一、中文部份
MBA智庫百科（2017）。邏輯思維。2017年5月1日取自http://wiki.mbalib.com/zh-tw/%E9%80%BB%E8%BE%91%E6%80%9D%E7%BB%B4。
文淵閣工作室（2012）。掌握C++程式設計。博碩文化：新北市。
王文宜、闕月清、周建智、吳志銘（2015）。問題導向學習介入護專生健康體適能教學計畫之成效。大專體育學刊，17（2），154-168。
王文科、王智弘（2012）。教育研究法（十五版）。臺北：五南。王智弘（2006）。E世代網路交友行為之心理學內涵與相關影響。「大專校院網路交友風險管理研討會諮商輔導研討會」發表之論文，國立虎尾科技大學。
王裕德（2001）。多媒體電腦輔助教學環境中合作學習對技職院校學生程式設計學習成效影響之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
弘光科技大學（2013）。網路學習平台使用環境及功能摘要。取自http://elearning.hk.edu.tw/index.php?lang=Big5。
江淑卿（2007）。兒童邏輯推理測驗之研發與初探。屏東教育大學學報，28，39-70。余民寧（2013）。新數位時代下的學習新提案。教育人力與專業發展，30（5），3-12。
汪慧玲、沈佳生（2013）。合作學習教學策略對大專學生之學習成效與學習態度之影響：以兒童發展評量與輔導課程某單元為例。臺中教育大學學報，27（1），57-76。吳明隆（2009）。SPSS操作與應用-問卷統計分析實務（二版）。臺北市：五南。
吳明隆（2013）。SPSS操作與應用—變異數分析實務。臺北市：五南。
吳美美、J. Foster（2009）。探究小組協作資訊尋求的成功與困難因素。教育資料與圖書館學，47（2），123-146。吳燦銘、吳惠茹（2012）。C++程式設計入門與實作。博碩文化：新北市。
李孟壕、曾淑芬（2005）。數位落差再定義與衡量指標之研究，資訊社會研究，9，89-124。
李登隆、王美芬（2004）。資訊融入專題導向學習對國小學生自然科學習態度與問題解決能力之影響，科學教育研究與發展季刊，2004專刊，69-94。
李震甌（2001）。高低學習成就學童科學問題解決能力之比較研究（未出版之碩士論文）。國立屏東師範學院，屏東市。
李麗君（2010）。解讀「數位原生世代」的行為與心理。教育研究月刊，193，5-14。沈嵩博（2010）。科技大學學生異質合作學習對電腦輔助教學學習成效之研究－以程式設計為例（未出版之碩士論文）。國立彰化師範大學，彰化市。
林生傳（2007）。教育心理學（三版）。臺北：五南。
林茂宏（2004）。不同異質分組之問題導向合作學習對技職院校學生程試設計學習程效之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
林淳蔭、柯志恩（2011）。高中生社群網路使用行為與現實人際互動學習風格之相關研究。「N世代化之學習與諮商：發展與挑戰研討會」發表之論文，淡江大學。
林淑惠、黃輯臻（2011）。中部大學生學業挫折容忍力與問題解決態度之相關研究。全球心理衛生E學刊，2（2），25-44。
邱皓政（2012）。量化研究與統計分析：SPSS（PASW）資料分析範例解析。臺北：五南。
侯一欣、詹郁萱（2011）。N 世代的學習問題及其對學校教育革新的啟示。教師專業研究期刊，2，1-17。
侯一欣（2012）。網路合作學習在國內的相關文獻回顧與展望。市北教育學刊，42，75-101。洪文東（2002）。創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報，16，355-394。洪敏怡、黃萬居、彭彥璟（2008）。閱讀科學讀物對國小五年級學童批判思考能力與問題解決能力的影響。科學教育研究與發展季刊，51，1-33。
洪榮昭（1997）。問題解決的思考模式。「技術問題解決能力發展研究研習會」發表之論文，台灣師範大學。
徐靜嫻、林偉人（2016）。應用改良式PBL建立師資生教學設計知能與一般性能力之研究。教育科學期刊，15（1），1-30。財團法人台灣網路資訊中心（2013）。台灣網際網路使用調查。取自http://www.twnic.net.tw/index3.php
高博銓（2016）。數位時代學童學習的挑戰。臺灣教育評論月刊，5（2），64-70。
國家教育研究院（2016）。新課綱「程式設計」，學邏輯解問題。國家教育研究院電子報（第134期）。取自http://epaper.naer.edu.tw/index.php?edm_no=134&content_no=2672
張文華（2000）。教育大辭書（國家教育研究院雙語詞彙、學術名詞暨辭書資訊網）。取自http://terms.naer.edu.tw/detail/1315691/。
張玉茹（2009）。混成學習對大學生研究計畫寫作態度、寫作品質與班級氣氛的影響。教育科學研究期刊，54（1），143-177。張俊彥、翁玉華（2000）。我國高一學生的問題解決能力與其科學過程技能之相關性研究。科學教育學刊，8（1）， 35-55。張春興（1997）。現代心理學。臺北：東華書局。
張春興（2001）。教育心理學。臺北：心理。
張清濱（2009）。教學原理與實務。臺北：五南。
許瑛玿、洪榮昭（2003）。皮亞傑認知發展階段的新詮釋。科學教育，260，2-9。
郭生玉（2004）。教育測驗與評量（修訂版）。臺北：精華書局。
陳年興、謝盛文、陳怡如（2006）。探討新一代混成學習模式之學習成效。「台灣網際網路研究會」發表之論文，花蓮教育大學。
陳明溥（2007）。程式語言課程之教學模式與學習工具對初學者學習成效與學習態度之影響。師大學報，52，1-22。
陳婉如（1998）。認知型態與空間能力對程式設計學習成效之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
陳惠美（2000）。教育大辭書（國家教育研究院雙語詞彙、學術名詞暨辭書資訊網）。2016年10月26日取自http://terms.naer.edu.tw/detail/1304588/
陳劍涵（2010）。數位公民素養的教學。教育研究月刊，193，24-37。連羽涵（2014）。以拓延建構理論為基礎探討感恩教學對國小學生問題解決、憂鬱、生命意義感的影響。教育學誌，32，45-96。黃一庭、柯志恩（2010）。從N世代的特性與需求談教學建議。「N世代化之學習與諮商:發展與挑展」發表之論文，淡江大學。
黃茂在、陳文典（2004）。「問題解決」的能力。科學教育， 273，21-41。
黃萬居（1992）。師範學院學生的概念構圖和化學成就、科學過程技能、邏輯思考能力和性別相關之研究。臺北市立師範學院學報，23，345-356。
黃銘福（2007）。應用邏輯思考在高職汽車實習的教學成效。國教學報，19，199-221。
黃麗分、吳庭瑜、侯世環、洪瑞雲（2012）。回饋類型、問題呈現方式與練習對問題解決的影響。教育心理學報，43（4），855-874。黃寶鈿（1988）。邏輯思考能力評量工具的編製。師大學報，33，485-505。楊巧玲（2000）。問題導向教學與合作學習教學策略之理論與實際。課程與教學季刊，3（3），121-136。詹秀美（1991）。國小學生創造力與問題解決能力的相關變項研究。台中師院學報，5，155-175。熊召弟（1996）。臺北公立高中 （高一） 學生科學過程技能和邏輯思考能力之探討研究。臺北師院學報，9，545-578。
維基百科（2016）。Y世代。取自https://zh.wikipedia.org/w/index.php?title=Y%E4%B8%96%E4%BB%A3&oldid=41979104
維基百科（2017）。邏輯。取自https://zh.wikipedia.org/wiki/%E9%80%BB%E8%BE%91。
數位學習品質服務中心（2013）。數位教材認證規範。取自http://www.elq.org.tw/teaching002.php
潘培鈞、賴阿福（2014）。應用多元學習策略於Scratch程式設計課程對於五年級學童問題解決能力之影響。國教新知，61（4），46-63。
鄭碧雲、林振霖、萬明美（1991）。國中資賦優異學生科學過程技能與其相關因素之研究。科學教育，2，199-226。
賴良助（1999）。認知型態與邏輯思考能力及其相關因素對技職校院學生程式設計學習成效之研究（未出版之碩士論文）。國立彰化師範大學，彰化市。
賴阿福（2014）。資訊科技融入創新教學之教學策略與模式。國教新知，61（4），28-45。
戴文雄（2001）。認知型態與空間能力對程式設計邏輯思考能力與問題解決能力提昇之研究。行政院國家科學委員會專題研究成果報告（編號：NSC 89-2511-S-018-040），未出版。
戴文雄（2014）。問題導向混成合作學習對大專院校資訊相關科系學生學習困難與學習成效之研究-以程式設計課程為例。行政院國家科學委員會專題研究成果報告（編號：NSC100-2511-S241-007-MY3），未出版。
顧大維（2010）。數位原生的學習特性、態度與反思。教育研究，193，38-48。黃政傑、林佩璇（2013）。合作學習。臺北：五南。
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二、英文部分
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