中文部分
Tapscott, D., & Willams, A. D. （2007）。維基經濟學（王怡文譯）。台北市：商智文化。
尹玫君、劉世雄（2005）。資訊科技融入教學的學習相關影響因素之研究，13卷（2期），頁109-137。
方吉正（2003）。情境認知學習理論與教學應用。學習與教學新趨勢 (頁 345-402). 台北: 心理。
王福林（1990）。新制師院學生與師專學生家庭社經地位及其學習行為, 學業成就之調查分析。
王燕超（2005）。虛擬製作系統之關鍵技術研究 (博士)。國立台灣師範大學工業科技教育學系，台北。
何榮桂（2002）。台灣資訊教育的現況與發展—兼論資訊科技融入教學。資訊與教育雜誌（87期），頁22-48。
余民寧（1987）。考試焦慮、成就動機、學習習慣與學業成績之研究 (碩士)。國立政治大學教育研究所，台北市。
余岐智（2010）。於整合型設備的行動式寓教於樂型學習系統 (碩士)。暨南大學資訊工程學系，南投。
吳明隆（2007）。SPSS 統計應用學習實務: 問卷分析與應用統計。新北：加樺國際。
吳雨桑、林建平（2009）。大學生英語學習環境、學習動機與學習策略的關係之研究。台北市立教育大學學報，40（2），頁181-222。吳青蓉（2004）。知情合意的語言學習策略對國中生英語學習表現之研究。國立台北師範學院學報，17（1），頁227-2502。宋曜廷主編（2012）。數位學習研究方法。台北：高等教育。
李忠屏（2010）。網路專案學習對知識管理、學習成效與態度之研究 (博士)。國立高雄師範大學工業科技教育學系，高雄。
沈中偉（2008）。科技與學習的理論與實務（第3nd版）。台北：心理。沈中偉、黃國禎（2012）。科技與學習的理論與實務（第4nd版）。台北：心理。周子敬、杜彥誼、蔡治平（2010）。 大學生數位學習現況與態度之調查研究-以銘傳大學Moodle學習系統為例。取自 https://docs.google.com/file/d/0B1Xcl_lGSGNjRzJuVkFheG50RlU/edit
周姍錞（2007）。探討線上英語活動對英語學習成效之影響-利用多媒體註記工具促進英語寫作與口說 (碩士)。國立中央大學網路學習科技研究所，桃園。
周啟葶（2007）。高中生英語自我效能、英語學習焦慮、英語學習策略與英語學習成就關係之研究 (博士)。國立台灣師範大學教育學系，台北。林立綺（2008）。 數位學習發展之整合創新趨勢 The Integration and Innovation Trend of e-Learning Development。取自 http://web.iii.org.tw/itmag/article_single_586.htm
林岑（2003）。以數位學習系統施行補救教學之研 (碩士)。國立高雄師範大學，高雄市。
林淑貞（2013）。數位學習對國小低年級學童數學科教學成效之探討-以雲林縣數學線自學系統為例 (碩士)。南華大學資訊管理系，台北。
林寶山（1990）。教學論: 理論與方法。：五南圖書出版有限公司。
邱皓政（2011）。當 PLS 遇上 SEM: 議題與對話。αβγ 量化研究學刊，3（1），頁20-53。
凃金堂（2010）。SPSS 與量化研究。台北市: 五南。
洪福源（2000）。自我調節學習在教學上的應用。國教輔導，39，頁49-53。
徐新逸（1995）。如何借重電腦科技來提昇問題解決的能力？-談「錨式情境教學法」之理論基礎與實例應用（上）。教學科技與媒體，20，頁25-30。翁嘉立（2003）。數位學習產業經營模式之分析 (碩士)。國立臺灣大學商學研究所，台北市。
國科會（2003）。 數位學習國家型科技計畫。取自 HTTP://TELDAP.TW/
張玉茹（1997）。國民中學學生英語學習動機, 英語學習策略與英語學習成就相關之研究。國立高雄師範大學教育研究所碩士論文, 高雄市。張春興（2007）。教育心理學—三化取向的理論與實踐。台北：東華。
張偉豪（2011）。SEM 論文寫作不求人。台北：鼎茂圖書。
張誌銘（2006）。數位學習產品之產品特性對消費者知覺及產品滿意度之研究-以階梯數位學院為例 (碩士)。國立政治大學企業管理研究所，台北市。
梁茂森（1998）。國中生學習自我效能量表之編製。教育學刊，14，頁155-192。郭生玉（2004）。教育測驗與評量。台北市：精華。
郭璟瑜、周惠文（2006）。影音數位教材對學習之影響。資訊科學應用期刊，2卷（1期），頁71-85。
陳玉婷、蔡立元（2009）。從科技接受模式觀點探討資訊科技融入學習。台南科大學報（第 28），頁217-236。陳年興、楊錦潭（2006）。數位學習: 理論與實務。台北：博碩文化。
陳怡靖（2004）。臺灣地區高中多元入學與教育階層化關聯性之研究 (博士)。國立高雄師範大學教育學系，高雄。陳彥勳（2009）。以科技接受模型探討影響企業員工使用數位學習系統之研究 (碩士)。國立中央大學企業管理學系，桃園。
陳秋麗（2005）。國中生英語學習動機、學習滿意度與學習成就之相關研究-以雲林縣為例 (碩士)。國立雲林科技大學技術及職業教育研究所，雲林。
陳慧娟（1998）。情境學習理論的理想與現實。教育資料與研究（25期），頁47-55。陳錦芬（2005）。資訊融入國小英為教學對基本寫作能力之效益評估。國立臺北教育大學教育傳播與科技研究所學位論文，頁1-182。
程炳林（1991）。國民中小學生激勵的學習策略之相關研究。國立政治大學教育研究所碩士論文﹐ 未出版﹐ 台北市。
程炳林、林清山（2001）。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48（1），頁1-41。覃德田（2008）。科技輔助教學對不同學習風格之國中學生英語學習成效之影響 (碩士)。國立台灣師範大學圖書資訊學研究所，台北。
黃光國（2001）。社會科學的理路。台北：心理。
黃慧美（2002）。國小二年級學童使用電腦輔助學習之學習態度分析研究 (碩士)。國立嘉義大學幼兒教育研究所，嘉義。
楊育芬（1996）。英文學習不振之原因診斷。人文及社會學科教學通訊，4，頁85-101。
楊維軒（2012）。運用電子白板於英語教學對提升國小學童英語學習動機與學習成就之探究-以台中市為例 (碩士)。東海大學教育研究所，台中。
溫嘉榮、施文玲（2002）。從網路學習理論觀點談教師在科技變革中的因應之道。資訊與教育（91期），頁90-99。
葉和滿（2002）。不同入學管道的高中的學習動機, 學習策略與學業成就之研究。彰化師範大學教育研究所碩士論文. 全國博碩士論文資訊網, 090NCUE0331008。
鄒景平（2000）。E-learning 是知識企業致勝的不二法門。資訊人通訊，頁1-4。
廖遠光（2003）。從網路學習理論觀點談教師在科技變革中的因應之道。資訊與教育，91，頁90-99。
劉世雄（2005）。資訊科技融入教學的模式與學生學習因素之研究 (博士)。國立屏東師範學院教育行政研究所，屏東縣。劉兆漢、黃興燦（2002）。數位學習國家型科技計畫總體規劃書。台北：行政院國家科學委員會。
劉秀瑛（2004）。從數位學習探討人力資源發展的可行性。就業安全，3卷（2期），頁頁18-24。
黎麗瓊（2005）。國小學童英語學習動機、學習策略與學習成就之相關性研究：以屏東地區國小為例 (博士)。國立屏東師範學院教育行政研究所，屏東。
蕭文龍（2013）。統計分析入門應用：SPSS中文版+PLS-SEM(SmartPLS)。台北：碁峰資訊。
賴珮雯（2010）。消費者持續使用網路購買服飾意願之實證研究-以 yahoo 奇摩購物中心服裝專區為例, 國立澎湖科技大學服務業經營管理研究所碩士論文。
戴維揚（2001）。多元智慧與英語教學。邁向課程新紀元-九年一貫課程學習領域研討會論文集 (頁 61-79). 台北市: 中華民國教材研究發展學會。
謝菁華（2009）。探討情境熟悉對英語學習之影響-應用行動裝置在校園情境英語學習 (碩士)。國立中央大學網路學習科技研究所，桃園。
謝慧英、陳超明（2010）。 少練習生活化會話。取自 http://blog.cybertranslator.idv.tw/archives/5155
簡振興（2010）。以科技接受模式探討體感數位遊戲式學習應用於大學生日語學習之研究-以詞彙語尾變化為例 (博士)。國立臺灣師範大學工業教育學系，台北市。
顏春煌（2010）。數位學習: 觀念。台北：碁峰資訊。
英文部分
Acker, S. R., & Klein, E. L. (1986). Visualizing spatial tasks: A comparison of computer graphic and full-band video displays. ECTJ, 34(1), 21-30.
Agarwal, R., & Prasad, J. (1998). The antecedents and consequents of user perceptions in information technology adoption. Decision Support Systems, 22(1), 15-29.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
Anderson, J. R. (2009). Cognitive psychology and its implications. UK: Macmillan.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968). Educational psychology: A cognitive view. New York Holt, Rinehart, & Winston.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
Bandura, A. (1994). Self‐efficacy: Wiley Online Library.
Beach, L. R., & Mitchell, T. R. (1998). The basics of image theory. Image theory: Theoretical and empirical foundations, 3-18.
Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual review of psychology, 31(1), 419-456.
Bhattacherjee, A. (2001). Understanding information systems continuance: an expectation-confirmation model. MIS quarterly, 25(3), 351-370.
Biggs, J. B. (1987). Student Approaches to Learning and Studying. Research Monograph: ERIC.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of education goals by a committee of college and university examiners. Pennsylvania: David McKay.
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457.
Bollen, K. A. (1998). Structural equation models: Wiley Online Library.
Broadbent, B. (2002). ABC's of E-Learning: Reaping the Benefits and Avoiding the Pitfalls. New York: John Wiley & Sons, Inc.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. Massachusetts: The MIT Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Cautilli, J., Rosenwasser, B., & Hantula, D. (2003). Behavioral science as the art of the 21st century philosophical similarities between BF Skinner’s radical behaviorism and postmodern science. The Behavior Analyst Today, 4(2), 225-264.
Chang, K.-E., Sung, Y.-T., & Chen, S. (2001). Learning through computer‐based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21-33.
Chang, Y., & Wu, E. (2003). Second/foreign language teaching and learning strategies.
Chin, W. W. (1998). The partial least squares approach for structural equation modeling.
Clark, R. E. (1985). Confounding in educational computing research. Journal of educational computing research, 1(2), 137-148.
Compeau, D. R., & Higgins, C. A. (1995). Application of social cognitive theory to training for computer skills. Information systems research, 6(2), 118-143.
Conole, G., & Oliver, M. (2006). Contemporary perspectives in e-learning research: themes, methods and impact on practice. London, UK: Routledge.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), 982-1003.
Derry, S. J. (1992). Beyond symbolic processing: Expanding horizons for educational psychology.
Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction. Retrieved 3, 2011, from http://www.utb.edu/vpaa/coe/2012-2013AcademicYearProgramSyllabi/Documents/Summer%20I%20Grad/EDTC%206321.pdf
Elliott, E. S., & Dweck, C. S. (1988). Goals: an approach to motivation and achievement. Journal of personality and social psychology, 54(1), 5.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1985). Cognitive development: Prentice-Hall Englewood Cliffs, NJ.
Fornell, C., & Larcker, D. (1987). A second generation of multivariate analysis: classification of methods and implications for marketing research. Review of marketing, 87, 407-450.
Gillani, B. B. (2003). Learning theories and the design of e-learning environments: University Press of America.
Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management review, 17(2), 183-211.
Graham, C. R. (2006). Blended learning systems. CJ Bonk & CR Graham, The handbook of blended learning: Global perspectives, local designs. Pfeiffer.
Gredler, M. (1997). Learning and instruction: theory into practice. Upper Saddle River, NJ: Merrill: Prentice Hall.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. The Journal of Marketing Theory and Practice, 19(2), 139-152.
Harrison, A. W., & Rainer Jr, R. K. (1992). The Influence of Individual Differences on Skill in End-User Computing. J. of Management Information Systems, 9(1), 93-112.
Heinich, R., Molenda, M., Russel, J., & Smaldino, S. (2002). Instructional Media and Technologies for learning, Merrill Prentice Hall. New Jersey.
Henseler, J., Ringle, C., & Sinkovics, R. (2009). The use of partial least squares path modeling in international marketing. Advances in International Marketing (AIM), 20, 277-320.
Hong, W., Thong, J. Y., Wong, W.-M., & Tam, K. Y. (2002). Determinants of user acceptance of digital libraries: an empirical examination of individual differences and system characteristics. J. of Management Information Systems, 18(3), 97-124.
House, J. D. (2004). Cognitive-Motivational Characteristics and Science Achievement of Adolescent Students: Results from the TIMSS 1995 and TIMSS 1999 Assessments. International Journal of Instructional Media, 31(4), 411.
Jandreau, S. M., Muncer, S. J., & Bever, T. G. (1986). Improving the Readability of Text with Automatic Phrase‐Sensitive Formating. British Journal of Educational Technology, 17(2), 128-133.
Kang, S. (1998). Information technology acceptance: evolving with the changes in the network environment. Paper presented at the System Sciences, 1998., Proceedings of the Thirty-First Hawaii International Conference on.
Kanuka, H., Rourke, L., & Laflamme, E. (2007). The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38(2), 260-271.
Kataoka, K. (2000). Computers for English Language Learning in Japanese Schools.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Kirk, R. E. (1995). Experimental design: Procedures for the behavioral sciences . Pacific Grove. CA: International Thompson.
Kirkpatrick, D. L. (2006). Improving employee performance through appraisal and coaching. New York: AMACOM Division of American Management Association.
Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. 2005. New York, NY: Guilford.
Lather, P. (1991). Getting smart: feminist research and pedagogy with/in the postmodern.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. UK: Cambridge university press.
Lee, M.-G. (2001). Profiling students' adaptation styles in Web-based learning. Computers & Education, 36(2), 121-132.
Leonard-Barton, D., & Deschamps, I. (1988). Managerial influence in the implementation of new technology. Management science, 34(10), 1252-1265.
Lerstrom, A. (1990). Speaking across the Curriculum: Moving toward Shared Responsibility.
Lohmöller, J.-B. (1989). Latent variable path modeling with partial least squares: Physica-Verlag Heidelberg.
Marcoulides, G. A., & Saunders, C. (2006). Editor's comments: PLS: a silver bullet? MIS quarterly, 30(2), iii-ix.
Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84(4), 405.
McKeachie, W. J. (1986). Teaching and learning in the college classroom: A review of the research literature (Vol. 86): University of Michigan Press.
Meece, J. L. (1994). The role of motivation in self-regulated learning.
Moore, G. C., & Benbasat, I. (1991). Development of an instrument to measure the perceptions of adopting an information technology innovation. Information systems research, 2(3), 192-222.
Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of marketing research, 460-469.
Perry, N. E. (1998). Young children's self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications: Merrill Englewood Cliffs, NJ.
Pirouz, D. M. (2006). An overview of partial least squares. Retrieved May, 27, 2011.
Raykov, T., & Marcoulides, G. A. (2012). An introduction to applied multivariate analysis: Routledge.
Reigeluth, C. M. (1987). Instructional theories in action: Lessons illustrating selected theories and models. New Jersey: Lawrence Erlbaum.
Roca, J. C., Chiu, C.-M., & Martínez, F. J. (2006). Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. International Journal of Human-Computer Studies, 64(8), 683-696.
Rosenberg, M. J. (2001). E-learning: Strategies for delivering knowledge in the digital age (Vol. 9). New York: McGraw-Hill.
Saeed, N., Yang, Y., & Sinnappan, S. (2009). Emerging Web Technologies in Higher Education: A Case of Incorporating Blogs, Podcasts and Social Bookmarks in a Web Programming Course based on Students' Learning Styles and Technology Preferences. Educational Technology & Society, 12(4), 98-109.
Saunders, J., Davis, L., Williams, T., & Williams, J. H. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), 81-90.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling: Psychology Press.
Schunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications: Lawrence Erlbaum Associates, Inc.
Simonson, I., Carmon, Z., Dhar, R., Drolet, A., & Nowlis, S. M. (2001). Consumer research: In search of identity. Annual review of psychology, 52(1), 249-275.
Simpson, E. J. (1966). The Classification of Educational Objectives, Psychomotor Domain.
Skinner, B. F. (1953). Science and human behavior. New York: Simon & Schuster.
Slavin, R. E. (2006). Educational psichology.: theory and practice.
SPSS. (2008). SPSS for Windows: SPSS Inc Chicago, IL.
Stephen, M., & Stanley, R. (2000). Multimedia for learning: methods and development: Allyn & Bacon, Massachusetts.
Sugrue, B., & Rivera, R. (2005). State of the Industry 2005. American Society for Training and Development's Annual Review of Trends in Workplace Learning and Performance.
Sung, Y.-T., Chang, K.-E., Hou, H.-T., & Chen, P.-F. (2010). Designing an electronic guidebook for learning engagement in a museum of history. Computers in Human Behavior, 26(1), 74-83.
Szajna, B. (1996). Empirical evaluation of the revised technology acceptance model. Management science, 42(1), 85-92.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications: American Psychological Association.
Thorndike, E. L. (1913). The psychology of learning (Vol. 2): Teachers college, Columbia university.
Toffler, A. (1981). The third wave. New York: Bantam books.
Tran, K. (2010). Body Movement Interaction: An Immersive Learning Game. (Master), National Central University, Taiwan.
Trawick, L., & Corno, L. (1995). Expanding the volitional resources of urban community college students. New directions for teaching and learning, 1995(63), 57-70.
Venkatesh, V., & Davis, F. D. (1996). A model of the antecedents of perceived ease of use: Development and test*. Decision sciences, 27(3), 451-481.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management science, 46(2), 186-204.
Vinzi, V. E., Trinchera, L., & Amato, S. (2010). PLS path modeling: from foundations to recent developments and open issues for model assessment and improvement Handbook of partial least squares (pp. 47-82): Springer.
Warshaw, P. R. (1980). A new model for predicting behavioral intentions: An alternative to Fishbein. Journal of marketing research, 153-172.
Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10(2), 155-175.
Wilkins, J. L. (2004). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72(4), 331-346.
Wilkins, J. L., Zembylas, M., & Travers, K. J. (2002). Investigating correlates of mathematics and science literacy in the final year of secondary school Secondary analysis of the TIMSS data (pp. 291-316): Springer.
Winne, P. H., & Marx, R. W. (1980). Matching students' cognitive responses to teaching skills. Journal of Educational Psychology, 72(2), 257.
Wold, H. (1982). Systems under indirect observation using PLS. A second generation of multivariate analysis, 1, 325-347.
Wood, R., & Ashfield, J. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. Self-regulation of learning and performance: Issues and educational applications, 1, 33-21.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51.