| 期刊論文1. | Lepper, Mark R.、Corpus, Jennifer Henderlong、Iyengar, Sheena S.(2005)。Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates。Journal of Educational Psychology,97(2),184-196。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 2. | Marsh, H. W.、Trautwein, U.、Lüdtke, O.、Köller, O.、Baumert, J.(2005)。Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering。Child Development,76(2),397-416。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 3. | Simões, Jorge、Redondo, Rebeca Díaz、Vilas, Ana Fernández(2013)。A social gamification framework for a K-6 learning platform。Computers in Human Behavior,29(2),345-353。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 4. | Mayer, R. E.(2014)。Incorporating motivation into multimedia learning。Learning and Instruction,29,171-173。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 5. | Lin, C. S.、Wu, S.、Tsai, R. J.(2005)。Integrating perceived playfulness into expectationconfirmation model for web portal context。Information & Management,42(5),683-693。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 6. | Park, Babette、Plass, Jan L.、Brünken, Roland(2014)。Cognitive and affective processes in multimedia learning。Learning and Instruction,29,125-127。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 7. | 彭國芳、謝翠娟、李易奇(20140600)。數位補教之學習滿意度與持續學習意願之研究。資訊與管理科學,7(1),4-29。 延伸查詢![new window](/gs32/images/newin.png) | 8. | Hwang, M.-Y.、Hong, J.-C.、Cheng, H.-Y.、Peng, Y.-C.、Wu, N.-C.(2013)。Gender differences in cognitive load and competition anxiety affect 6th grade students' attitude toward playing and intention to play at a sequential or synchronous game。Computers & Education,60(1),254-263。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 9. | Macher, D.、Paechter, M.、Papousek, I.、Ruggeri, K.(2012)。Statistics anxiety, trait anxiety, learning behavior, and academic performance。European Journal of Psychology of Education,27(4),483-498。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 10. | Harden, R. M.(2002)。Learning outcomes and instructional objectives: is there a difference?。Medical Teacher,24(2),151-155。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 11. | Fredricks, Jennifer A.、Blumenfeld, Phyllis C.、Paris, Alison H.(2004)。School engagement: Potential of the concept, state of the evidence。Review of Educational Research,74(1),59-109。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 12. | Tuan, H.-L.、Chin, C.-C.、Shieh, S.-H.(2005)。The development of a questionnaire to measure students' motivation towards science learning。International Journal of Science Education,27(6),639-654。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 13. | Allen, S.(2004)。Designs for learning: Studying science museum exhibits that do more than entertain。Science Education,88(S1),S17-S33。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 14. | 張美瑤(20090600)。多元文化教育改革之省思。正修通識教育學報,6,321-339。 延伸查詢![new window](/gs32/images/newin.png) | 15. | Erhel, S.、Jamet, E.(2013)。Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness。Computers & Education,67,156-167。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 16. | Hwang, W.-Y.、Chang, C.-B.、Chen, G.-J.(2004)。The relationship of learning traits, motivation and performance-learning response dynamics。Computers and Education,42(3),267-287。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 17. | Chiu, Chao-Min、Wang, Eric T. G.(2008)。Understanding Web-based learning continuance intention: The role of subjective task value。Information & Management,45(3),194-201。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 18. | Callum, Kathryn Mac、Jeffrey, Lynn、Kinshuk, J.(2014)。Comparing the role of ICT literacy and anxiety in the adoption of mobile learning。Computers in Human Behavior,39,8-19。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 19. | Wu, Y. C.、Hsieh, L. F.、Lu, J. J.(2015)。What's The Relationship between Learning Satisfaction and Continuing Learning Intention?。Procedia: Social and Behavioral Sciences,191(2),2849-2854。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 20. | Bhattacherjee, A.、Lin, C. P.(2015)。A unified model of IT continuance: three complementary perspectives and crossover effects。European Journal of Information Systems,24(4),364-373。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 21. | Oxford, Rebecca L.(2015)。Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning。Studies in Second Language Learning and Teaching,5(3),371-393。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 22. | Leutner, D.(2014)。Motivation and emotion as mediators in multimedia learning。Learning and Instruction,29,174-175。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 23. | Hong, J.-C.、Hwang, M.-Y.、Tai, K.-H.、Lin, P.-C.(2015)。Self-efficacy relevant to competitive anxiety and gameplay interest in the one-on-one competition setting。Educational Technology Research and Development,63(5),791-807。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 24. | Moreno, R.(2006)。Does the modality principle hold for different media? A test of the methodaffects-learning hypothesis。Journal of Computer Assisted Learning,22(3),149-158。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 25. | Hong, Jon-Chao、Lin, Pei-Hsin、Hsieh, Pei-Chi(2017)。The effect of consumer innovativeness on perceived value and continuance intention to use smartwatch。Computers in Human Behavior,67,264-272。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 26. | Hsu, C.-L.、Lin, J. C.-C.(2015)。What drives purchase intention for paid mobile apps? An expectation confirmation model with perceived value。Electronic Commerce Research and Applications,14(1),46-57。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 27. | Wu, C.-H.、Tzeng, Y.-L.、Huang, Y.-M.(2014)。Understanding the relationship between physiological signals and digital game-based learning outcome。Journal of Computers in Education,1(1),81-97。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 28. | Bicen, H.、Kocakoyun, S.(2018)。Perceptions of students for gamification approach: Kahoot as a case study。International Journal of Emerging Technologies in Learning,13(2),72-93。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 29. | Kim, Young Hoon、Kim, Dan J.、Wachter, Kathy(2013)。A study of mobile user engagement (MoEN): Engagement motivations, perceived value, satisfaction, and continued engagement intention。Decision Support Systems,56,361-370。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 30. | Botvinick, M.、Braver, T.(2015)。Motivation and cognitive control: From behavior to neural mechanism。Annual Review of Psychology,66(1),83-113。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 31. | Baker-Eveleth, L.、Stone, R. W.(2015)。Usability, expectation, confirmation, and continuance intentions to use electronic textbooks。Behaviour & Information Technology,34(10),992-1004。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 32. | Hair, Joe、Hollingsworth, Carole L.、Randolph, Adriane B.、Chong, Alain Yee Loong(2017)。An updated and expanded assessment of PLS-SEM in information systems research。Industrial Management & Data Systems,117(3),442-458。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 33. | Amiri, M.、Ghonsooly, B.(2015)。The relationship between English learning anxiety and the students' achievement on examinations。Journal of Language Teaching and Research,6(4),855-865。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 34. | Hong, J.-C.、Lin, M.-P.、Hwang, M.-Y.、Tai, K.-H.、Kuo, Y.-C.(2015)。Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety。Computers & Education,88,109-118。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 35. | Verkijika, S. F.、De Wet, L.(2015)。Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa。Computers & Education,81,113-122。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 36. | Su, C.-H.(2016)。The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: A structural equation modeling study。Multimedia Tools and Applications,75(16),10013-10036。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 37. | Hong, J.-C.、Tai, K.-H.、Hwang, M.-Y.、Kuo, Y.-C.、Chen, J.-S.(2017)。Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system。Computers in Human Behavior,66,353-362。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 38. | Choi, K.、Wang, Y.、Sparks, B.(2019)。Travel app users' continued use intentions: It's a matter of value and trust。Journal of Travel & Tourism Marketing,36(1),131-143。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 39. | Hair, Joseph F. Jr.、Risher, Jeffrey J.、Sarstedt, Marko、Ringle, Christian M.(2019)。When to use and how to report the results of PLS-SEM。European Business Review,31(1),2-24。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 40. | 洪榮昭、詹瓊華(20180900)。共變推理遊戲:遊戲自我效能與後設認知影響遊戲中的焦慮、興趣及表現之研究。教育科學研究期刊,63(3),131-162。 延伸查詢![new window](/gs32/images/newin.png) | 41. | 張聖淵、詹勲從(20190900)。高中生持續參與遊戲意圖之研究:以3D摩托車數位遊戲為例。教育科學研究期刊,64(3),31-53。 延伸查詢![new window](/gs32/images/newin.png) | 42. | Tuncer, Murat、Doğan, Yunus(2015)。Effect of foreign language classroom anxiety on Turkish University students' academic achievement in foreign language learning。Journal of Education and Training Studies,3(6),14-19。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 43. | Mayer, R. E.(2003)。The promise of multimedia learning: Using the same instructional design methods across different media。Learning and Instruction,13(2),125-139。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 44. | 譚華德、葉建宏(20181200)。臺灣大學生於泰語學習歷程之探究。中科大學報,5(1),95-112。 延伸查詢![new window](/gs32/images/newin.png) | 45. | 譚華德、王志美、葉建宏、葉貞妮(20191200)。泰語學習信念、動機與情意表現因素變化之時間序列分析。中科大學報,6(1),67-85。 延伸查詢![new window](/gs32/images/newin.png) | 46. | Plump, C. M.、LaRosa, J.(2017)。Using Kahoot! In the classroom to create engagement and active learning: A game-based technology solution for eLearning novices。Management Teaching Review,2(2),151-158。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 47. | Calisir, F.、Altin Gumussoy, C.、Bayraktaroglu, A. E.、Karaali, D.(2014)。Predicting the intention to use a web-based learning system: Perceived content quality, anxiety, perceived system quality, image, and the technology acceptance model。Human Factors and Ergonomics in Manufacturing & Service Industries,24(5),515-531。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 48. | Wang, Alf Inge、Tahir, Rabail(2020)。The effect of using Kahoot! for learning: A literature review。Computers & Education,149,(103818)1-(103818)22。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 49. | Ye, J.-H.、Watthanapas, N.、Wu, Y.-F.(2020)。Applying Kahoot in Thai language and culture curriculum: Analysis of the relationship among online cognitive failure, flow experience, gameplay anxiety and learning performance。International Journal of Information and Education Technology,10(8),563-572。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 50. | Hurd, S.(2007)。Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence。System,35(4),487-508。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 51. | Diamanuopoulos, A.、Riefler, P.(2011)。Using formative measures in international marketing models: A cautionary tale using consumer animosity as an example。Advances in International Marketing,22,11-30。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 52. | Zarzycka-Piskorz, E.(2016)。Kahoot it or not? Can games be motivating in learning grammar?。Teaching English with Technology,16(3),17-36。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 53. | Lumby, J.(2011)。Enjoyment and learning: Policy and secondary school learners' experience in England。British Educational Research Journal,37(2),247-264。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 54. | Hair, Joseph F. Jr.、Ringle, Christian M.、Sarstedt, Marko(2011)。PLS-SEM: Indeed a silver bullet。Journal of Marketing Theory and Practice,19(2),139-152。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 55. | Bawa, P.(2019)。Using Kahoot to inspire。Journal of Educational Technology Systems,47(3),373-390。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 56. | Oliver, Richard L.(1980)。A Cognitive Model for the Antecedents and Consequences of Satisfaction Decisions。Journal of Marketing Research,17(4),460-469。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 57. | Park, Eunil(2020)。User Acceptance of Smart Wearable Devices: An Expectation-Confirmation Model Approach。Telematics and Informatics,47。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 58. | Sweller, John(1988)。Cognitive load during problem solving: Effects on learning。Cognitive Science,12(2),257-285。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 59. | Akkerman, D. M.、Vulperhorst, J. P.、Akkerman, S. F.(2020)。A developmental extension to the multidimensional structure of interests。Journal of Educational Psychology,112(1),183-203。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 60. | Anguera, J. A.、Gazzaley, A.(2015)。Video games, cognitive exercises, and the enhancement of cognitive abilities。Current Opinion in Behavioral Sciences,4,160-165。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 61. | Asa'd, R.、Gunn, C.(2018)。Improving problem solving skills in introductory physics using Kahoot!。Physics Education,53(5)。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 62. | Benoit, C. E.、Solopchuk, O.、Borragán, G.、Carbonnelle, A.、Van Durme, S.、Zénon, A.(2019)。Cognitive task avoidance correlates with fatigue-induced performance decrement but not with subjective fatigue。Neuropsychologia,123,30-40。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 63. | Berard, J. A.、Smith, A. M.、Walker, L. A.(2018)。Predictive Models of Cognitive Fatigue in Multiple Sclerosis。Archives of Clinical Neuropsychology,34(1),31-38。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 64. | Bernal, J. L.、Cummins, S.、Gasparrini, A.(2017)。Interrupted time series regression for the evaluation of public health interventions: A tutorial。International Journal of Epidemiology,46(1),348-355。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 65. | Boksem, M. A.、Tops, M.(2008)。Mental fatigue: costs and benefits。Brain Research Reviews,59(1),125-139。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 66. | Borragán, G.、Slama, H.、Bartolomei, M.、Peigneux, P.(2017)。Cognitive fatigue: A timebased resource-sharing account。Cortex,89,71-84。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 67. | Borragán, G.、Slama, H.、Destrebecqz, A.、Peigneux, P.(2016)。Cognitive fatigue facilitates procedural sequence learning。Frontiers in Human Neuroscience,10。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 68. | Calle, S.、Bonfante, E.、Riascos, R.(2019)。Introduction of the game-based learning platform, Kahoot, as a tool in radiology resident training。Journal of Medical Education,18(2),117-124。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 69. | Cameron, K. E.、Bizo, L. A.(2019)。Use of the game-based learning platform KAHOOT! to facilitate learner engagement in animal science students。Research in Learning Technology,27。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 70. | Chang, C.-C.(2013)。Exploring the determinants of e-learning systems continuance intention in academic libraries。Library Management,34(1/2),40-55。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 71. | Chen, K.-Y.、Hsu, Y.-L.、Wu, C.-C.(2012)。Mobile phone applications as innovative marketing tools for hotels。International Journal of Organizational Innovation,5(2),116-140。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 72. | Costea, L. M.、Buluc, R.、Tomescu, S.(2013)。The role of online foreign language courses in developing intercultural and cross-cultural competence。The International Scientific Conference eLearning and Software for Education,1,543-548。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 73. | Curto Prieto, M.、Orcos Palma, L.、Blázquez Tobías, P. J.、León, F. J. M.(2019)。Student assessment of the use of Kahoot in the learning process of science and mathematics。Education Sciences,9(1)。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 74. | Dhir, A.、Yossatorn, Y.、Kaur, P.、Chen, S.(2018)。Online social media fatigue and psychological wellbeing - A study of compulsive use, fear of missing out, fatigue, anxiety and depression。International Journal of Information Management,40,141-152。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 75. | Earle, F.、Hockey, B.、Earle, K.、Clough, P.(2015)。Separating the effects of task load and task motivation on the effort - fatigue relationship。Motivation and Emotion,39(4),467-476。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 76. | Fokides, E.(2018)。Digital educational games and mathematics. Results of a case study in primary school settings。Education and Information Technologies,23(2),851-867。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 77. | Gallagher, A. B.(2019)。Cultural learning through playground games。Treatises and studies by the Faculty of Kinjo Gakuin University,15(2),53-59。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 78. | Gonzalez, C.、Best, B.、Healy, A. F.、Kole, J. A.、Bourne, L. E. Jr.(2011)。A cognitive modeling account of simultaneous learning and fatigue effects。Cognitive Systems Research,12(1),19-32。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 79. | Grobe, S.、Kakar, R. S.、Smith, M. L.、Mehta, R.、Baghurst, T.、Boolani, A.(2017)。Impact of cognitive fatigue on gait and sway among older adults: A literature review。Preventive Micine Rports,6,88-93。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 80. | Hedges, H.(2019)。The "fullness of life": Learner interests and educational experiences。Learning, Culture and Social Interaction,23。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 81. | Hong, J.-C.、Hwang, M.-Y.、Chang, H.-W.、Tai, K.-H.、Kuo, Y.-C.、Tsai, Y.-H.(2015)。Internet cognitive failure and fatigue relevant to learners' self‐regulation and learning progress in English vocabulary with a calibration scheme。Journal of Computer Assisted Learning,31(5),450-461。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 82. | Hong, J.-C.、Hwang, M.-Y.、Liu, M.-C.、Ho, H.-Y.、Chen, Y.-L.(2014)。Using a "predictionobservation-explanation" inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure。Computers & Education,72,110-120。 ![](/gs32/thssjcncl/image/nclsfx.gif) ![new window](/gs32/images/newin.png) | 83. | Hopstaken, J. 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