WI.
Nicol, D. J., & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4), 457-473.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3 ed.). New York: Mcgraw-Hill.
Ormrod, J. E. (2007). Educational psychology, developing learners (白惠芳, 林梅琴, 陳慧娟, & 張文哲, Trans. 6 ed.): Pearson Education.
Park, H. J., & Bae, J. H. (2014). Study and research of gamification design. International Journal of Software Engineering & Its Applications, 8(8), 19-27.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological bulletin, 134(2), 270–300.
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 259-282). New York: Springer US.
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, MI: The University of Michigan.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Qin, J., Perdoni, C., & He, B. (2011). Dissociation of subjectively reported and behaviorally indexed mind wandering by EEG rhythmic activity. PloS one, 6(9), e23124. doi:10.1371/journal.pone.0023124
Randall, J. G., Oswald, F. L., & Beier, M. E. (2014). Mind-wandering, cognition, and performance: A theory-driven meta-analysis of attention regulation. Psychological bulletin, 140(6), 1411-1431.
Rasey, H., Lubar, J. F., McIntyre, A., Zoffuto, A., & Abbott, P. L. (1995). EEG biofeedback for the enhancement of attentional processing in normal college students. Journal of Neurotherapy, 1(3), 15-21.
Reay, N. W., Bao, L., Li, P., Warnakulasooriya, R., & Baugh, G. (2005). Toward the effective use of voting machines in physics lectures. American Journal of Physics, 73(6), 554-558.
Rebolledo-Mendez, G., Dunwell, I., Martínez-Mirón, E. A., Vargas-Cerdán, M. D., Freitas, S. d., Liarokapis, F., & García-Gaona, A. R. (2009, July). Assessing neurosky's usability to detect attention levels in an assessment exercise. Paper presented at the 13th International Conference, HCI International 2009, Berlin, Heidelberg.
Reeve, J. (2006). Teachers as facilitators: What autonomy‐supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236.
Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209 –218.
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. doi:10.1037110003-066X.55.1.68
Schunk, D. H., Meece, J. t. L., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River NJ: Pearson Education.
Schweizer, K., & Moosbrugger, H. (2004). Attention and working memory as predictors of intelligence. Intelligence, 32(4), 329-347.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. doi:10.1016/j.ijhcs.2014.09.006
Shaffer, D. M., & Collura, M. J. (2009). Evaluating the effectiveness of a personal response system in the classroom. Teaching of Psychology, 36(4), 273-277.
Shapiro, A. M., & Gordon, L. T. (2012). A controlled study of clicker-assisted memory enhancement in college classrooms. Applied Cognitive Psychology, 26(4), 635-643.
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Smallwood, J., & Schooler, J. W. (2006). The restless mind. Psychological bulletin, 132(6), 946-958.
Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention-training program. Journal of clinical and experimental neuropsychology, 9(2), 117-130.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.
Steinmayr, R., Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement? Learning and Individual Differences, 20(1), 14-18.
Stott, A., & Neustaedter, C. (2013). Analysis of gamification in education. Retrieved from http://clab.iat.sfu.ca/pubs/Stott-Gamification.pdf
Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329-334.
Stowell, J. R., & Nelson, J. M. (2007). Benefits of electronic audience response systems on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253-258.
Stowell, J. R., Oldham, T., & Bennett, D. (2010). Using student response systems (“clickers”) to combat conformity and shyness. Teaching of Psychology, 37(2), 135-140.
Sun, J. C.-Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89. doi:10.1016/j.compedu.2013.10.010
Sun, J. C.-Y., Chang, C., Chen, M.-J., & Lin, Y.-Y. (2016). Effects of enhanced element-managed instruction integrated with tablet PC-based collaborative polling on fifth graders' sight-word reading performance. International Journal of Mobile Learning and Organisation, 10(1/2), 102-116.
Sun, J. C.-Y., & Chen, A. Y.-Z. (2016). Effects of integrating dynamic concept maps with Interactive Response System on elementary school students' motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-217. doi:10.1016/j.compedu.2016.08.002
Sun, J. C.-Y., Chen, A. Y.-Z., Yeh, K. P.-C., Cheng, Y.-T., & Lin, Y.-Y. (forthcoming). Is group polling better? An investigation of individual and group polling strategies on students' academic performance, anxiety, and attention. Educational Technology & Society.
Sun, J. C.-Y., & Lee, K.-H. (2016). Which teaching strategy is better for enhancing anti-phishing learning motivation and achievement? The concept maps on tablet PCs or worksheets? Educational Technology & Society, 19(4), 87-99.
Sun, J. C.-Y., Martinez, B., & Seli, H. (2014). Just-in-time or plenty-of-time teaching? Different electronic feedback devices and their effect on student engagement. Educational Technology & Society, 17(2), 234-244.
Sun, J. C.-Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. doi:10.1111/j.1467-8535.2010.01157.x
Sun, J. C.-Y., Syu, Y.-R., & Lin, Y.-Y. (2017). Effects of conformity and learning anxiety on intrinsic and extrinsic motivation: The case of Facebook course groups. Universal Access in the Information Society, 16(2), 273-288. doi:10.1007/s10209-016-0456-1
Sun, J. C.-Y., & Yeh, K. P.-C. (2017). The effects of attention monitoring with EEG biofeedback on university students' attention and self-efficacy: The case of anti-phishing instructional materials. Computers & Education, 106, 73-82.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes of learning and involvement in large university‐level courses using student response systems. Learning, Media and Technology, 32(1), 21-40.
Trowler, V. (2010). Student engagement literature review. The Higher Education Academy, 11, 1-15.
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. doi:10.1111/bjet.12031
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31.
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227. doi:10.1016/j.compedu.2014.11.004
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39-52.
Wang, Q., & Sourina, O. (2013). Real-time mental arithmetic task recognition from EEG signals. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21, 225-232. doi:10.1109/TNSRE.2012.2236576
Wang, S.-K., & Reeves, T. C. (2007). The effects of a web-based learning environment on student motivation in a high school earth science course. Educational technology research and development, 55(2), 169-192.
Wei, F.-Y. F., Wang, Y. K., & Klausner, M. (2012). Rethinking college students' self-regulation and sustained attention: Does text messaging during class influence cognitive learning? Communication Education, 61(3), 185-204.
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of achievement motivation. Contemporary educational psychology, 25, 68–81.
Williams, R. B., & Clippinger, C. A. (2002). Aggression, competition and computer games: computer and human opponents. Computers in Human Behavior, 18(5), 495-506.
Zhonggen, Y., & Guifang, W. (2016). Academic achievements and satisfaction of the clicker-aided flipped business english writing class. Educational Technology & Society, 19(2), 298–312.
Zhu, E. (2007). Teaching with clickers. Center for research on learning and teaching occasional papers, 22, 1-8.