中文文獻
王龍錫（1985）。屏東排灣族兒童速率概念之發展。屏東師專學報，3，43-59。
方吉正（1995）。國小六年級學生速率文字題的解題研究。國立屏東師範學院初等教育學系碩士論文。未出版，屏東市。
吳連鴻（2003）。國小學童速度概念的試題編製與分析之研究。國立台中師範學院數學教育學系研究所碩士論文。未出版，台中市。
吳裕益（1987）。認知能力與認知型態個別差異現象之探討。教育學刊，7，51-89。
吳靜吉(1974)。藏圖測驗。台北：遠流。
林生傳(1984)。高中生「形地辨析型」與「形地混同型」之認知式態及其教育、職業興趣成就的關係。教育學刊，5，255-286。
南一書局（2016）。國小六下國小數學教師手冊。台北市：南一書局。
洪木利（1990）。我國兒童慣性概念之研究。台北市：復文圖書。
洪榮昭、詹瓊華(2018)。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。
康軒文教(2016)。國小六下數學教師手冊。新北市：康軒文教。
陳宗彥（2002）。國小三至六年級學生對有關速率概念認知之研究。台北市立師範學院科學教育研究所碩士論文。未出版，台北市。
陳美月（2002）。台北市國民小學中年級兒童對物體運動快慢與力之間的另有概念分析研究。國立台北師範學院數理教育研究所碩士論文。未出版，台北市。
陳勇全（2000）。三至八年級學生對牛頓第二運動定律相關概念改變之研究。國立高雄師範大學物理學系碩士論文。未出版，高雄市。
張春興（2000）。教育心理學－三化取向的理論與實踐。台北：東華書局。
張惠婷（2000）。中小學生等速率運動概念發展的研究。國立台灣師範大學物理研究所碩士論文。未出版，台北市。
黃國禎、付慶科(2017)。遊戲式學習的發展與應用：近20年的文獻探討與趨勢預測。教育研究月刊，282，4-25。
楊凱翔、陳俊宏、朱蕙君(2015)。探究遊戲式形成性評量對國民小學學生學習數學之影響。數位學習科技期刊，7，25-45。
鄭以仁（2006）。國小六年級學生對速率概念的學習表現與補救教學之研究。國立台南大學應用數學研究所。未出版，台南市。
蔡枚芳（1999）。兒童牛頓第二運動定律相關次概念之研究。國立高雄師範大學物理學系碩士論文。未出版，高雄市。
翰林出版(2016)。國小六下數學教師專用課本。台南市：翰林出版。
盧秀琴、施慧淳（2016）。玩「昆蟲大富翁」遊戲培養國小學童的科學過程技能。科學教育學刊，24，1-30
蕭仁傑、劉宣谷(2018)。以遊戲式教學進行金融教育對高低數學學習成就學童金融知識提升之影響。臺北市立大學學報，49(2)，33-51。
鍾文勳（2002）。國民小學高年級學童對運動速率與力另有概念之研究。國立台北師範學院數理教育研究所碩士論文。未出版，台北市。
鍾靜（1998）。時間教材和速度教材的設計。國民小學數學科新課程概說（高年級）：協助兒童認知發展的數學課程，230–256。台北，台灣：台灣省國民學校教師研習會。
鍾靜、盧炳寰、林素微（2001）。國小數學教材分析 ─時間與速率。台北，台灣：教育部。


英文文獻
Acredolo, C., & Schmid, J. (1981). The understanding of relative speeds, distances, anddurations of movement. Developmental Psychology, 17(4), 490-493.
Acredolo, C., & Schmid, J. (1981). The understanding of relative speeds, distances, anddurations of movement. Developmental Psychology, 17(4), 490-493.
Afzal, H., Ali I., Khan, M.A., & Hamid, K. (2010). A study of university students’ motivationand its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88.
Ahmann, J. S., & Glock, M. D. (1981). Evaluating Student Progress: Principles of Tests and Measurement (6th ed.). Boston: Allyn and Bacon.
Akkoyunlu, B., & Yilmaz-Soylu, M. (2008). Development of a scale on learners’ views on blended learning and its implementation process. The Internet and Higher Education, 11(1), 26-32.
Alavi, M., & Lcidncr, D. E. (2001). Research commentary: Technology - mediated learning: A call for greater depth and breadth of research, Information Systems Research, 12(1), 1-10.
Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended education in the United States. Needham, MA: Sloan Consortium.
An, Y. J. & Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing Digital Game-Based Learning Environments. TechTrends, 53(3), 43-48.
Atkinson, J. W. (1964). An Introduction to Motivation. Princeton, NJ: Van Nostrand.
Atmacasoy, A., & Aksu, M. (2018). Blended learning at pre-service teacher education in Turkey: A systematic review. Education and Information Technologies, 23(6), 2399-2422.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice-Hall.
Becker, K. (2017). Choosing and using digital games in the classroom: A practical guide. Cham, Switzerland: Springer International
Bielawski, L., & Metcalf, D. (2005). Blended eLearning: Integrating knowledge,
performance support, and online learning (2nd ed.). Amherst, MA: HRD Press.
Bliuc, A.-M., Ellis, R.A., Goodyear, P., & Piggott, L. (2011). A blended learning Approach to teaching foreign policy: Student experiences of learning through face-to-face and online discussion and their relationship to academic performance. Computers & Education, 56, 856-864.
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, 1-18.
Brezillon, P., & Pomerol, J. C. (1997). Joint cognitive systems, cooperative systems and decision support systems: a cooperation in context. In Proceedings of the European conference on cognitive science, Manchester, UK (pp. 129–139).
Brophy, J. (1987). 0Synthesis of research on strategies for motivating students to 在learn. Educational Leadership, 45, 40–8.
Brophy, J. (1987). On motivating students (Occasional Paper No. 101). East Lansing, MI: Institute for Research on Teaching, Michigan State University.
Brown, E., Cristea, A., Stewart, C., & Brailsford, T. (2005). Patterns in authoring of adaptive educational hypermedia: A taxonomy of Cognitive Styles. Journal of Educational Technology & Society, 8(3), 77-90.
Bruner, J. S., Wood, D. J., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychiatry and Psychology, 17(2), 89-100.
Buckingham, D. (2006). Computer Games: Text, Narrative and Play, Chapter 13. Blackwell Pub.
Carlos, J. A, James, R. S. (2015). The choice of reduced seat time in a blended course. Internet and Higher Education, 27, 24-31.
Chang, B., Chen, S. Y., Jhan, S.N. (2015). The influences of an interactive group - based videogame: Cognitive styles vs. prior ability. Computers and education, 88, 399-407.
Chang, C.-C., Liang, C., Chou, P.-N., & Lin, G.-Y. (2017). Is game-based learning better in fl ow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
Chang, K.E., Wu, L.J., Weng, S.E., & Sung, Y.T. (2012). Embedding game-based problem-solving phase into problem-posing system for mathematics learning. Computers & Education, 58(2), 775-786.
Charoula Angeli. (2013). Examining the effects of field dependence – independence on learners’ problem-solving performance and interaction with a computer modeling tool: Implications for the design of joint cognitive systems. Computers and education, 62, 221-230.
Chen, H. (2000). Exploring web users’ on-line optimal flow experiences. Unpublished doctoral dissertation. The Graduate School Syracuse University, Syracuse, New York.
Chen, L. H. (2010). Web-based learning programs: Use by learners with various cognitive styles. Computers and education, 54, 1028-1035.
Chen, C. H., Liu, G. Z., & Hwang, G. J. (2016). Interaction between gaming and multistage guiding strategies on students’ field trip mobile learning performance and motivation. British Journal of Educational Technology, 47(6), 1032-1050.
Chen, S. Y., & Macredie, R. D. (2004). Cognitive modeling of student learning in Web-based instructional program. International Journal of Human–Computer Interaction, 17(3), 375–402.
Chen, H., Wigand, T. R., & Nilan, S. M. (1999). Optimal experience of web activities. Computers in Human Behavior, 15 (5), 585-608.
Chou, H. W. (2001). Influences of cognitive style and training method on training effectiveness. Computers and Education, 37, 11–25.
Chou, C., & Lin, H. (1997). Navigation maps in a computer-networked hypertext learning system. In Paper presented at the annual meeting of the association for educational communications and technology. Albuquerque, NM, February 12–16.
Cohen, A. D., & Weaver, S. J. (2006). Styles and strategies-based instruction: A teachers’ guide. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Conati, C. (2002). Probabilistic Assessment of User's Emotions in Educational Games. Journal of Applied Artificial Intelligence, 16(7-8), 555–575
Cross, R. T., & Mehegan, J. (1988). Young Children's Conception of Speed: Possible Implications for Pedestrian Safety. International Journal of Science Education, 10(3), 253-65.
Cross, R. T., & Pitekethly, A. (1988). Speed, Education and Children as Pedestrians: A Cognitive Change Approach to A Potentially Dangerous Naive Concept. International Journal of Science Education, 10 (5), 531-40.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco: Jossey-Bass Publishers.
Csikszentmihalyi, M. (1982). Toward a psychology of optimal experience. In L. Wheeler (Ed.). Annual Review of Personality and Social Psychology, Vol.3 (pp. 13-36). Beverly Hills, CA: Sage.
Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Ed.), Optimal Experience: Psychological Studies of Flow in Consciousness (pp. 15-35). Cambridge, United Kingdom: Cambridge University Press.
Csikszentmihalyi, Mihaly. (1990). Flow: The Psychology of Optimal Experience. New York: Harper Row.
Csikszentmihalyi, M. (1993). The evolving self. New York: Harper Collins.
Cunningham-Atkins, H., Powell, N., Hobbs, D., & Sharpe, S. (2004). The role of cognitive style in educational computer conferencing. British Journal of Educational Technology, 35(1), 69-80
Dalal, K. P., & Kasper, G. M. (1994). The design of joint cognitive systems: effect of cognitive coupling on performance. International Journal of Human–Computer Studies, 40, 677–702.
Dickey, M. D. (2011). Murder on Grimm Isle: the impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456-469.
Driscoll, Margaret. (2003). Blended Learning: Let's Get Beyond the Hype, IMB Global Services.
Durfresne, A., & Turcotte, S. (1997). Cognitive style and its implications for navigation strategies. In B. Boulay & R. Mizoguchi (Eds.), Artificial intelligence in education knowledge and media learning system (pp. 287–293). Kobe, Japan: Amsterdam IOS Press.
Durkin, K. & Barber, B. (2002). Not so doomed: Computer play and positive adolescent development. Journal of Applied Developmental Psychology, 23, 373-392.
Ebner, M., & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: an example from civil engineering. Computers & Education, 49(3), 873–890.
ERIKSON, E. (1963): Childhood and society. New York, Norton
Epstein, P. (2006). Online, campus, or blended Learning: What do consumers prefer and why? Distance Learning, 3(3), 35-37.
Fengfeng, K. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3, 429–445.
Froebel, F. (1887). Education of Man. New York：Appleton.
Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: An empirical study of learning and teaching styles. British journal of Educational Technology, 32, 5–22.
Fulkerth, R（2009）. A case study from Global Gate University: Using course objectives to facilitate blended learning in shortened courses. Journal of Asynchronous Learning Networks, 13(1), 43-54.
Garger, S., & Guild, P. (1984). Learning styles: the crucial differences. Curriculum Review, 23(1), 9–12.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441-467.
Garnham, C., & Kaleta, R. (2002). Introduction to Hybrid Courses. Teaching with Technology Today, 8(6), 5.
Gee, J. P. (2003). What Video Games Have to Teach Us about Learning and Literacy. New York: Palgrave Macmillan. 225.
Gee, J. P. (2004). Learning by design: Games as learning machines. Interactive Educational Multimedia, 8, 15-23.
Gregorc, A. F. (1979). Learning/teaching styles: Potent forces behind them. Educational Leadership, 36(4), 234-236.
Goodenough, D. R., & Witkin, H. A. (1977). Origins of the field-dependent and field independent cognitive styles. Princeton: Educational Testing Service.
Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: A review of the research literature. Unpublished manuscript. UT: Provo.
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016).
Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.
Hiltz, S. R. (1994). The virtual classroom: Learning without limits via Computer networks. Norwood, NJ: Ablex Publishing Corporation.
Hlodan O. (2008). Digital games: learning through play. Bioscience, 58(9), 791–805.
Hoffman. D. & Novak, P.T. (1997). A new marketing paradigm for electronic commerce. Information Society： Special Issues on Electronic Commerce, 13, 43-54.
Hogle, J. G. (1996). Considering games as cognitive tools: In search of effective ”edutainment.” ERIC Clearinghouse.
Holmberg, B. (1995). Theory and Practice of Distance Education. New York: Routledge.
Holzman, P. S., & Gardner, R. W. (1959). Leveling and repression. The Journal of Abnormal and Social Psychology, 59(2), 151-155.
Hong, J. C., Cheng, C. L., Hwang, M. Y., Lee, C. K., & Chang, H. Y. (2009). Assessing the educational values of digital games. Journal of Computer Assisted Learning, 25(5), 423–437.
Hong, J.-C., Hwang, M.-Y., Liu, Y.-T., Lin, P.-H., & Chen, Y.-L. (2016). The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest. Interactive Learning Environments, 24(1), 239-251.
Hong, J. C., Hwang, M. Y., Tam, K. P., Lai, Y. H., & Liu, L. C. (2012). Effects of cognitive style on digital jigsaw puzzle performance: a Grid Ware analysis. Computers in Human Behavior, 28(3), 920-928.
Hsiao, H. C. (2007). A Brief Review of Digital Games and Learning. The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning. 124-129.
Hsu, S. H., Wu, P. H., Huang, T. C., Jeng, Y. L., & Huang, Y. M. (2008). From traditional to digital: factors to integrate traditional game-based learning into digital game-based learning environment. Second IEEE International Conference on Digital Games and Intelligent Toys Based Education Learning.
Huang, W.H., Huang, W.Y., Tschopp, J.A. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55, 789-797.
Hwang, G. J., & Chen, C. H. (2017). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971.
Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based educational game on students’learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
Hwang, G. J., & Wu, P. H. (2011). Advancements and trends in digital game-based learning research: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), 6-10.
Hwang G. J., Sung H.Y., Hung, C. M., Huang. I. (2012). Development of a personalized educational computer game based on students' learning styles. Educational Technology Research & Development, 60 (4), 623–638.
Inal, Y., & Cagiltay, K. (2007). Flow Experiences of Children in an Interactive Social Game Environment. British Journal of Educational Technology, 38 (3), 455-464.
Jackson, D. N. (1956). A short form of Witkin's embedded-figures test. The Journal of Abnormal and Social Psychology, 53(2), 254-255.
Jackson, S., & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport & Exercise Psychology, 18, 17-35.
Jackson, D. N., Messick, S., & Myers, C. T. (1964). Evaluation of group and individual forms of embedded-figures measures of field-independence. Educational and Psychological Measurement, 24(2), 177-191.
Jegers, K. (2007). Pervasive game flow: understanding player enjoyment in pervasive games. Computers in Entertainment, 5 (1).
Juul, J. (2003). The game, the player, the world: Looking for a heart of gameness. Available at: http://ocw.metu.edu.tr/pluginfile.php/4471/mod_resource/content/0/ceit706/week3_new/JesperJuul_GamePlayerWorld.pdf (last accessed 3 April 2019).
Kaewprapan, W., & Suksakulchai, S. (2008). Student motivation and attitude towards virtual versus traditional learning based on cognitive styles. In Proceedings of the EDU-COM 2008 International Conference (pp. 293-301) (Perth Western Australia).
Kalloo, V., Kinshuk, & Mohan, P. (2010). Personalized Game Based Mobile Learning to Assist High School Students with Mathematics. IEEE International Conference on Advanced Learning Technologies, 485-487.
Kay, S. I. (2000). On the nature of exercise in visual art. In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 217-232). Washington, DC: American Psychological Association.
Khan, A., & Pearce, G. (2015). A study into the effects of a board game on flow in undergraduate business students. The International Journal of Management Education, 13(3), 193-201.
Kinzie, M., & Joseph, D. (2008). Gender differences in game activity preferences of middle school children: Implications for educational game design. Educational Technology Research and Development, 56(5), 643-663.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
Lai, S. L. (1998). The effects of visual display on analogies using computer-based learning. International Journal of Instructional Media, 25(2), 151-160.
Lee, H. M., Cheng, Y. W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers and Education, 45, 1–19.
Lee, O., & Brophy, J. (1996). Motivational Patterns Observed in Sixth-Grade Science Classrooms. Journal of Research in Science Teaching, 33(3), 303-318.
Levin, I. (1979). Interference of time-related and unrelated cued with duration comparisons of young children: Analysis of Piaget’s formulation of the relation of time and speed. Child Development, 50, 469-477.
Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2016). Effects of visual cues and self-explanation prompts: Empirical evidence in a multimedia environment. Interactive Learning Environments, 24(4), 799-813.
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
Liu, M., & Reed, W. M. (1995). The effect of hypermedia assisted instruction on second-language learning through a sematic-network-based approach. Journal of Educational Computing Research, 12(2), 159–175.
Levin, I. (1979). Interference of time-related and unrelated cued with duration comparisons of young children: Analysis of Piaget’s formulation of the relation of time and speed. Child Development, 50, 469-477.
Lin, Y., & Lu, X. (2007). Blended learning via blogging: The impacts of blogs on student perceptions toward social interaction and learning satisfaction. Paper presented at AERA annual meeting of the American Educational Research Association, Chicago, IL.
Maehr, M. L. & Mayer, H. (1997). Understanding Motivation and Schooling: Where We've Been, Where We Are, and Where We Need to Go. Educational Psychology Review 9(4), 371- 412.
Malinovski, Toni; Vasileva-Stojanovska, Tatjana; Jovevski, Dobri; Vasileva, Marina; Trajkovik, Vladimir (2014). Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform--QoE Analysis. Journal of Information Technology Education: Research, 14, 1-19.
Marton F, Saljo. R (1976).On Qualitative Differences in Learning-II, Outcome as a Function of the Learner's conception of the Task. British Journal of Educational Psychology, 46, 115-127
MacIntyre, P. D., & Rebecca, R. A. (2012). Action control, motivated strategies, and intergrative motivation as predictors of language learning affect and the intention to continue learning French. System, 40(4), 533-543.
Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., & Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. The Internet and Higher Education, 35, 21-33.
Maslow, A.H. (1943). A Theory of Human Motivation. Psychological Review, 50, 370-396.
Maslow, A. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.
Massimini, F., Csikszentmihalyi, M., & Carli, M. (1987). "The monitoring of optimal experience: A tool for psychiatric rehabilitation". Journal of Nervous and Mental Disease, 175(9), 545-549.
Massimini, Fausto & Massimo Carli (1988), "The Systematic Assessment of Flow in Daily Experience." In M. Csikszentmihalyi and I. Csikszentmihalyi (Eds.), Optimal Experience: Psychological Studies of Flow in Consciousness, (pp. 288-306), New York: Cambridge University Press.
Matsuda, F. (1994). Concepts about Interrelations among Duration, Distance, and Speed in Young Children. International Journal of Behavioral Development, 17(3), 553-576.
Mayer, R. E. & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715-726.
Mayer, R. E. & Sims, K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Educational Psychology, 86(3), 389-401.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychology, 32(1), 1-19.
McKenzie, W. A., Perini, E., Rohif, S., Toukhsati, S., Conduit, R., & Sanson, G. (2013). A blended learning lecture delivery model for large and diverse undergraduate cohorts. Computers & Education, 64, 116-126.
Méndez, B., & Lloret, E. (2016). Analysis of gamifi cation techniques to learn complex subjects through collaborative applications. Bulletin of the IEEE Technical Committee on Learning Technology, 18(4), 1.
Messick, S, (1984). The nature of cognitive styles: Problems and promises in educational research. Educational Psycologist, 19, 59–74.
Moneta, G. B., & Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience. Journal of Personality, 64, 274–310.
Morgan, H. (1997). Cognitive styles and classroom learning. Westport, CT: Praeger.
Niemiec, M., and G. Otte. (2009). An Administrator’s Guide to the Whys and Hows of Blended Learning. Journal of Asynchronous Learning Networks, 13(1), 19-30.
Norberg, A., Dziuban, C.D., & Moskal, P.D. (2011). A time-based blended learning model. On the Horizon, 19 (3), 207–216.
Nortvig, A.-M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of e-Learning, 16(1), 46-55.
Nunnally, J.C., (1978), Psychometric Theory, New York: McGraw-Hill.
Patsy, M., Charles, D. & Joel, H. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15-23.
Pearce, J.M., Ainley, M. & Howard, S. (2005). The Ebb and Flow of Online Learning.Computers in Human Behavior, 21(5), 745-771.
Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359-376.
Piaget J. (1965).The Moral Judgment of the Child. Free Press, NewYork.
Piaget J. (1970). The Child’s Conception of Movement and Speed. London: Routledge & Kegan
Pintrich, P. R. (1989). The dinamic interplay of student motivation and cognition in the college classroom. In C. Ames & M. Maehr (Eds.), Advances in motivation and achievement: Motivation enhancing environments (pp. 117-160). Greenwich, CT: JAI Press.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational
Psychology, 82(1), 33-40.
Pintrich, P. R., Smith, D. A. F. & McKeachie, W. J. (1989) A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Mich: National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL).School of Education,The University Michigan.research and future directions. Adult Education, 28(4), 253-260.
Pintrich, P. R., D. A. F. Smith, T. Garcia, & W. J. McKeachie. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann
Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Pintrich, P. R., D. A. F. Smith, T. Garcia, & W. J. McKeachie. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire(MSLQ). Educational and Psychological Measurement 53, 801-813.
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Prensky, M. (2007). Digital game-based learning. St. Paul, MN: Paragon House.
Quinn, C. N. (2005). Soapbox: Making learning fun. Retrieved from http://www.gamasutra.com/view/feature/2375/soapbox_making_learning_fun.php
Reed, W. M., & Oughton, J. M. (1997). Computer experience and interval-based hypermedia navigation. Journal of Research on Computing in Education, 30, 38–52.
Reid, J. M. (1987). The Learning Style Preferences of ESL Students. TESOL Quarterly, 21, 87-111.
Rickards, J. P., Fajen, B. R., Sullivan, J. F., & Gillespie, G. (1997). Signaling, note-taking, and field independence-dependence in text comprehension and recall. Journal of Education Psychology, 89(3), 508-517.
Riding, R. & Rayner, S. G. (1998). Cognitive Styles and Learning Strategies. London: David Fulton.
Ringness, T. A. (1965). Affective differences between successful and non-successful bright ninth grade boys. Personnel & Guidance Journal, 43(6), 600-606.
Robertson, J., & Howells, C. (2008) Computer game design: opportunities for successful learning. Computers & Education, 50, 559–578.
Rollings, A., & Adams, E. (2002). Game Design. New Riders Games.
Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and istance Learning, 5(2).
Saracho, O. N., (1998). Research directions for cognitive style and education. International Journal of Educational Research, 29, 287-290.
Schunk, D. H. (1990). Goal setting and self -efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
Sherry, J. L. (2004). Flow and media enjoyment. Communication Theory, 14 (4), 328-347.
Schick, H., & Phillipson, S. N. (2009). Learning motivation and performance excellence in adolescents with high intellectual potential: what really matters? High Ability Studies, 20(1), 15-37.
Siegler, R. S., & Richards D. D. (1979). Development of time, speed, and distance　concepts. Development Psychology, 15(3), 288-298.
Singh, H. (2003). Building effective blended learning programs. Education and Technology, 43(6), 51-54.
Squire, K. D. (2003). Gameplay in context: Learning through participation in communities of civilization III players (Unpublished PhD thesis). Instructional Systems Technology Department, Indiana University.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New York New York, USA: Teachers College Press.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Mountain View, CA Innosight Institute.
Sternberg, Robert J., & Grigorenko, Elena L. (1997). Are cognitive styles still in style? American Psychologist, 52(7), 700-712.
Stipek, D. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child Developmet, 66 (1), 209-223.
Stone, A. A., Kessler, R. C., & Haythornthwatte, J. A. (1991). Measuring Daily Events and Experiences: Decisions for Researchers. Journal of Personality, 59(3), 578-607.
Sweetser, P. & Wyeth, P. (2005). GameFlow: A Model for Evaluating Player Enjoyment in Games, ACM Computers in Entertainment, 3(3).
Thang, S. M. (2004). Student approaches to studying: Identify the Malaysian
constructs and comparing them with those in other contexts. Journal of Further and Higher Education, 28(4), 359-371.
Thomas, S., Schott, G., & Kambouri, M. (2004). Designing for learning or designing for fun? Setting usability guidelines for mobile educational games. In Learning with mobile devices: A book of papers. (pp. 173–181).
Thorndike, E. L. (1903). Educational psychology. New York: Lemchkemand Buechner.
Uguroglu, M. E., & Walberg, H. J. (1979). Motivation and achievement: A quantitative synthesis. American Educational Research Journal, 16(4), 375-389.
van der Maas, H. L. J., & Nyamsuren, E. (2017). Cognitive analysis of educational games: The number game. Topics in Cognitive Science, 9(2), 395-412.
Vollmeyer, R., & Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18(3), 239-253.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
Wang, J. H., Chen, S. Y., & Chan, T. W. (2016). An investigation of a joyful peer response system: High ability vs. low ability. International Journal of Human-Computer Interaction, 32(6), 431-444.
Wang, Y., Peng, H., Huang, R., Hou, Y., & Wang, J. (2008). Characteristics of distance learners: Research on relationship of learning motivation, learning strategy, self-efficacy, attribution and learning results. Open Learning, 23(1), 17-28.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, N.J.: General Learning Press.
Wheeler, L. & Reis, H. T. (1991). Self-recording of everyday life events. Origins, types, and uses. Journal of Personality, 59, 339-354.
Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247.
Witkin, H. A., & Goodenough, D. R. (1977). Field dependence and interpersonal behavior. Psychological Bulletin, 84(4), 661-689.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles, essence and origins: Field dependence and field independence (Psychological Issues, Monograph 51). New York: International Universities Press.
Witkin, H. A., Moore, C. A., Good enough, D. R. & Cox, P.W. (1977). Field- dependent and field-independent cognitive styles and their educational implications, Review of Educational Research, 47(1), 1-64.
Witkin, H. A., Oltman, P. K., Raskin, E., & Karpy, S. (1971). A manual for the embedded figure tests. Palo Alto, CA: Consulting psychologist press.
Wu, J.H., Tennyson, R.D., and Hsia, T.L., (2010). A study of student satisfaction in a blended e-learning system environment, Computers & Education, 55(1), 155-164.
Wu, J.H., Tennyson, R.D., Hsia, T.L., and Liao, Y.W. (2008). Analysis of E-Learning Innovation and Core Capability Using a Hypercube Model. Computers in Human Behavior, 24(5), 1851-1866.
Yang, Y. T. C., Chuang, Y.C., Li, L. Y., & Tseng, S.S. (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking. Computers & Education, 63, 285-305.
Zimmermann, E. (Ed.). (2004). Artistically and musically talented students. Thousand Oaks, CA: Corwin Press.