|
Aimin, C. (2015). Teaching Chinese in the global context: Challenges and strategies. European Review, 23(2), 297-308 Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. Alfadil, M. (2020). Effectiveness of virtual reality game in foreign language vocabulary acquisition. Computers & Education, 153, 103893. Babad, E. Y. (1974). A multi‐method approach to the assessment of humor: A critical look at humor tests. Journal of Personality, 42(4), 618-631. Bakar, F., & Kumar, V. (2019). The use of humour in teaching and learning in higher education classrooms: Lecturers’ perspectives. Journal of English for Academic Purposes, 40, 15-25. http://doi.org/10.1016/j.jeap.2019.04.006 Barrett, A., Pack, A., Guo, Y., & Wang, N. (2020). Technology acceptance model and multi-user virtual reality learning environments for Chinese language education. Interactive Learning Environments, 1-18. Belfield, C., & Levin, H. M. (2007). The price we pay: The economic and social cost of inadequate education. Washington, DC: The Brookings Institution. Bell, N. D. (2009). Learning about and through humor in the second language classroom. Language Teaching Research, 13(3), 241-258. https://doi.org/10.1177/ 1362168809104697. Bell, N. D. (2011). Humor scholarship and TESOL: Applying findings and establishing a research agenda. TESOL Quarterly, 45(1), 134-159. Billings, E. S., & Mathison, C. (2012). I get to use an iPod in school? Using technology-based advance organizers to support the academic success of English learners. Journal of Science Education and Technology, 21(4), 494-503. Brodzinsky, D. M., & Rubien, J. (1976). Humor production as a function of sex of subject, creativity, and cartoon content. Journal of consulting and Clinical Psychology, 44(4), 597-600. Brophy, J. E. (2013). Motivating students to learn. Routledge. https://doi.org/10.4324/9780203858318 Bryant, J., Comisky, P. W., Crane, J. S., & Zillmann, D. (1980). Relationship between college teachers' use of humor in the classroom and students' evaluations of their teachers. Journal of educational psychology, 72(4), 511-519. https://doi.org/10.1037/0022-0663.72.4.511 Cachero-Martínez, S., & Vázquez-Casielles, R. (2017). Stimulating curiosity and consumer experience in a retailer. American Journal of Industrial and Business Management, 7(04), 473. Cantor, J., & Reilly, S. (1979). Jocular language style and relevant humor in educational messages. In Second International Conference on Humor, Los Angeles. Chang, C. C. (2013). Examining users′ intention to continue using social network games: A flow experience perspective. Telematics and Informatics, 30(4), 311-321. Chao, G. C. N., Jong, S. Y., Chai, C. S., & Luk, T. H. (2020, August). Development of the motivation and engagement in virtual reality chinese language learning questionnaire (MEVRCLQ). In 2020 International Symposium on Educational Technology (ISET) (pp. 67-72). IEEE. Chapman, A. J., & Crompton, P. (1978). Humorous presentations of material and presentations of humorous material: A review of the humor and memory literature and two experimental studies. Practical aspects of memory, 1, 84-92. https://doi.org/10.1515/humor-2013-0002 Chen, Y. L. (2016). The effects of virtual reality learning environment on student cognitive and linguistic development. The Asia-Pacific Education Researcher, 25(4), 637-646. Cheng, A., Yang, L., & Andersen, E. (2017, May). Teaching language and culture with a virtual reality game. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 541-549). Chik, A. (2020). Humorous interaction, language learning, and social media. World Englishes, 39(1), 22-35. http://doi.org/10.1111/weng.12443 Csikszentmihalyi, M. (2000). The costs and benefits of consuming. Journal of consumer Research, 27(2), 267-272. Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990). New York: Harper & Row. Davies, A. P., & Apter, M. J. (1980). Humor and its effect on learning in children. Children's humor, 237-254. https://doi.org/10.1515/humr.2011.002 Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance? Studies in Second Language Learning and Teaching, 8(1), 21-45.https://doi.org/10.14746/ssllt.2018.8.1.2. Dockstader, J. (1999). Teachers of the 21st century know the what, why, and how of technology integration. THE journal, 26(6), 73-74. Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224. http://doi.org/10.1016/j.system.2004.12.006 Franciosi, S. J., Yagi, J., Tomoshige, Y., & Ye, S. (2016). The effect of a simple simulation game on long-term vocabulary retention. Calico journal, 33(3), 355-379. Gao, X., & Hua, Z. (2021). Experiencing Chinese education: learning of language and religion by international students in Chinese universities. Language, Culture and Curriculum, 1-7. http://doi.org/10.1080/07908318.2020.1871002 Garner, R. L. (2006). Humor in pedagogy: How ha-ha can lead to aha!. College Teaching, 54(1), 177-180. Gee, J. P., & Levine, M. H. (2009). Welcome to our virtual worlds. Educational leadership, 66(6), 48-52. Ghani, J. A., & Deshpande, S. P. (1994). Task characteristics and the experience of optimal flow in human—computer interaction. The Journal of psychology, 128(4), 381-391. Ghani, J. A., Supnick, R., & Rooney, P. (1991). The experience of flow in computer-mediated and in face-to-face groups. Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106 Haigh, G. (1999). Do smile: but don't make too many jokes. The Times Educational Supplement, 4306. Hallett, R. A., & Derks, P. (1998). Humor theory and Rabelais. Humor: International Journal of Humor Research, 11(2), 135-160. https://doi.org/10.1515/humr.1998.11.2.135 Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: principles, policy & practice, 10(2), 169-207. Hauck, W. E., & Thomas, J. W. (1972). The relationship of humor to intelligence, creativity, and intentional and incidental learning. The journal of experimental education, 40(4), 52-55. Heidari-Shahreza, M. A. (2018). A cross-sectional analysis of teacher-initiated verbal humor and ludic language play in an English as a foreign language (EFL) context. Cogent Education, 5(1), 1430474. http://doi.org/10.1080/2331186X.2018.1430474 Henderson, M., Huang, H., Grant, S., & Henderson, L. (2012). The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs. Australasian Journal of Educational Technology, 28(3). 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. Hoffman, D. L., & Novak, T. P. (1996). Marketing in hypermedia computer-mediated environments: Conceptual foundations. Journal of marketing, 60(3), 50-68. Hsu, C. L., & Lu, H. P. (2004). Why do people play on-line games? An extended TAM with social influences and flow experience. Information & management, 41(7), 853-868. Huat, A. T. (2020). Humor in Chinese language classroom. Psychology and Education Journal, 57(8), 231-238. http://doi.org/10.1515/humr.2011.024 Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. James, D. L. (2001). Split a Gut and Learn: Theory and Research. https://doi.org/10.1016/j.brainres.2007.09.049 Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13-25. https://doi.org/10.1016/j.system.2019.02.017. Johnston, C. A. (1996). Unlocking the will to learn. Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 Jung, T., Dieck, M., Lee, H., & Chung, N. (2016). Effects of virtual reality and augmented reality on visitor experiences in museum. In Information and communication technologies in tourism 2016 (pp. 621-635). Springer, Cham. Kaplan, R. M., & Pascoe, G. C. (1977). Humorous lectures and humorous examples: Some effects upon comprehension and retention. Journal of Educational Psychology, 69(1), 61-65. https://doi.org/10.1037/0022-0663.69.1.61 Kellaghan, T., Madaus, G. F., & Raczek, A. E. (1996). The use of external examinations to improve student motivation. American Educational Research Association. Kher, N., Molstad, S., & Donahue, R. (1999). Using humor in the college classroom to enhance teaching effectiveness in" dread courses". College Student Journal, 33(3), 400-406. Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. New York. Korzaan, M. L. (2003). Going with the flow: Predicting online purchase intentions. Journal of Computer Information Systems, 43(4), 25-31. Kubler, C. C. (2018). Developing course materials for technology-mediated Chinese language learning. Innovation in Language Learning and Teaching, 12(1), 47-55. Kuhn, C. (1994). The stages of laughter. Journal of Nursing Jocularity, 4(2), 34-35. Lan, Y. J. (2014). Does Second Life improve Mandarin learning by overseas Chinese students? Language Learning & Technology, 18(2), 36-56. Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Language Learning & Technology, 19(2), 16-31. Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: Context of learning effects. Educational Technology Research and Development, 63(5), 671-690. Lan, Y. J., Lyu, B. N., & Chin, C. K. (2019). Does a 3D immersive experience enhance Mandarin writing by CSL students? Language Learning and Technology, 23(2), 125-144. Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21. Legault, J., Fang, S. Y., Lan, Y. J., & Li, P. (2019). Structural brain changes as a function of second language vocabulary training: Effects of learning context. Brain and cognition, 134, 90-102. Lei, X., Zhang, A., Wang, B., & Rau, P. L. P. (2018, July). Can Virtual Reality Help Children Learn Mathematics Better? The Application of VR Headset in Children’s Discipline Education. In International Conference on Cross-Cultural Design (pp. 60-69). Springer, Cham. Levin, H. M., & Belfield, C. (2015). Guiding the development and use of cost-effectiveness analysis in education. Journal of Research on Educational Effectiveness, 8(3), 400-418. Li, H., & Du, X. Y. (2013). Confronting cultural challenges when reconstructing the teacher-student relationship in a Chinese context. In Teaching and learning culture (pp. 79-94). Brill Sense. http://doi.org/10.1007/978-94-6209-440-6_6 Lieberman, J. N. (1977). Playfulness: Its relationship to imagination and creativity. New York: Academic Press. Liou, H. C. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365-382. Liu Zhifeng, Zhou Qian, and Lin Shanru (min. 90). Based on the theory of Internet flow, this paper discusses the related factors of Internet addiction among Taiwanese college students. Chung Cheng University: 2001 Taiwan Academic Web Symposium and International Conference on Web Learning and Continuing Professional Education (TANet 2001 & ELCPE 2001). Long, D. L., & Graesser, A. C. (1988). Wit and humor in discourse processing. Discourse processes, 11(1), 35-60. https://doi.org/10.1080/01638538809544690 Madini, A. A., & Alshaikhi, D. (2017). Virtual reality for teaching ESP vocabulary: A myth or a possibility. International Journal of English Language Education, 5(2), 111-126. Marasco, A., Buonincontri, P., van Niekerk, M., Orlowski, M., & Okumus, F. (2018). Exploring the role of next-generation virtual technologies in destination marketing. Journal of Destination Marketing & Management, 9, 138-148. Martilla, J. A., & James, J. C. (1977). Importance-Performance Analysis. Journal of Marketing, 41(1), 77. https://doi.org/10.2307/1250495. Matzler, K., Bailom, F., Hinterhuber, H. H., Renzl, B., &Pichler, J. (2004). The asymmetric relationship between attribute-level performance and overall customer satisfaction: A reconsideration of the importance-performance analysis. Industrial Marketing Management, 33(4), 271–277. https://doi.org/10.1016/S0019-8501(03)00055-5 McCombs, B. L., & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104. McMorris, R. F., Urbach, S. L., & Connor, M. C. (1985). Effects of incorporating humor in test items. Journal of Educational Measurement, 22(2), 147-155. Miller, J. L., Wilson, K., Miller, J., & Enomoto, K. (2017). Humorous materials to enhance active learning. Higher Education Research & Development, 36(4), 791-806. http://doi.org/10.1080/07294360.2016.1238883 Neuhofer, B., Buhalis, D., & Ladkin, A. (2014). A typology of technology‐enhanced tourism experiences. International journal of tourism research, 16(4), 340-350. Novak, T. P., Hoffman, D. L., & Yung, Y. F. (2000). Measuring the customer experience in online environments: A structural modeling approach. Marketing science, 19(1), 22-42. O’Neill, M., &Palmer, A. (2004). Cognitive dissonance and the stability of service quality perceptions. Journal of Services Marketing, 18(6), 433–449. https://doi.org/10.1108/08876040410557221 Parise, S., Guinan, P. J., & Kafka, R. (2016). Solving the crisis of immediacy: How digital technology can transform the customer experience. Business Horizons, 59(4), 411-420. Pavelescu, L. M., & Petric, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), 73-101. https://doi.org/10.14746/ssllt.2018.8.1.4 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: National Center for Research to Improve Post secondary Teaching. http://doi.org/10.1177/2332858418809346 Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The modern language journal, 95, 148-161. https://doi.org/10.1111/j.1540-4781.2011.01274.x. Powell, J. P., & Andresen, L. W. (1985). Humour and teaching in higher education. Studies in Higher Education, 10(1), 79-90. Ranalli, J. (2008). Learning English with The Sims: exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455. Reddington, E. (2015). Humor and play in language classroom interaction: A review of the literature. Studies in Applied Linguistics and TESOL, 15(2), 22-38. https://doi.org/10.1515/caslar-2017-0009. Rouff, L. L. (1975). Openness, creativity and complexity. Psychological Reports, 37(3), 1009-1010. Sapolsky, B. S., & Walker, B. A. (1979). The effect of mood and source on children's attention, enjoyment, and learning from educational television. Paper presented at the Second International Conference on Humor, Los Angeles. http://doi.org/10.1080/03634527909378329 Schmitz, J. (2002). Humor as a pedagogical tool in foreign language and translation courses. Humor: International Journal of Humor Research, 15(1), 89-113. https://doi.org/10.1515/humr.2002.007. Selleck, D. F. (1991). The Use of Humor in the English as a Second Language Classroom. http://doi.org/10.1515/humor-2016-0066 Shaul, B. (2014, June 13). Amazon toutssuccess of Kindle Fire HDX Mayday button. AdWeek. Retrieved November 1, 2015, from http://www.adweek.com/socialtimes/amazon-toutssuccess-of-kindle-fire-hdx-mayday-button/549622 Sheth, J. N., Newman, B. I., & Gross, B. L. (1991). Why we buy what we buy: A theory of consumption values. Journal of business research, 22(2), 159-170. Shim, K. C., Park, J. S., Kim, H. S., Kim, J. H., Park, Y. C., & Ryu, H. I. (2003). Application of virtual reality technology in biology education. Journal of Biological education, 37(2), 71-74. Shin, D. H., & Shin, Y. J. (2011). Why do people play social network games? Computers in Human Behavior, 27(2), 852-861. Shively, R. L. (2013). Learning to be funny in Spanish during study abroad: L2 humor development. The Modern Language Journal, 97(4), 930-946. http://doi.org/10.1111/j.1540-4781.2013.12043.x Shyamlee, S. D., & Phil, M. (2012, March). Use of technology in English language teaching and learning: An analysis. In International Conference on Language, Medias and Culture (Vol. 33, No. 1, pp. 150-156). Siekpe, J. S. (2005). An examination of the multidimensionality of flow construct in a computer-mediated environment. Journal of Electronic Commerce Research, 6(1), 31. Suh, K.-S., & Chang, S. (2006). User interfaces and consumer perceptions of online stores: The role of telepresence. Behaviour and Information Technology, 25(2), 99—113. Suh, K.-S., & Lee, Y. E. (2005). The effects of virtual reality on consumer learning: An empirical investigation. MIS Quarterly, 29(4), 673—697 Taxén, G., & Naeve, A. (2002). A system for exploring open issues in VR-based education. Computers & Graphics, 26(4), 593-598. Theodorakis, Y., Weinberg, R., Natsis, P., Douma, I., & Kazakas, P. (2000). The effects of motivational versus instructional self-talk on improving motor performance. The sport psychologist, 14(3), 253-271. http://doi.org/10.1123/tsp.14.3.253 Tong, P., & Tsung, L. (2020). Humour strategies in teaching Chinese as second language classrooms. System, 102245. https://doi.org/10.1016/j.system.2020.102245 Turrin, R. (2017, August). Personalization challenges in e-learning. In Proceedings of the Eleventh ACM Conference on Recommender Systems (pp. 345-345). Ulloth, J. K. (2002). The benefits of humor in nursing education. Journal of Nursing Education, 41(11), 476-481. https://doi.org/10.3928/0148-4834-20021101-06 Wakshlag, J. J., Day, K. D., & Zillmann, D. (1981). Selective exposure to educational television programs as a function of differently paced humorous inserts. Journal of Educational Psychology, 73(1), 27. https://doi.org/10.1037/0022-0663.73.1.27 Wakshlag, J. J., Day, K. D., & Zillmann, D. (1981). Selective exposure to educational television programs as a function of differently paced humorous inserts. Journal of Educational Psychology, 73(1), 27. Wang, D., Xiang, Z., & Fesenmaier, D. R. (2014). Adapting to the mobile world: A model of smartphone use. Annals of Tourism Research, 48, 11-26. Wanzer, M. B., & Frymier, A. B. (1999). The relationship between student perceptions of instructor humor and students’ reports of learning. Communication Education, 48, 48-62. Weaver, R. L., & Cotrell, H. W. (2001). Ten specific techniques for developing humor in the classroom. Education, 108, 167-179. Welsh, E. T., Wanberg, C. R., Brown, K. G., & Simmering, M. J. (2003). E‐learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258. Wilson, C. P. (1979). Jokes: Form, content, use, and function New York, London: Academic Press. Wycoff, E. B., & Pryor, B. (2003). Cognitive processing, creativity, apprehension, and the humorous personality. North American Journal of Psychology, 5(1), 36-50. Xin Ding, D., Hu, P. J. H., Verma, R., & Wardell, D. G. (2010). The impact of service system design and flow experience on customer satisfaction in online financial services. Journal of Service Research, 13(1), 96-110. Yildirim, G., Yildirim, S., & Dolgunsoz, E. (2019). The Effect of VR and Traditional Videos on Learner Retention and Decision Making. World Journal on Educational Technology: Current Issues, 11(1), 21-29. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest?. The modern language journal, 75(4), 426-439. http://doi.org/10.1111/j.1540-4781.1991.tb05378.x Zhang, G. X., & Li, L. M. (2010). Chinese language teaching in the UK: Present and future. Language Learning Journal, 38(1), 87-97 Zhang, Q. (2005). Immediacy, humor, power distance, and classroom communication apprehension in Chinese college classrooms. Communication Quarterly, 53(1), 109-124. http://doi.org/10.1080/01463370500056150 Zhou, W., & Li, G. (2015). Chinese language teachers' expectations and perceptions of American students' behavior: Exploring the nexus of cultural differences and classroom management. System, 49, 17-27. https://doi.org/10.1016/j.system.2014.10.011. Zillmann, D., Williams, B. R., Bryant, J., Boynton, K. R., & Wolf, M. A. (1980). Acquisition of information from educational television programs as a function of differently paced humorous inserts. Journal of educational psychology, 72(2), 170-180.
|