簡易檢索 / 詳目顯示

研究生: 吳俊毅
Wu, Chun-Yi
論文名稱: 以地理實境解謎探究空間自我效能、遊戲焦慮、心流體驗、體驗價值與地方認同之相關研究
Using A Geographical Reality Puzzle Game to Explore the Relationship between Spatial Self-efficacy, Gaming Anxiety, Flow Experience, Experiential Value and Place Identity
指導教授: 洪榮昭
Hong, Jon-Chao
口試委員: 洪榮昭
Hong, Jon-Chao
劉明洲
Liu, Ming-Chou
蕭顯勝
Hsiao, Hsien-Sheng
口試日期: 2024/06/25
學位類別: 碩士
Master
系所名稱: 創造力發展碩士在職專班
Continuing Education Master's Program of Creativity Development
論文出版年: 2024
畢業學年度: 112
語文別: 中文
論文頁數: 150
中文關鍵詞: 實境解謎空間自我效能心流體驗趣味性價值求知性價值地方認同
英文關鍵詞: real escape game, spatial self-efficacy, flow experience, hedonic value, epistemic value, place identity
研究方法: 準實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400789
論文種類: 學術論文
相關次數: 點閱:82下載:6
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 地理教學的重點在於與真實世界的連結,進而了解、關心與珍惜環境。傳統地理實察多以教師講述為主,學生的主動參與度較低。此外,高中的學生來源常非學校所在社區的學生,因此對於地方的認識意願不高,地方認同程度也較低。本研究針對學校及周遭環境設計一款地理實境解謎,以自導式地理實察結合遊戲化教學的方式,探究學生的空間自我效能、遊戲焦慮、心流體驗、體驗價值和地方認同之間的相關性。
    本研究使用嵌入式實驗與單一群體準實驗研究法,採立意取樣進行前測、後測及問卷調查。研究對象為臺北市市區某高中一年級學生,有效樣本共175份。透過SPSS 23及Amos 20進行結構方程模式分析及驗證,得到以下研究結果:
    (一)空間自我效能對於地理實境解謎的遊戲內容焦慮會產生顯著負面影響。
    (二)空間自我效能對於地理實境解謎的遊戲人機互動焦慮會產生顯著負面影響。
    (三)地理實境解謎的遊戲內容焦慮對於心流體驗會產生顯著負面影響。
    (四)地理實境解謎的遊戲內容人機互動焦慮對於心流體驗會產生顯著負面影響。
    (五)心流體驗對於趣味性價值會產生顯著正面影響。
    (六)心流體驗對於求知性價值會產生顯著正面影響。
    (七)趣味性價值對於地方認同會產生顯著正面影響。
    (八)求知性價值對於地方認同會產生顯著正面影響。
    (九)地方認同對於學習表現會產生顯著正面影響。
    (十)不同性別的高中生在地理實境解謎遊戲的空間自我效能具有顯著差異。

    The connection with the real world is the most important part in geography teaching, and furthermore to know and cherish the environment. Traditional geography fieldwork is mostly based on teachers' narration, and students' active participation is low. In addition, high school students are often not from the community where the school is located, so they have low willingness to understand the local area and the local identification is also low. This study designed a geographical real escape game for the school and the surrounding area, using gamification self-guiding fieldwork to explore the relationship between students' spatial self-efficacy, gaming anxiety, flow experience, experiential value and place identity.
    This study used embedding experiment and single group quasi-experimental research method, using purposive sampling to conduct pre-test and post-test and questionnaire survey. The research subjects are 10th grade students of a high school in Taipei City, and the effective samples are 175. Structural equation model analysis and verification were conducted through SPSS 23 and Amos 20. The results of this study are as follows:
    (1) Spatial self-efficacy will have a significant negative impact on game anxiety in the geographical real escape game content
    (2) Spatial self-efficacy will have a significant negative impact on human-computer interaction anxiety in the geographical real escape game.
    (3) Anxiety in the geographical real escape game content will have a significant negative impact on the flow experience.
    (4) Anxiety of human-phone interaction in the geographical real escape game will have a significant negative impact on the flow experience.
    (5) Flow experience will have a significant positive impact on hedonic value.
    (6) Flow experience will have a significant positive impact on epistemic value.
    (7) Hedonic value will have a significant positive impact on place identity.
    (8) Epistemic value will have a significant positive impact on place identity.
    (9) Place identity will have a significant positive impact on learning performance.
    (10) There is a significant difference in the spatial self-efficacy of high school students of different genders in geographical reality puzzle games.

    第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的與研究問題 5 第三節 名詞釋義 8 第四節 研究範圍 11 第二章 文獻探討 12 第一節 實境解謎遊戲與教育 12 第二節 空間自我效能 21 第三節 遊戲焦慮 26 第四節 心流體驗 32 第五節 體驗價值 34 第六節 地方認同 41 第三章 研究設計與實施 45 第一節 研究方法 45 第二節 研究模式與假設 45 第三節 研究對象 50 第四節 研究工具 51 第五節 研究步驟與實驗流程 57 第六節 資料處理與分析 62 第七節 研究倫理 63 第四章 研究結果與分析 64 第一節 樣本特徵分析 64 第二節 敘述性統計分析 65 第三節 量表項目分析 73 第四節 構面信效度分析 90 第五節 整體適配度分析 93 第六節 路徑分析 95 第七節 間接效果分析 97 第八節 差異性分析 100 第九節 研究結果與討論 105 第五章 結論與建議 114 第一節 研究結論 114 第二節 研究貢獻 117 第三節 研究限制與未來建議 118 參考書目 120 中文參考書目 120 外文參考書目 124 附件一 前測 147 附件二 後測 148 附件三 問卷量表 149

    RMT 實境遊戲官網(2023年12月1日)。什麼是實境遊戲。RMT 實境遊戲官網https://www.rmtofficial.com/gamesinreality
    尤怡婷(2021)。以 [WordWall] 數位遊戲探討印尼初學者在華語文學習焦慮、遊戲學習興趣、遊戲焦慮與知覺遊戲學習的價值(未出版碩士論文)。國立臺灣師範大學。
    尤信雄、范怡舒(1998)。學區制問題探討座談紀實。中等教育,49(3),32-42。
    王品閑、洪立三(2020)。使用通訊軟體進行自導式野外實察的成效與可行性分析:以LINE的運用為例。地理研究,72,79-102。 https://doi.org/10.6234/JGR.202011_(72).0004
    江旻璇(2020)。桌遊融入英語教學對學習成效與英語口說焦慮之影響(未出版碩士論文)。國立高雄師範大學。
    何雍慶、蘇子炘、張永富(2004)。消費者體驗與訊息處理路徑對品牌延伸購買態度之影響。行銷評論,1(1),1-20。 https://doi.org/10.29931/MR.200409.0001
    吳忠宏、林麗娟、謝奇明(2019)。金門山后聚落遊客的懷舊情感對負責任環境行為之影響:兼論地方依賴與地方認同的中介效果。環境教育研究,15(2),81-120。 https://doi.org/10.6555/JEER.15.2.081
    吳明隆(2007)。SPSS操作與應用:問卷統計分析實務。五南圖書出版公司。
    李一民、龔熒慧、林育筠(2020)。遊戲式學習融入高職餐飲科餐旅概論課程以密室脫逃為例。休閒運動管理學刊,6(1),37-46。
    李培菁(1996)。民俗節慶活動認同與贊助意願之研究─以大甲媽祖文化節為例(未出版碩士論文)。朝陽科技大學。
    李蕙宇(2021)。淺談密室逃脫遊戲融入課程與建議。臺灣教育評論月刊,10(8),134-137。
    林永豐(2007)。追求均質學區-從高中職社區化反省學區的規劃。課程與教學,10(2),131-143。 https://doi.org/10.6384/CIQ.200704.0131
    林有得(1993)。景園體驗之研究(未出版碩士論文)。國立中興大學。
    林欣慈、蔡明昌(2015)。自我實現、心流體驗與幸福展之研究:以參與鐵人三 項中老年族群為例。運動休閒管理學報,12(2),15-28。 https://doi.org/10.6214/JSRM.1202.002
    林家永(2001)。學校教育、社會網路與社區意識(未出版碩士論文)。台東師範學院。
    林家米、隋翠華(2017)。桌遊融入語詞學習之應用研究分析。臺灣教育評論月刊,6(4),196-202。
    林渝甯(2022)。實境解謎遊戲式學習教學實踐研究之探討-以課程發展與評鑑課程為例(未出版碩士論文)。淡江大學。
    林琮穎(2020)。國立臺灣科學教育館實境遊戲中青年族群社交與學習經驗之研究(未出版碩士論文)。國立臺北藝術大學。
    林琮穎(2022)。探索博物館之謎—博物館運用實境遊戲之研究。博物館學季刊,36(1)。5-27。 https://doi.org/10.6686/MuseQ.202201_36(1).0001
    林雅雯、曾志隆(2017)。國中學生數學信念量表之編製。測驗學刊,64(3),259-293。
    芮孝承(2023)。探討講述教學法和Line Official Account進行實境解謎對學生文化資產實察的影響-以鳳山無線電信所為例(未出版碩士論文)。國立高雄科技大學。
    邱玉蟾(2003)。高中職社區化的關鍵性議題。教育研究月刊,107,36-47。
    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。 https://doi.org/10.6209/JORIES.201809_63(3).0005
    洪麗卿、林佳慧(2023)。融合體驗學習與社會情緒學習之攀樹課程發展。臺灣教育評論月刊,12(3),148-154。
    韋煙灶(2002)。鄉土教學及教學資源調查。國立臺灣師範大學。
    張春興(1993)。教育心理學研究的新取向─目的教育化、對象全人化、方法本土化。教育心理學報,26,1-21。 https://doi.org/10.6251/BEP.19930701.1
    張基成、林冠佑(2016)。從傳統數位學習到遊戲式數位學習―學習成效、心流體驗與認知負荷。科學教育學刊,24(3),221-248。https://doi.org/10.6173/CJSE.2016.2403.01
    教育部(2021)。十二年國民基本教育課程綱要總綱。
    教育部(2023年12月18日)。各直轄市、縣 (市) 函報就學區及共同就學區劃定結果。臺北市政府教育局十二年國民基本教育資訊網。https://12basic.tp.edu.tw/news/112-%E5%AD%B8%E5%B9%B4%E5%BA%A6%E5%90%84%E7%9B%B4%E8%BD%84%E5%B8%82%E3%80%81%E7%B8%A3%EF%BC%88%E5%B8%82%EF%BC%89%E5%B0%B1%E5%AD%B8%E5%8D%80%E5%8F%8A%E5%85%B1%E5%90%8C%E5%B0%B1%E5%AD%B8%E5%8D%80/
    梁茂森(1998)。國中生學習自我效能量表之編製。教育學刊,14,155-192。
    陳侶安(2015)。「翻轉教育」新思維─探討美國、日本、臺灣教育之轉變。舞蹈教育,13,145-158。
    陳冠鳳(2021)。以VR爵士鼓遊戲探究中學生之節奏感增長信念與遊戲焦慮、心流經驗對學習價值及學習成效之相關研究(未出版碩士論文)。國立臺灣師範大學。 https://doi.org/10.6345/NTNU202100741
    陳哲銘(2003)。「虛擬」野外實察-讓野外實察更「真實」?。中等教育,54(5),110-123。
    陳雅惠(2012)。運用探索教育提升國小五年級學生班級凝聚力之行動研究(未出版碩士論文)。國立新竹教育大學。
    陳寬裕、王正華(2010)。結構方程模型分析實務:Amos的運用。五南。
    陳瀚凱、管倖生(2005)。從注意力、觀察力與創造力三者相互關係建構AOC三階段視覺觀察法之創意教學啟發模式。設計研究,5,62-72。https://doi.org/10.30178/SJYJ.200507.0008
    陳麗華、葉韋伶、林月梅、鄭詔月、范惠美(2021)。以實境體驗遊戲融入校外教學深化學生多面向的參與式學習與理解:以<尋訪馬偕足跡>為例。教育研究集刊,67(1),65-106。 https://doi.org/10.3966/1028870820 21036701003
    曾秉希、王正平、鍾任琴(2007)。地方居民對台中市梅川親水公園依附感之研究。造園景觀學報,12(4),37-56。
    曾恕慈(2013)。超現實解謎遊戲之創作研究(未出版之碩士論文)。國立東華大學。
    游佳穎(2020)。遊戲式學習融入高中地理實察課程培養核心素養之研究(未出版之碩士論文)。國立臺灣師範大學。https://doi.org/10.6345/NTNU202000045
    游旻寧(2018)。故宮不思議事件簿:以博物館為場域的實境解謎遊戲。故宮文物月刊,424,122-127。
    程毓明、郭勝煌(2011)。遊戲式學習對學習成效影響之探討:以國中綜合活動童軍課程為例。工業科技教育學刊,4,25-32。 https://doi.org/10.6306/JITE.2011.4.4
    黃孝璋、李晶,2015。以方法目的鏈理論探討實境遊戲之體驗與價值,大專體育學刊,17(2),109-126。 https://doi.org/10.5297/ser.1702.001
    黃明月、洪榮昭、譚華德、葉建宏、葉貞妮、郝永崴(2021)。數位遊戲式之泰語學習:語言焦慮、自我效能對於情意表現因素及學習價值之相關分析。數位學習科技期刊,13(2),87-117。https://doi.org/10.3966/2071260X2021041302004
    黃俊烽(2003)。高中職社區化與十二年國教。教育研究月刊,107,104-111。
    黃俊閎、林鳳儀、蕭春蘭(2007)。數位商品消費與文化認同效果:線上遊戲的實證分析。電子商務研究,5(3),313-334。 https://doi.org/10.29767/ECS.200709.0003
    黃朝恩(1991)。中學地理科戶外教學活動的編寫和實施。中等教育,40(2),30-42。
    黃瓊儀(2011)。體驗式學習課程對服務學習團隊的訓練效益(未出版碩士論文)。國立高雄師範大學。
    楊國樑(2014)。體驗式培訓引導員專業素養對團隊建立訓練成效評估之研究(未出版碩士論文)。國立高雄應用科技大學。
    楊登順、洪瑞兒(2016)。探討大學生空間自我效能、畫地圖能力與地圖素養之相關性與中介效果。教育科學研究期刊,61(4),121-146。 https://doi.org/10.6209/JORIES.2016.61(4).05
    廖財固(2006)。高中地理實察教學實踐之研究--以高一地理為例(未出版之碩士論文)。國立臺灣師範大學。
    趙貞怡、陳玉琦(2022)。LINE@融入童軍校園實境解謎課程對國中七年級學生觀察力之研究。教育傳播與科技研究,128,19-39。 https://doi.org/10.6137/RECT.202204_(128).0003
    趙家民、涂智慧、吳琬蓉、巫忠晉(2012)。參與動機、活動體驗、文化認同與社區意識關係之研究─以北港藝閣遶境活動為例。文化創意事業與管理研究特刊,10,88-115。
    劉鎮輝(2023)。以實境遊戲促進社區議題探索與敘事再現之教學實踐研究。社區營造學報,2(1),41-62。
    潘淑蘭、吳忠宏、周儒(2008)。解說志工活動涉入、地方依附與滿意度之關係研究:以國立自然科學博物館為例。戶外遊憩研究,21(3),23-47。https://doi.org/10.6130/JORS.2008.21(3)2
    鄭涵孺(2022)。解[密]?解[謎]?博物館新觀眾參與實境解謎遊戲之研究(未出版之碩士論文)。國立臺灣師範大學。 https://doi.org/10.6345/NTNU202201517
    鄭淑禎(2014)。博物館APP導覽系統之系統品質覺知及體驗價值與使用意圖相關研究(未出版之碩士論文)。國立臺灣師範大學。
    操小晉、劉春卉、余思奇(2023)。老舊社區的具身實踐與地方認同-基於超越表徵的整合視角。人文地理,38(2),69-78。https://doi.org/10.13959/j.issn.1003-2398.2023.02.009
    蕭婷綺(2020)。實境遊戲與臺灣文化認同交織-以密室逃脫設計為例(未出版之碩士論文)。國立臺灣師範大學。https://doi.org/10.6345/NTNU202001165
    賴彥伶(2011)。探討大型多人線上角色扮演遊戲玩家之社會關係網絡與行為互動模式(未出版之碩士論文)。國立臺灣師範大學。
    賴婷鈴、彭素貞(2015)。教育遊戲輔助國中七年級學生提升歷史學習成效之初 探。教育傳播與科技研究。112,41-49。 https://doi.org/10.6137/RECT.2015.112.03
    賴靜儀(2008)。偏手性與語文、空間自我效能之相關研究(未出版之碩士論文)。國立臺中教育大學。
    簡翊安(2023)。以密室逃脫遊戲探究學習表演藝術知識之後設認知技巧、遊戲自我效能、體驗價值與學習表現之相關研究(未出版之碩士論文)。國立臺灣師範大學。 https://doi.org/10.6345/NTNU202300692
    羅家駿、郭宛如(2020)。玩家人格特質與答題時間壓力對遊戲體驗、態度與表現之影響。教育傳播與科技研究,124,53-68。https://doi.org/10.6137/RECT.202012_(124).0004
    譚光鼎(1998)。社會文化在製理論之分析。教育研究學刊,40,23~50。https://doi.org/10.6910/BER.199801_(40).0002
    譚華德、洪榮昭、葉建宏、葉貞妮、郝永崴(2021)。體感式遊戲應用於泰文句法學習:泰文學習態度、語言焦慮、遊戲心流、測驗焦慮、句法自信心提升之關係。教育科學研究期刊,66(3),213-246。https://doi.org/10.6209/JORIES.202109_66(3).0007
    蘇慧堅、鍾燕宜(2004)。閱讀心流經驗於出版行銷策略之研究。出版與管理研究,1(1),79-132。
    龔心怡(2008)。影響數學學習成就相關因素之探究:數學自我概念與數學自我效能。研究與創新,9,6-7。https://doi.org/10.29603/ZHWHGX.200809.0003
    Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in gamebased learning: A systematic review. Review of Educational Research, 85(4), 740-779. https://doi.org/10.3102/0034654315577210
    Abedi, G., Rostami, F., & Nadi, A. (2015). Analyzing the dimensions of the quality of life in hepatitis B patientsusing confirmatory factor analysis. Global Journal of Health Science, 7(7). https://doi.org/10.5539/gjhs.v7n7p22
    Adams, E.(2014). Fundamentals of game design (3rd ed.). New Riders.
    Agnew, J. A. (2014). Place and politics: The geographical mediation of state and society. Routledge. https://doi.org/10.4324/9781315756585-12
    Agogo, D., & Hess, T. F. (2018). “How does tech make you feel?” a review and examination of negative affective responses to technology use. European Journal of Information Systems, 27(5), 570–599. https://doi.org/10.1080/0960085x.2018.1435230
    Akca, F. (2011). The relationship between test anxiety and learned helplessness. Social Behavior and Personality: An International Journal, 39(1), 101-112. https://doi.org/10.2224/sbp.2011.39.1.101
    Aladağ, E., Arıkan, A., & Özenoğlu, H.(2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving. Thinking Skills and Creativity, 40, 100815. https://doi.org/10.1016/j.tsc.2021.100815
    Alba, J. W., & Williams, E. F. (2013). Pleasure principles: a review of research on hedonic consumption. Journal of Consumer Psychology, 23(1), 2-18. https://doi.org/10.1016/j.jcps.2012.07.003
    Albatati, B., Fang, L., Wang, S., & Yu, M. (2023). Emotions and online gaming experiences: An examination of MMORPG gamers from India and the United States. Computers in Human Behavior, 148, 107900. https://doi.org/10.1016/j.chb.2023.107900
    Amoura, C., Berjot, S., Gillet, N., & Altintas, E. (2014). Desire for control, perception of control: Their impact on autonomous motivation and psychological adjustment. Motivation and Emotion, 38, 323-335. https://doi.org/10.1007/s11031-013-9379-9.
    Andrews, J., & Smith, D. C. (1996). In search of the marketing imagination: Factors affecting the creativity of marketing programs for mature products. Journal of Marketing Research, 33, 174-187. https://doi.org/10.2307/3152145
    Anshari, M., Alas, Y., Hardaker, G., Jaidin, J. H., Smith, M., & Ahad, A. D. (2016). Smartphone habit and behavior in Brunei: Personalization, gender, and generation gap. Computers in Human Behavior, 64, 719-727. https://doi.org/10.1016/j. chb.2016.07.063.
    Armum, P., & Chellappan, K. (2015). Social and emotional self-efficacy of adolescents: measured and analysed interdependencies within and across academic achievement level. International Journal of Adolescence and Youth, 21(3), 279–288. https://doi.org/10.1080/02673843.2015.1067894
    Association for Experiential Education, AEE (2015), What is Experiential Education. Retrieved from https://is.gd/pysJAO
    Awang, Z. (2015). SEM Made Simple: A gentle approach to learning structural equation modelling. MPWS Rich.
    Baker, B. D., Keller-Wolff, C., & Wolf-Wendel, L. (2000). Two steps forward, one step back: Race/ethnicity and student achievement in education policy research. Educational Policy, 14(4), 511-529.
    Banda, L. O. L., Liu, J., Banda, J. T., & Zhou, W. (2023). Impact of ethnic identity and geographical home location on student academic performance. Heliyon, 9(6), e16767. https://doi.org/10.1016/j.heliyon.2023.e16767
    Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735. https://doi.org/10.1037/0012-1649.25.5.729
    Bandura, A.(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
    Bandura, A.(1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of Human Behavior, (vol. 4, pp. 77-81). Academic Press.
    Barlow, D. H. (2004). Anxiety and its disorders: The nature and treatment of anxiety and panic. Guilford Press.
    Baron, R. A., Mueller, B. A., & Wolfe, M. T. (2016). Self-efficacy and entrepreneurs’ adoption of unattainable goals: The restraining effects of self-control. Journal of Business Venturing, 31(1), 55-71. https://doi.org/10.1016/j.jbusvent.2015.08.002
    Bazerman, M. H., Tenbrunsel, A. E., & Wade-Benzoni, K. (1998). Negotiating with yourself and losing: making decisions with competing internal preferences. Academy of Management Review, 23(2), 225-241. https://doi.org/10.2307/259372
    Beaudoin, M., & Desrichard, O. (2011). Are memory self-efficacy and memory performance related? A meta-analysis. Psychological Bulletin, 137, 211-241. https://doi.org/10.1037/a0022106
    Bellan, J. M., & Scheurman, G. (1998). Actual and virtual reality: Making the most of field trips. Social Education, 62(1), 35-40.
    Bellenger, D.N., Steinberg, E. & Stanton, W.W. (1976). The congruence of store image and self image. Journal of Retailing, 52(1), 17-32.
    Bernardo, F., & Palma, J. M. (2005). Place change and identity processes. Medio Ambiente y Comportamiento Humano, 6(1), 71-87.
    Bhattacherjee, A., Limayem, M., & Cheung, C. M. (2012). User switching of information technology: a theoretical synthesis and empirical test. Information & Management, 49(7), 327-333. https://doi.org/10.1016/j.im.2012.06.002
    Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on controlvalue theory. Contemporary Educational Psychology, 51, 11-21. https://doi.org/10.1016/j.cedpsych.2017.05.002
    Bollen, K.A. (1989) Structural equations with latent variables. John Wiley and Sons, Inc. https://doi.org/10.1002/9781118619179
    Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. Journal of Technology and Science Education, 7(2), 162-171. https://doi.org/10.3926/jotse.247
    Bouffard-Bouchard, T. (1990). Influence of self-efficacy on performance in a cognitive task. The Journal of Social Psychology, 130(3), 353-363. https://doi.org/10.1080/00224545.1990.9924591
    Bradley, A. (2016). Trait and state anxiety: Assessment, predictors and outcomes. Nova.
    Bragazzi, N., & Puente, G. (2014). A proposal for including nomophobia in the new DSM-V. Psychology Research and Behavior Management, 7, 155-160. https://doi.org/10.2147/PRBM.S41386
    Bridges, E., & Florsheim, R. (2008). Hedonic and utilitarian shopping goals: The online experience. Journal of Business Research, 61, 309-314. https://doi.org/10.1016/j.jbusres.2007.06.017.
    Broda, H. W. (2007). Schoolyard-enhanced learning: Using the outdoors as an instructional tool, K-8. Stenhouse.
    Budruk, M., & Lee, W. (2016). Importance of managing for personal benefits, hedonic and utilitarian motivations, and place attachment at an urban natural setting. Environmental Management, 58, 504-517. https://doi.org/10.1007/s00267-016-0723-1
    Buil, I., Catalan, S., & Martinez, E. (2019). The influence of flow on learning outcomes: An empirical study on the use of clickers. British Journal of Educational Technology, 50(1), 428-439. https://doi.org/10.1111/bjet.12561
    Buttimer, A. (1980). Home, reach, and the sense of place. In A. Buttimer, & D. Seamon (Eds), The Human Experience of Space and Place (pp. 166-187). Croom Helm.
    Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge.
    Byrne, B. M., & Campbell, T. L. (1999). Cross-Cultural comparisons and the presumption of equivalent measurement and theoretical structure. Journal of Cross-cultural Psychology, 30(5), 555–574. https://doi.org/10.1177/0022022199030005001
    Byrne, K., Silasi-Mansat, C. D., & Worthy, D. A. (2015). Who chokes under pressure? The Big Five personality traits and decisionmaking under pressure. Personality and Individual Differences, 74, 22-28. https://doi.org/10.1016/j.paid.2014.10.009
    Cai, J., Wohn, D. Y., Mittal, A., & Sureshbabu, D. (2018). Utilitarian and hedonic motivations for live streaming shopping. In Proceedings of the 2018 ACM international conference on interactive experiences for TV and online video (pp. 81-88).
    Calder, A. J., Hargreaves, E. A., & Hodge, K. (2020). Great expectations: A qualitative analysis of the factors that influence affective forecasts for exercise. International Journal of Environmental Research and Public Health, 17(2), 551. https://doi.org/10.3390/ijerph17020551
    Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., & Bandura, A. (2008). Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100(3), 525-534. https://doi.org/10.1037/0022-0663.100.3.525
    Caprara, G. V., Steca, P., Gerbino, M., Paciello, M., & Vecchio, G. M. (2006). Looking for adolescents’ well-being: self-efficacy beliefs as determinants of positive thinking and happiness. Epidemiologia E Psichiatria Sociale, 15(1), 30–43. https://doi.org/10.1017/s1121189x00002013
    Cazan, A. M., Cocoradă, E., & Maican, C. I. (2016). Computer anxiety and attitudes towards the computer and the internet with Romanian high-school and university students. Computers in Human Behavior, 55, 258-267. https://doi.org/10.1016/j.chb.2015.09.001
    Chang, E. C., & Tseng, Y. F. (2013). Research note: E-store image, perceived value and perceived risk. Journal of Business Research, 66(7), 864-870. https://doi.org/10.1016/j.jbusres.2011.06.012
    Chang, K.-T., & Antes, J. R.(1987). Sex and cultural differences in map reading. The American Cartographer, 14(1), 29-42. https://doi.org/10.1559/152304087783875345
    Chawla, L. (1992). Research priorities in environmental education. Children’s Environments, 9(1), 68-71.
    Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experience of Web activities. Computers in Human Behavior, 15(5), 585-608. https://doi.org/10.1016/S0747-5632(99)00038-2
    Chen, L.-X., & Sun, C.-T. (2016). Self-regulation influence on game play flow state. Computers in Human Behavior, 54, 341-350. https://doi.org/10.1016/j.chb.2015.08.020
    Cheng, J. M. S., Wang, E. S. T., Lin, J. Y. C., & Vivek, S. D. (2009). Why do customers utilize the internet as a retailing platform? A view from consumer perceived value. Asia Pacific Journal of Marketing and Logistics, 21(1), 144-160. https://doi.org/10.1108/13555850910926290
    Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, 104814. https://doi.org/10.1016/j.compedu.2023.104814
    Chou, T., & Ting, C. (2003). The role of flow experience in Cyber-Game Addiction. Cyberpsychology & Behavior/CyberPsychology and Behavior, 6(6), 663–675. https://doi.org/10.1089/109493103322725469
    Cohen J. E. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc
    Coluccia, E., Iosue, G., & Brandimonte, M. A. (2007). The relationship between map drawing and spatial orientation abilities: A study of gender differences. Journal of Environmental Psychology, 27(2), 135-144. https://doi.org/10.1016/j.jenvp.2006.12.005
    Crane, N., Zusho, A., Ding, Y., & Cancelli, A.(2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72-79. https://doi.org/10.1016/j.cedpsych.2016.09.006
    Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-Bass.
    Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
    Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge University Press.
    Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world of work. Basic Books.
    Davis, J. P. (2023). Creating values: the entrepreneurial-science education nexus. Research in Science Education, 53(1), 19-36. https://doi.org/10.1007/s11165-021-10040-8
    De Dreu, C., & Steinel, W. (2006). Social decision making in fuzzy situations: Motivated decision making and strategic choice. In D. De Cremer, M. Zeelenberg, & J. K. Murnighan (Eds.), Social psychology and economics (pp. 55-78). Routledge.
    De Jesus, F. L., Bellavance, S. R., & Nycz, J. (2024). Claims and contests: On the epistemic negotiation of place identity. Language & Communication, 95, 42–54. https://doi.org/10.1016/j.langcom.2024.01.003
    Dedeoglu, B. B., Bilgihan, A., Ye, B. H., Buonincontri, P., & Okumus, F. (2018). The impact of servicescape on hedonic value and behavioral intentions: The importance of previous experience. International Journal of Hospitality Management, 72, 10-20. https://doi.org/10.1016/j.ijhm.2017.12.007
    Deighton, J., & Grayson, K. (1995). Marketing and seduction: Building exchange relationships by managing social consensus. Journal of Consumer Research, 21(4), 660-676. https://doi.org/10.1086/209426
    Dempsey, J. V., Lucassen, B. A., Haynes, L. L., & Casey, M. S. (1996). Instructional Applications of Computer Games Paper presented to the American Educational Research Association, 8-12 April 1996. New York, USA.
    Dickey, M. D. (2005). Engaging by design: How engagement strategies in popular computer and video games can inform instructional design. Educational Technology Research and Development, 53, 67-83. https://doi.org/10.1007/BF02504866
    Dikmenli, Y. (2014). Geographic literacy perception scale (GLPS) validity and reliability study. Mevlana International Journal of Education (MIJE), 4(1), 1-15. https://doi.org/10.13054/mije.13.43.4.1
    Drissner, J., Haase, H., & Hille, K. (2010). Short-term environment education - does it work? - an evaluation of the “Green Classroom”. Journal of Biological Education, 44(4), 149-155. https://doi.org/10.1080/00219266.2010.9656215.
    Ducheneaut, N. & Moore, R. J. (2005). More than just ‘XP’: Learning social skills in massively multiplayer online games. Interactive Technology and Smart Education, 2(2), 89-100. https://doi.org/10.1108/17415650580000035
    Eckert, P. (2004). Variation and a sense of place. In C. Fought (Ed.), Sociolinguistic variation: Critical reflections (pp. 107-118). Oxford University Press.
    Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy and anxiety. In R. L. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). University of Hawaii Press.
    Ekatushabe, M., Kwarikunda, D., Muwonge, C. M., Ssenyonga, J., & Schiefele, U. (2021). Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students. International Journal of STEM Education, 8(1). https://doi.org/10.1186/s40594-021-00272-5
    Elhai, J. D., Levine, J. C., & Hall,B. J. (2018). The relationship between anxiety symptom severity and problematic smartphone use: A review of the literature and conceptual frameworks. Journal of Anxiety Disorders, 62, 45-52. https://doi.org/10.1016/j. janxdis.2018.11.005.
    Epstein, R. A., Patai, E. Z., Julian, J. B., & Spiers, H. J. (2017). The cognitive map in humans: Spatial navigation and beyond. Nature Neuroscience, 20, 1504. https://doi.org/10.1038/nn.4656
    Falloon, G. (2013). Young students using iPads: app design and content influences on their learning pathways. Computers & Education, 68, 505-521. https://doi.org/10.1016/j.compedu.2013.06.006
    Fauzi, A. A., & Sheng, M. L. (2021). Ride-hailing apps' continuance intention among different consumer groups in Indonesia: the role of personal innovativeness and perceived utilitarian and hedonic value. Asia Pacific Journal of Marketing and Logistics, 33(5), 1195-1219. https://doi.org/10.1108/APJML-05-2019-0332
    Fields, A. W., & Shelton, A. L. (2006). Individual skill differences and large-scale environmental learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32, 506. https://doi.org/10.1037/0278-7393.32.3.506
    Finneran, C. M., & Zhang, P. (2005). Flow in computer-mediated environments: Promises and challenges. Communications of the Association for Information Systems, 15, 82-101. https://doi.org/10.17705/1CAIS.01504
    Franck, K. (1984) Exorcising the ghost of physical determinism. Environment and Behavior. 16(4). 411-435. https://doi.org/10.1177/0013916584164001
    Garn, A. C., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: Application of control-value theory of achievement emotions. Psychology of Sport and Exercise, 29, 93-102. https://doi.org/10.1016/j.psychsport.2016.12.005
    Gilbert A. Churchill, JR. (1998). Basic marketing research (3rd Ed.) The Dryden Press.
    Gomila, T., & Calvo, P. (2008). Directions for an embodied cognitive science: Toward an integrated approach. In T. Gomila, & P. Calvo (Eds.), Handbook of cognitive science: An embodied approach (pp. 1-25). Elsevier. https://doi.org/10.1016/B978-0-08-046616-3.00001-3
    Green, S.B. & Salkind, N.J. (2010) Using SPSS for Windows and Macintosh: Analyzing and Understanding Data. Prentice Hall Press.
    Greene, J. A., & Yu, S. B. (2014). Modeling and measuring epistemic cognition: a qualitative re-investigation. Contemporary Educational Psychology, 39,12-28. https://doi.org/10.1016/j.cedpsych.2013.10.002
    Guo, Y. R., Goh, D. H. L., & Luyt, B. (2017). Tertiary students’ acceptance of a game to teach information literacy. Aslib Journal of Information Management, 69(1), 46-63. https://doi.org/10.1108/AJIM-08-2016-0131
    Guo, Z., Xiao, L., Van Toorn, C., Lai, Y., & Seo, C.(2016). Promoting online learners’ continuance intention: An integrated flow framework. Information & Management, 53(2), 279-295. https://doi.org/10.1016/j.im.2015.10.010
    Gupta, S. (2012). The relevance of confidence interval and P-value in inferential statistics. Indian journal of pharmacology, 44, 143-144. https://doi.org/10.4103/0253-7613.91895.
    Ha, J., & Jang, S. S. (2010). Perceived values, satisfaction, and behavioral intentions: The role of familiarity in Korean restaurants. International Journal of Hospitality Management, 29(1), 2-13. https://doi.org/10.1016/j.ijhm.2009.03.009
    Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/ebr-11-2018-0203
    Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson.
    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. https://doi.org/10.1016/j.chb.2015.07.045
    Hanzaee, K. H., & Rezaeyeh, S. P. (2013). Investigation of the effects of hedonic value and utilitarian value on customer satisfaction and behavioural intentions. African Journal of Business Management, 7(11), 818.
    Harris, P. B., Brown, B. B., & Werner, C. M. (1996). Privacy regulation and place attachment: Predicting attachments to a student family housing facility. Journal of Environmental Psychology, 16(4), 287-301.
    Harun, M. T., & Salamuddin, N. (2014). Promoting social skills through outdoor education and assessing its’ effects. Asian Social Science, 10(5), 71-78. https://doi.org/10.5539/ass.v10n5p71.
    Hauge, A.L. (2007) Identity and Place: A Critical Comparison of Three Identity Theories. Architectural Science Review. 50(1), 44-51. https://doi.org/10.3763/asre.2007.5007
    Haverila, M. (2013). Cell phone usage and broad feature preferences: A study among Finnish undergraduate students. Telematics and Informatics, 30(2), 177-188. https://doi.org/10.1016/j.tele.2012.05.002
    Hegarty, M., Montello, D. R., Richardson, A. E., Ishikawa, T., & Lovelace, K. (2006). Spatial abilities at different scales: Individual differences in aptitude-test performance and spatial-layout learning. Intelligence, 34(2), 151-176. https://doi.org/10.1016/j.intell.2005.09.005
    Hegarty, M., Richardson, A. E., Montello, D. R., Lovelace, K., & Subbiah, I.(2002). Development of a self-report measure of environmental spatial ability. Intelligence, 30(5), 425-447. https://doi.org/10.1016/S0160-2896(02)00116-2
    Heitmayer, M., & Lahlou, S. (2021). Why are smartphones disruptive? An empirical study of smartphone use in real-life contexts. Computers in Human Behavior, 116, 106637. https://doi.org/10.1016/j.chb.2020.106637
    Henseler, J., Ringle, C. M., & Sarstedt, M. (2014). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
    Hernández, B., Hidalgo, M. C., Salazar-Laplace, M. E., & Hess, S. (2007). Place attachment and place identity in natives and non-natives. Journal of Environmental Psychology, 27(4), 310-319. https://doi.org/10.1016/j.jenvp.2007.06.003
    Hill, K., & Wigfield, A. (1984). Test anxiety: a major educational problem and what can be done about it. Elementary School Journal, 85, 105-126.
    Hirschman, E.C. (1983), Predictors of self-projection, fantasy fulfillment, and escapism. Journal of Social Psychology, 120(1), 63-76. https://doi.org/10.1080/00224545.1983.9712011
    Hogle, J. G. (1996). Considering games as cognitive tools: In search of effective" edutainment.". ERIC Clearinghouse.
    Holbrook, M. B. (1996). Customer value: a framework for analysis and research. Advances in Consumer Research, 23, 138-142.
    Holbrook, M. B. (1999). Consumer value: A framework for analysis and research. Routledge. https://doi.org/10.4324/9780203010679.ch0
    Holbrook, M. B., & Corfman, K. P. (1985). Quality and value in the consumption experience: Phaedrus rides again. Perceived Quality, 31(2), 31-57.
    Holbrook, M. B., & O’Shaughnessy, J. (1984). The role of emotion in advertising. Psychology & Marketing, 1(2), 45–64. https://doi.org/10.1002/mar.4220010206
    Holbrook, M.B. and Hirschman, E.C. (1982), The experiential aspects of consumption: consumer fantasies, feelings and fun. Journal of Consumer Research, 9(2), 132-140. https://doi.org/10.1086/208906
    Hong, J. C., Hwang, M. Y., Chen, Y. J., Lin, P. H., Huang, Y. T., & Lee, C. C. (2013). Using the saliency-based model to design a digital archaeological game to motivate players' intention to visit the digital archives of Taiwan's natural science museum. Computers & Education, 66, 74-82. https://doi.org/10.1016/j.compedu.2013.02.007
    Hong, J. C., Hwang, M. Y., Hsu, H. T., & Tai, K. H. (2021). Gestalt perception: A game designed to explore players’ gameplay self-efficacy and anxiety reflected in their learning effects. Journal of Research on Technology in Education, 55(3), 441-458. https://doi.org/10.1080/15391523.2021.1967819
    Hong, J. C., Hwang, M. Y., Liu, M. C., Ho, H. Y., & Chen, Y. L. (2014). Using a “prediction-observation-explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110-120. https://doi.org/10.1016/j.compedu.2013.10.004
    Hong, J. C., Hwang, M. Y., Liu, M. C., Tsai, C. R., & Tai, K. H. (2020). Metacognition in covariation reasoning relevant to performance achievement mediated by experiential values in a simulation game. Educational Technology Research and Development, 68(3), 929-948. https://doi.org/10.1007/s11423-019-09711-1
    Hong, J. C., Hwang, M. Y., Tai, K. H., & Kuo, Y. C. (2016). Crystallized intelligence affects hedonic and epistemic values to continue playing a game with saliency-based design. Computers & Education, 95, 75-84. https://doi.org/10.1016/j.compedu.2015.12.006
    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. https://doi.org/10.1007/s11423-015-9389-2
    Hong, J. C., Hwang, M. Y., Tai, K. H., Lin, P. H., & Lin, P. C. (2020). Learning progress in a Chinese order of stroke game: The effects of intrinsic cognitive load and gameplay interest mediated by flow experience. Journal of Educational Computing Research, 58(4), 842-862. https://doi.org/10.1080/09588221.2019.1614068.
    Hong, J. C., Juan, H. C., & Hung, W. C. (2022). The role of family intimacy in playing collaborative e-sports with a Switch device to predict the experience of flow and anxiety during COVID-19 lockdown. Computers in Human Behavior, 132, 107244. https://doi.org/10.1016/j.chb.2022.107244
    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. https://doi.org/10.1016/j.compedu.2015.04.018
    Hong, J. C., Liu, X., Cao, W., Tai, K. H., & Zhao, L. (2022). Effects of Self-Efficacy and Online Learning Mind States on Learning Ineffectiveness during the COVID-19 Lockdown. Educational Technology & Society, 25(1), 142-154.
    Hong, J. C., Tai, K. H., & Ye, J. H. (2019). Playing a Chinese remote‐associated game: The correlation among flow, self‐efficacy, collective self‐esteem and competitive anxiety. British Journal of Educational Technology, 50(5), 2720-2735. https://doi.org/ 10.1111/bjet.12721
    Hong, J. C., Tai, K. H., Hwang, M. Y., & Kuo, Y. C. (2016). Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control. Computers & Education, 100, 32-44. https://doi.org/10.1016/j.compedu.2016.04.009
    Hong, J., & Hung, W. (2024). Exercise health belief related to “Fit-Fun” exergame play interest, anxiety, practicing attitude, and exergaming performance. Entertainment Computing, 48, 100602. https://doi.org/10.1016/j.entcom.2023.100602
    Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. https://doi.org/10.1016/j.tate.2005.01.007
    Hsu, C. L., & Chen, M. C. (2018). How gamification marketing activities motivate desirable consumer behaviors: Focusing on the role of brand love. Computers in Human Behavior, 88, 121-133. https://doi.org/10.1016/j.chb.2018.06.037
    Hsu, C., & Lu, H. (2007). Consumer behavior in online game community: a motivational factor perspective. Computers in Human Behavior, 23(3), 1642-1659. https://doi.org/10.1016/j.chb.2005.09.001
    Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
    Huang, Y. Y. (2012). Service backstage visibility and the corresponding perceived values in the process of service delivery. Australasian Marketing Journal, 20(4), 275-281. https://doi.org/10.1016/j.ausmj.2012.05.016
    Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190. https://doi.org/10.1080/10494820.2014.997248
    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. https://doi.org/10.1016/j.compedu.2012.06.014
    Inan, I. (2012). The Philosophy of Curiosity. Routledge.
    Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779. https://doi.org/10.3102/0034654 315577210
    Jackson, S. A., & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The Flow State Scale. Journal of Sport and Exercise Psychology, 18(1), 17-35. https://doi.org/10.1123/jsep.18.1.17
    Job, D. (1996). Geography and environmental education: An exploration of perspectives and strategies. In M. Kent, M. Lambert, M. Naish, & F. Slater (Eds.), Geography in education: Viewpoints on teaching and learning (pp.22-48). Cambridge University Press.
    Johnson, M. D., Morgeson, F. P., & Hekman, D. R. (2012). Cognitive and affective identification: Exploring the links between different forms of social identification and personality with work attitudes and behavior. Journal of Organizational Behavior, 33(8), 1142-1167. https://doi.org/10.1002/job.1787
    Johnson,D.W.,&Johnson, R. T. (1984). Cooperative small-group learning. Curriculum Report, 14(1), 1-7.
    Johnston, E., Olivas, G. W., Steele, P., Smith, C., & Bailey, L. (2017). Exploring Pedagogical Foundations of existing Virtual reality Educational Applications: A Content Analysis study. Journal of Educational Technology Systems, 46(4), 414–439. https://doi.org/10.1177/0047239517745560
    Johnstone, B. (2004). Place, globalization, and linguistic variation. Sociolinguistic variation: Critical reflections, 65-83.
    Jones, J. S., Tincher, L., Odeng-Otu, E., & Herdman, M. (2015). An educational board game to assist PharmD students in learning autonomic nervous system pharmacology. American Journal of Pharmaceutical Education, 79(8), 114. https://doi.org/10.5688/ajpe798114
    Jorgensen, B. S., & Stedman, R. C. (2001). Sense of place as an attitude: Lakeshore owners attitudes toward their properties. Journal of environmental psychology, 21(3), 233-248.
    Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
    Kaviani, F., Young, K. L., Robards, B., & Koppel, S. (2020). Nomophobia and self-reported smartphone use while driving: An investigation into whether nomophobia can increase the likelihood of illegal smartphone use while driving. Transportation Research Part F: Traffic Psychology and Behaviour, 74, 212-224. https://doi.org/10.1016/j.trf.2020.08.024
    Kelly, John R. (1987). Freedom to be: A new sociology of leisure. MacMillan.
    Kent, M., Gilbertson, D.D., & Hunt, C.O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21(3). 313-332. https://doi.org/10.1080/03098269708725439
    Kim, B., & Han, I. (2011). The role of utilitarian and hedonic values and their antecedents in a mobile data service environment. Expert Systems with Applications, 38(3), 2311-2318. https://doi.org/10.1016/j.eswa.2010.08.019
    Kim, D. J., & Hwang, Y. (2012). A study of mobile internet user’s service quality perceptions from a user’s utilitarian and hedonic value tendency perspectives. Information Systems Frontiers, 14(2), 409-421. https://doi.org/10.1007/s10796-010-9267-8.
    Kim, J., Kim, S. S., Jhang, J., Doust, N. A. S., Chan, R. Y., & Badu-Baiden, F. (2023). Preference for utilitarian or hedonic value options during a pandemic crisis: The moderation effects of childhood socioeconomic status and sensation-seeking. International Journal of Hospitality Management, 110, 103427. https://doi.org/10.1016/j.ijhm.2023.103427
    Kinder, A. (2013). What is the contribution of fieldwork to school geography. In M. Jones, & D. Lambert (Eds.) Debates in geography education (1st Ed., pp. 180-192). Routledge.
    Kıyıcı, F. B., Yiğit, E. A., & Darçın, E. S. (2014). Doğa eğitimi ile öğretmen adaylarının çevre okuryazarlık düzeylerindeki değişimin ve görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 17-27.
    Kline, R. B. (2023). Principles and practice of structural equation modeling. Guilford publications. https://doi.org/10.25336/csp29418
    Kolb, D. A. (1984). Experiential learning : Experience as the source of learning and development. Englewood Cliffs, N J: Prentice-Hall, 21-38.
    Kozlowski, L. T., & Bryant, K. J. (1977). Sense of direction, spatial orientation, and cognitive maps. Journal of Experimental Psychology: Human Perception and Performance, 3(4), 590-598. https://doi.org/10.1037/0096-1523.3.4.590
    Krakowka, A. R. (2012). Field trips as valuable learning experiences in geography courses. Journal of Geography, 111(6), 236-244. https://doi.org/10.1080/00221341.2012.707674
    Krupat, E. (1983). A place for place identity. Journal of Environmental Psychology, 3(4), 343-344. https://doi.org/10.1016/S0272-4944(83)80037-1
    Kubat, U. (2018). Okul dişi öğrenme ortamlari hakkinda fen bilgisi öğretmen adaylarinin görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 111-135. https://doi.org/10.21764/maeuefd.429575
    Kuo, Y. F., & Hou, J. R. (2017). Oppositional brand loyalty in online brand communities: Perspectives on social identity theory and consumerbrand relationship. Journal of Electronic Commerce Research, 18(3), 254-268.
    Lackeus, M. (2018). What is value? - A framework for analyzing and facilitating entrepreneurial value creation. Uniped, 41(1), 10-28. https://doi.org/10.18261/ISSN.1893-8981-2018-01-02
    Lakin, L. (2006). Science beyond the classroom. Journal of Biological Education, 40(2), 88-90. https://doi.org/10.1080/00219266.2006.9656021.
    Landers, R. N., Armstrong, M. B., & Collmus, A. B. (2017). How to use game elements to enhance learning: Applications of the theory of gamified learning. In M. Ma & A. Oikonomou (Eds.), Serious games and edutainment applications (Vol. 2, pp. 457-483). Springer. https://doi.org/10.1007/978-3-319-51645-5_21
    Law, K.M.Y., Lee, V.C.S., & Yu, Y.T. (2010). Learning motivation in e-learning facilitated computer programming courses. Computers & Education, 55(1), 218228. https://doi.org/10.1016/j.compedu.2010.01.007
    Lawton, C. A. (2010). Gender, spatial abilities, and wayfinding. In J. Chrisler, & D. McCreary (Eds.), Handbook of gender research in psychology (pp. 317-341). Springer. https://doi.org/10.1007/978-1-4419-1465-1_16.
    Leal, P. C., Goes, T. C., da Silva, L. C. F., & Teixeira-Silva, F. (2017). Trait vs. state anxiety in different threatening situations. Trends in Psychiatry and Psychotherapy, 39(3), 147-157. https://doi.org/10.1590/2237-6089-2016-0044
    Lee, C. H., & Wu, J. J. (2017). Consumer online flow experience: The relationship between utilitarian and hedonic value, satisfaction and unplanned purchase. Industrial Management & Data Systems, 117(10), 2452-2467. https://doi.org/10.1108/IMDS-11-2016-0500
    Lee, W., & Jeong, C. (2021). Distinctive roles of tourist eudaimonic and hedonic experiences on satisfaction and place attachment: Combined use of SEM and necessary condition analysis. Journal of Hospitality and Tourism Management, 47, 58–71. https://doi.org/10.1016/j.jhtm.2021.02.012
    Lee, Y. K., Lee, C. K., Lee, W., & Ahmad, M. S. (2021). Do hedonic and utilitarian values increase pro-environmental behavior and support for festivals?. Asia Pacific Journal of Tourism Research, 26(8), 921-934. https://doi.org/10.1080/10941665.2021.1927122
    Lewicka, M. (2005). Ways to make people active: Role of place attachment, cultural capital and neighborhood ties. Journal of Environmental Psychology, 25(4), 381-395. https://doi.org/10.1016/j.jenvp.2005.10.004
    Lewicka, M. (2008). Place attachment, place identity, and place memory: Restoring the forgotten city past. Journal of Environmental Psychology, 28(3), 209-231. https://doi.org/10.1016/j.jenvp.2008.02.001
    Li, H., Liu, Y., Xu, X., & Heikkila, J. (2013). Please stay with me! An empirical investigation on hedonic IS continuance model for social network games. In The Proceedings of the 32nd International Conference on Information Systems. Milan, Italy, Dec. 15-18.
    Li, H., Liu, Y., Xu, X., Heikkilä, J., & van der Heijden, H. (2015). Modeling hedonic is continuance through the uses and gratifications theory: An empirical study in online games. Computers in Human Behavior, 48, 261-272. https://doi.org/10.1016/j.chb.2015.01.053
    Li, J., Hudson, S., & So, K. K. F. (2021). Hedonic consumption pathway vs. acquisition-transaction utility pathway: An empirical comparison of Airbnb and hotels. International Journal of Hospitality Management, 94, 102844. https://doi.org/10.1016/j.ijhm.2020.102844
    Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19(2), 119-137. https://doi.org/10.1080/10573560308223
    Lo, J. J., & Kuo, W. J., (2019). The impacts of time pressure on players’ gameplay attitudes of educational games. Paper presented at the 2019 International Conference on e-Commerce, e-Administration, e-Society, e-Education, and e- Technology.
    Long, J., Liu, T. Q., Liao, Y. H., Qi, C., He, H. Y., Chen, S. B., & Billieux, J. (2016). Prevalence and correlates of problematic smartphone use in a large random sample of Chinese undergraduates. BMC Psychiatry, 16(1), 1-12. https://doi.org/10.1186/s12888-016-1083-3
    Lopez-Cantero, P., & Robb, C. M. (2023). How to Know a City: The Epistemic Value of City Tours. Philosophy of the City Journal, 1(1), 31-41. https://doi.org/10.21827/potcj.1.1.41021
    López-Pernas, S., Gordillo, A., Barra, E., & Quemada, J. (2019). Examining the use of an educational escape room for teaching programming in a higher education setting. IEEE Access, 7, 31723-31737. https://doi.org/10.1109/ACCESS.2019.2902976
    Lumby, J. (2011). Enjoyment and learning: Policy and secondary school learners’ experience in England. British Educational Research Journal, 37(2), 247-264. https://doi.org/10.1080/01411920903540680
    Lv, J., Meng, C., Guo, X., Fei, J., Yuan, T., Yue, J., Gao, R., Song, Q., Zhao, X., & Mei, S. (2023). The association between sex-specific typologies of mobile phone addiction, alexithymia and negative emotions among college students: A latent profile analysis. Children and Youth Services Review, 155, 107287. https://doi.org/10.1016/j.childyouth.2023.107287
    Ma, X., Chen, H., Lang, X., & Li, T. (2023). Exploring the mediating role of utilitarian value and hedonic value in the formation of oppositional loyalty in online communities. International Journal of Consumer Studies, 47(4), 1500-1515. https://doi.org/10.1111/ijcs.12929
    MacIntyre, P.D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275. https://doi.org/10.1111/j.1467-1770.1989.tb00423.x
    MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Taylor & Francis Group/Lawrence Erlbaum Associates.
    Mahfouz, A., Joonas, K., & Opara, E. U. (2020). An overview of and factor analytic approach to flow theory in online contexts. Technology in Society, 61, 101228. https://doi.org/10.1016/j.techsoc.2020.101228
    Malone, T. W. & Lepper, M. R., (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow, & M. J. Farr (Eds.), Aptitude, learning, and instruction: Cognitive and affective process analyses (Vol. 3, pp. 229-253). Lawrence Erlbaum Associates.
    Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 5(4), 333-369. https://doi.org/10.1207/s15516709cog0504_2
    Martin, D. P., & Rimm-Kaufman, S. E. (2015). Do student self-efficacy and teacherstudent interaction quality contribute to emotional and social engagement in fifth grade math? Journal of School Psychology, 53(5), 359-373. https://doi.org/10.1016/j.jsp.2015.07.001
    Mash, E. J., & Wolfe, D. A. (2002). Abnormal child psychology. Wadsworth.
    Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review, 50(4), 370-396. https://doi.org/10.1037/h0054346
    Matarazzo, M., Penco, L., Profumo, G., & Quaglia, R. (2021). Digital transformation and customer value creation in Made in Italy SMEs: A dynamic capabilities perspective. Journal of Business Research, 123, 642-656. https://doi.org/10.1016/j.jbusres.2020.10.033
    Mathwick, C., Malhotra, N. K., & Rigdon, E. (2002). The effect of dynamic retail experiences on experiential perceptions of value: An Internet and catalog comparison. Journal of Retailing, 78(1), 51-60. https://doi.org/10.1016/S00224359(01)00066-5
    Mathwick, C., Malhotra, N., & Rigdon, E. (2001). Experiential value: Conceptualization, measurement and application in the catalog and Internet shopping environment. Journal of Retailing, 77(1), 39-56. https://doi.org/10.1016/S00221384359(00)00045-2
    Meneghetti, C., Borella, E., Pastore, M., & De Beni, R. (2014). The role of spatial abilities and self-assessments in cardinal point orientation across the lifespan. Learning and Individual Differences, 35, 113-121. https://doi.org/10.1016/j.lindif.2014.07.006
    Miola, L., Meneghetti, C., Muffato, V., & Pazzaglia, F. (2023). Orientation behavior in men and women: The relationship between gender stereotype, growth mindset, and spatial self-efficacy. Journal of Environmental Psychology, 86, 101952. https://doi.org/10.1016/j.jenvp.2022.101952
    Miola, L., Meneghetti, C., Toffalini, E., & Pazzaglia, F. (2021). Environmental learning in a virtual environment: Do gender, spatial self-efficacy, and visuospatial abilities matter?. Journal of Environmental Psychology, 78, 101704. https://doi.org/10.1016/j.jenvp.2021.101704
    Miola, L., Muffato, V., Meneghetti, C., & Pazzaglia, F. (2021). Spatial learning in a virtual environment: The role of self-efficacy feedback and individual visuospatial factors. Brain Sciences, 11(9), 1185. https://doi.org/10.3390/brainsci11091185
    Miščević, N. (2016). Epistemic value. Curiosity, knowledge and response-dependence. Croatian Journal of Philosophy, 16(48), 393-418.
    Montello, D., & Raubal, M. (2013). Functions and applications of spatial cognition. In D. Waller, & L. Nadel (Eds.), The APA handbook of spatial cognition (pp. 249-264). American Psychology Association. https://doi.org/10.1037/13936-014
    Mooney, C. Z., & Duval, R. D. (1993). Bootstrapping: A nonparametric approach to statistical inference. Sage Publications, Inc. https://doi.org/10.4135/9781412983532
    Morgan, S. P., Hamilton, S. P., Bentley, M. L., & Myrie, S. (2009). Environmental education in botanic gardens: Exploring Brooklyn Botanic Garden’s project green reach. The Journal of Environmnetal Education, 40(4), 35-52. https://doi.org/10.3200/JOEE.40.4.35-52
    Morris, L. W., Davis, M. A., & Hutchings, C. H. (1981). Cognitive and emotional components of anxiety: Literature review and a revised worry-emotionality scale. Journal of Educational Psychology, 73(4), 541-555. https://doi.org/10.1037/0022-0663.73.4.541
    Motta, V. F., & Galina, S. V. R. (2023). Experiential learning in entrepreneurship education: A systematic literature review. Teaching and Teacher Education, 121, 103919. https://doi.org/10.1016/j.tate.2022.103919
    Mousset, E. S., Lane, J., Therriault, D., & Roberge, P. (2024). Association between self-efficacy and anxiety symptoms in adolescents: secondary analysis of a preventive program. Social and Emotional Learning, Research, Practice, and Policy, 100040. https://doi.org/10.1016/j.sel.2024.100040
    Motz, B. A., Carvalho, P. F., De Leeuw, J. R., & Goldstone, R. L. (2018). Embedding Experiments: Staking causal inference in authentic educational contexts. Journal of Learning Analytics, 5(2). https://doi.org/10.18608/jla.2018.52.4
    Muffato, V., Meneghetti, C., & De Beni, R. (2019). Spatial mental representations: The influence of age on route learning from maps and navigation. Psychological Research, 83, 1836-1850. https://doi.org/10.1007/s00426-018-1033-4
    Muis, K. R., Chevrier, M., & Singh, C. A. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), 165-184. https://doi.org/10.1080/00461520.2017.1421465
    Munno, D., Cappellin, F., Saroldi, M., Bechon, E., Guglielmucci, F., Passera, R., & Zullo, G. (2017). Internet Addiction Disorder: Personality characteristics and risk of pathological overuse in adolescents. Psychiatry Research, 248, 1-5. https://doi.org/10.1016/j.psychres.2016.11.008
    Nacke, L. E., Drachen, A., Kuikkaniemi, K., Niesenhaus, J., Korhonen, H. J., Hoogen, van den, W. M., Poels, K., IJsselsteijn, W. A., & Kort, de, Y. A. W. (2009). Playability and player experience research. In B. Atkins, & H. Kennedy (Eds.), Breaking new ground : innovation in games, play, practice and theory. DiGRA.
    Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder, & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89-105). Oxford University Press.
    Nakamura, S., Reinders, H., & Darasawang, P. (2022). A classroom-based study on the antecedents of epistemic curiosity in L2 learning. Journal of Psycholinguistic Research, 51(2), 293-308. https://doi.org/10.1007/s10936-022-09839-x
    Nazareth, A., Huang, X., Voyer, D., & Newcombe, N. (2019). A meta-analysis of sex differences in human navigation skills. Psychonomic Bulletin & Review, 26, 1503-1528. https://doi.org/10.3758/s13423-019-01633-6
    Nicaise, M. (1995). Treating test anxiety: A review of three approaches. Teacher Education and Practice, 11(1), 65-81.
    Nichols, B. S. (2012). The development, validation, and implactions of a measure of consumer competitive arousal(CCAr). Journal of Economic Psychology, 33(1), 192-205. https://doi.org/10.1016/j.joep.2011.10.002
    Nicholson, S. (2016). The State of Escape: Escape Room Design and Facilities. In Proceedings of the International Conference Meaningful Play, East Lansing, MI, USA, 20–22 October 2016.
    Nida, N. A. H., & Sumadi. (2023). The Effect of Hedonic Value and Utilitarian Value on Buying Interest with Consumer Attitudes as Mediation. Jurnal Economic Resource, 6(2), 248-258. https://doi.org/10.57178/jer.v6i2.665
    Nie, J., Wang, P., & Lei, L. (2020). Why can't we be separated from our smartphones? The vital roles of smartphone activity in smartphone separation anxiety. Computers in Human Behavior, 109, 106351. https://doi.org/10.1016/j.chb.2020.106351
    Nori, R., & Piccardi, L. (2015). I believe I’m good at orienting myself... but is that true? Cognitive Processing, 16(3), 301-307. https://doi.org/10.1007/s10339-015-0655-3
    Orehovački, T. & Babić, S. (2015). Inspecting quality of games designed for learning programming. In P. Zaphiris, & A. Ioannou (Eds.), Learning and collaboration technologies (pp. 620-631). Springer. https://doi.org/10.1007/978-3-319-20609-7_58
    Oudeyer, P. Y., Gottlieb, J., & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in Brain Research, 229, 257-284. https://doi.org/10.1016/bs.pbr.2016.05.005
    Overby, J. W., & Lee, E. J. (2006). The effects of utilitarian and hedonic online shopping value on consumer preference and intentions. Journal of Business Research, 59(10-11), 1160-1166. https://doi.org/10.1016/j.jbusres.2006.03.008.
    Ozturk, A. B., Nusair, K., Okumus, F., & Hua, N. (2016). The role of utilitarian and hedonic values on users’ continued usage intention in a mobile hotel booking environment. International Journal of Hospitality Management, 57, 106-115. https://doi.org/10.1016/j.ijhm.2016.06.007
    Pallud, J., & Straub, D. W. (2014). Effective website design for experience-influenced environments: the case of high culture museums. Information & Management, 51(3), 359-373. https://doi.org/10.1016/j.im.2014.02.010
    Pazzaglia, F., Cornoldi, C., & De Beni, R. (2000). Differenze individuali nella rappresentazione dello spazio e nell'abilità di orientamento: Presentazione di un questionario autovalutativo. Giornale Italiano di Psicologia, 27(3), 627-650. https://doi.org/10.1421/310
    Pazzaglia, F., Meneghetti, C., Labate, E., & Ronconi, L. (2017). Are wayfinding selfefficacy and pleasure in exploring related to shortcut finding? A study in a virtual environment. In T. Barkowsky, H. Burte, C. Holscher, & H. Schultheis, (Eds.), In spatial cognition X (pp. 55-68). Springer. https://doi.org/10.1007/978-3-319-68189-4_4
    Pearce, B., Hinds, P., Thomason, B., Altman, H. T., & Winterstorm, S. V. (2023). Cultivating place identity at work. Organizational Dynamics, 52(3), 100997. https://doi.org/10.1016/j.orgdyn.2023.100997
    Pease, A., & Pease, B. (1998). Why men don’t listen and women can’t read maps: Beyond the toilet seat being up. Pease Training International.
    Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
    Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597. https://doi.org/10.1037/00220663.98.3.583
    Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13-36). Academic Press. https://doi.org/10.1016/B978-0123725455/50003-4
    Peng, J., Strijker, D., & Wu, Q. (2020). Place identity: How far have we come in exploring its meanings?. Frontiers in Psychology, 11, 294. https://doi.org/10.3389/fpsyg.2020.00294
    Pihlström, M., & Brush, G. J. (2008). Comparing the perceived value of information and entertainment mobile services. Psychology & Marketing, 25(8), 732-755. https://doi.org/10.1002/mar.20236
    Pine II, B. J., & Gilmore, J. H. (1998). Welcome to the experience economy. Harvard Business Review, 76(4), 97-105.
    Potosky, D. (2002). A field study of computer efficacy beliefs as an outcome of training: The role of computer playfulness, computer knowledge, and performance during training. Computers in Human Behavior, 18(3), 241-255. https://doi.org/10.1016/S0747-5632(01)00050-4
    Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Place-identity: Physical world socialization of the self. Journal of Environmental Psychology, 3(1), 57-83. https://doi.org/10.1016/S0272-4944(83)80021-8
    Prouty, D., Panicucci, J., & Collinson, R. (2007). Adventure education: theory and applications.
    Pullano, L., Foti, F., Liuzza, M. T., & Palermo, L. (2024). The role of place attachment and spatial anxiety in environmental knowledge. Journal of Environmental Psychology, 94, 102229. https://doi.org/10.1016/j.jenvp.2024.102229
    Qian, J., Ma, Y., Pan, Z., & Yang, X. (2020). Effects of Virtual-real fusion on immersion, presence, and learning performance in laboratory education. Virtual Reality & Intelligent Hardware, 2(6), 569-584. https://doi.org/10.1016/j.vrih.2020.07.010
    Raccanello, D., Brondino, M., Moè, A., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, boredom, anxiety in elementary schools in two domains: Relations with achievement. The Journal of Experimental Education, 87(3), 449-469. https://doi.org/10.1080/00220973.2018.1448747
    Radović, S., Hummel, H. G. K., & Vermeulen, M. (2021). The mARC instructional design model for more experiential learning in higher education: theoretical foundations and practical guidelines. Teaching in Higher Education, 28(6), 1173–1190. https://doi.org/10.1080/13562517.2021.1872527
    Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100. https://doi.org/10.1016/j.jecp.2015.07.014
    Ree, M. J., French, D., MacLeod, C., & Locke, V. (2008). Distinguishing cognitive and somatic dimensions of state and trait anxiety: Development and validation of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA). Behavioural and Cognitive Psychotherapy, 36(3), 313-332. https://doi.org/10.1017/S1352465808004232
    Relph, E. (1976) Place and placelessness. London.
    Richardson, A. (1984). The experiential dimension of psychology. University of Queensland Press.
    Ritter, M. E., (1998). Virtual field trips: Just like being there. Teaching with Technology Today Newsletter, 2(4).
    Rodríguez‐Ardura, I. (2016). E-learning continuance: The impact of interactivity and the mediating role of imagery, presence and flow. Information & Management, 53(4), 504–516. https://doi.org/10.1016/j.im.2015.11.005
    Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., Rodriguez, P., & Salinas, M. (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40(1), 71-94. https://doi.org/10.1016/S0360-1315(02)00099-4
    Rouibah, K., Hamdy, H. I., & Al-Enezi, M. Z. (2009). Effect of management support, training, and user involvement on system usage and satisfaction in Kuwait. Industrial Management & Data Systems, 109(3), 338-356. https://doi.org/10.1108/02635570910939371
    Safadel, P., White, D., & Kia, A. (2023). Spatial self-efficacy and spatial ability: an analysis of their relationship. New Review of Hypermedia and Multimedia, 29(2), 114–150. https://doi.org/10.1080/13614568.2023.2248057
    Schmitt, B. H. (1999). Experiential Marketing. Journal of Marketing Management, 15, 53-67. https://doi.org/10.1362/026725799784870496
    Schmitt, F. F., & Lahroodi, R. (2008). The epistemic value of curiosity. Educational Theory, 58(2), 125-148. https://doi.org/10.1111/j.1741-5446.2008.00281.x
    Schonfeld, P., Brailovskaia, J., Bieda, A., Zhang, X. C., & Margraf, J. (2016). The effects of daily stress on positive and negative mental health: Mediation through self-efficacy. International Journal of Clinical and Health Psychology, 16(1), 1-10. https://doi.org/10.1016/j.ijchp.2015.08.005
    Schunk, D. H., Pintrich, P. R., & Meece, J. R. (2012). Motivation in education: Theory, research, and applications. Pearson Education.
    Scott, G., Boyd, M., & Colquhoun, D. (2013). Changing spaces, changing relationships: The positive impact. Journal of Outdoor and Environmental Education, 17(1), 47-53. https://doi.org/10.1007/BF03400955
    Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142. https://doi.org/10.1111/j.1467-1770.1978.tb00309.x
    Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-computer Studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006
    Senecal, S., Gharbi, J.E. & Nantel, J. (2002). The influence of flow on hedonic and utilitarian shopping values. Advances in Consumer Research, 29(1), 483-484.
    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. https://doi.org/10.1016/0148-2963(91)90050-8
    Shi, X., Kavussanu, M., Cooke, A., McIntyre, D., & Ring, C. (2021). I'm worth more than you! Effects of reward interdependence on performance, cohesion, emotion and effort during team competition. Psychology of Sport and Exercise, 55, 101953. https://doi.org/10.1016/j.psychsport.2021.101953
    Shi, X., Kavussanu, M., Cooke, A., McIntyre, D., & Ring, C. (2021). I’m worth more than you! Effects of reward interdependence on performance, cohesion, emotion and effort during team competition. Psychology of Sport and Exercise, 55, 101953. https://doi.org/10.1016/j.psychsport.2021.101953
    Sierra, S. (2022). The epistemics of authentication and denaturalization in the construction of identities in social interaction. Language in Society, 52(4), 571–594. https://doi.org/10.1017/s0047404522000161
    Smith, J. B., & Colgate, M. (2007). Customer value creation: a practical framework. Journal of Marketing Theory and Practice, 15(1), 7-23. https://doi.org/10.2753/MTP1069-6679150101
    Solomon, M. R. (2004). Consumer behavior: buying, having, and being. Pearson Prentice Hall.
    Sorby, S. A. (2001). Improving the spatial skills of engineering Students: Impact on graphics performance and retention. Engineering Design Graphics Journal, 65(3), 31–36. https://eric.ed.gov/?id=EJ641888
    Sorby, S. A., & Baartmans, B. J. (2000). The development and assessment of a course for enhancing the 3‐D spatial visualization skills of first year engineering students. Journal of Engineering Education, 89(3), 301–307. https://doi.org/10.1002/j.2168-9830.2000.tb00529.x
    Spielberger, C. D. (1966). The effects of anxiety on complex learning and academic and academic achievemen: In C.D. Spielberger (Ed), Anxiety and behavior (pp. 361-398). Academic Press. https://doi.org/10.1016/B978-1-4832-3131-0.50019-6
    Spielberger, C. D., & Gorsuch, R. L. (1983). State-trait anxiety inventory for adults: Manual and sample: Manual, instrument and scoring guide. Mind Garden.
    Stankov, L., Lee, J., Luo, W., & Hogan, D. J. (2012). Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety? Learning and Individual Differences, 22(6), 747-758. https://doi.org/10.1016/j.lindif.2012.05.013
    Stedman, R. (2002). Toward a social psychology of place: Predicting behavior from place-based cognitions, attitude, and identity. Environment and Behavior, 34, 561-581. https://doi.org/10.1177/0013916502034005001
    Steenkamp, J. B. E., & Baumgartner, H. (1992). The role of optimum stimulation level in exploratory consumer behavior. Journal of Consumer Research, 19(3), 434-448. https://doi.org/10.1086/209313
    Stewart, S. H., Taylor, S., Jang, K. L., Cox, B. J., Watt, M. C., Fedoroff, I. C., & Borger, S. C. (2001). Causal modeling of relations among learning history, anxiety sensitivity, and panic attacks. Behavior Research and Therapy, 39, 443-456. https://doi.org/10.1016/S0005-7967(00)00023-1
    Stieff, M., & Uttal, D. (2015). How much can spatial training improve STEM achievement? Educational Psychology Review, 27(4), 607–615. https://doi.org/10.1007/s10648-015-9304-8
    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. https://doi.org/10.1007/s11042-015-2799-7
    Sui, A., & Sui, W. (2021). Not getting the message: Critiquing current conceptualizations of nomophobia. Technology in Society, 67, 101719. https://doi.org/10.1016/j.techsoc.2021.101719
    Svanberg, J., Öhman, P., & Neidermeyer, P. E. (2019). Auditor objectivity as a function of auditor negotiation self-efficacy beliefs. Advances in Accounting, 44, 121-131. https://doi.org/10.1016/j.adiac.2018.10.001
    Sweetser, P. & Wyeth, P., 2005. GameFlow: A model for evaluating player enjoyment in games. ACM Computers in Entertainment, 3(3), 1-34. https://doi.org/10.1145/1077246.1077253
    Tai, K. H., Hong, J. C., Tsai, C. R., Lin, C. Z., & Hung, Y. H. (2022). Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience. Computers & Education, 182, 104458. https://doi.org/10.1016/j.compedu.2022.104458
    Tai, K., Hong, J., Chen, K., & Lin, C. (2024). Practicing drum on VR to promote rhythm performance: Exploring the learning progress related to incremental belief of rhythm, gameplay anxiety, flow experience, and perceived learning value. Entertainment Computing, 48, 100607. https://doi.org/10.1016/j.entcom.2023.100607
    Teixeira, D. S., Rodrigues, F., Machado, S., Cid, L., & Monteiro, D. (2021). Did you enjoy it? The role of intensity-trait preference/tolerance in basic psychological needs and exercise enjoyment. Frontiers in Psychology, 682480. https://doi.org/10.3389/fpsyg.2021.682480
    Tengilimoglu, E., & Hassan, A.(2020). Applying flow theory to the online booking experience: The role of utilitarian and hedonic features. Journal of Tourismology, 6(1), 1-12. https://doi.org/10.26650/jot.2020.6.1.0010
    Tobert, S., & Moneta, G. B. (2013). Flow as a Function of Affect and Coping in the Workplace. Individual Differences Research, 11(3), 102-113.
    Towle, E., Mann, J., Kinsey, B., O'Brien, E., Bauer, C., & Champoux, R. (n.d.). Assessing the self efficacy and spatial ability of engineering students from multiple disciplines. Proceedings Frontiers in Education 35th Annual Conference. https://doi.org/10.1109/fie.2005.1612216
    Trevino, L. K., & Webster, J. (1992). Flow in Computer-Mediated Communication: Electronic Mail and Voice mail evaluation and impacts. Communication Research, 19(5), 539-573. https://doi.org/10.1177/009365092019005001
    Tuan, Y. F. (1977). Space and place: The perspective of experience. University of Minnesota Press.
    Tuthill, G. and Klemm, E. B. (2002). Virtual field trips: Alternatives to actual field trip. International Journal of Instructional Media, 29(4), 453-454.
    Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402. https://doi.org/10.1037/a0028446
    Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139(2), 352–402. https://doi.org/10.1037/a0028446
    Vagg, P.R., Spielberger, C.D., & O’Hearn, T.P. (1980). Is the state-trait anxiety inventory multidimensional? Personality and Individual Differences, 1(3), 207-214. https://doi.org/10.1016/0191-8869(80)90052-5
    Voiskounsky, A. E. (2010). Internet addiction in the context of positive psychology. Psychology in Russia: State of the Art, 3, 541-549. https://doi.org/10.11621/pir.2010.0026
    Voss, K. E., Spangenberg, E.R., & Grohmann, B. (2003). Measuring the hedonic and utilitarian dimensions of consumer attitude. Journal of Marketing Research, 40(3), 310-320. https://doi.org/10.1509/jmkr.40.3.310.19238
    Waltz, C. F., Strickland, O. L., & Lenz, E. R. (1991). Measurement in nursing research. F.A. Davis.
    Wang, Y., Shi, J., Ma, S., Shi, G., & Yan, L. (2012). Customer interactions in virtual brand communities: Evidence from China. Journal of Global Information Technology Management, 15(2), 46-69. https://doi.org/10.1080/1097198X.2012.11082755
    Waterman, A. S. (2004). Finding someone to be: studies on the role of intrinsic motivation in identity formation. Identity, 4(3), 209-228. https://doi.org/10.1207/s1532706xid0403_1
    Watt, M. C., & Stewart, S. H. (2000). Anxiety sensitivity mediates the relationships between childhood learning experiences and elevated hypochondriacal concerns in young adulthood. Journal of Psychosomatic Research, 49, 107-118. https://doi.org/10.1016/S0022-3999(00)00097-0
    Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13(1), 21-39. https://doi.org/10.1016/0883-0355(89)90014-1
    Webster, J., Trevino, L. K., & Ryan, L. (1993). The dimensionality and correlates of flow in human-computer interactions. Computers in Human Behavior, 9(4), 411-426. https://doi.org/10.1016/0747-5632(93)90032-N
    Weinberg, R, S., & Gould, D. (1999), Personality and sport. In R. S. Weinberg, & D. Gould (Eds.), Foundations of sport and exercise psychology (pp. 25-46). Human Kinetics.
    Weisberg, S. M., Schinazi, V. R., Newcombe, N. S., Shipley, T. F., & Epstein, R. A. (2014). Variations in cognitive maps: Understanding individual differences in navigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 669-682. https://doi.org/10.1037/a0035261
    West, R. L., Welch, D. C., & Knabb, P. D. (2002). Gender and aging: Spatial self-efficacy and location recall. Basic and Applied Social Psychology, 24(1), 71-80. https://doi.org/10.1207/S15324834BASP2401_7
    Wester-Herber, M. (2004). Underlying concerns in land-use conflicts—the role of place identity in risk perception. Environmental Science & Policy, 7(2), 109-116. https://doi.org/10.1016/j.envsci.2003.12.001
    Wiemker, M., Elumir, E., & Clare, A.(2015). Escape room games : Can you transform an unpleasant situation into a pleasant one?. Game Based Learning, 55, 55-75.
    Wolf, S., Brolz, E., Keune, P. M., Wesa, B., Hautzinger, M., Birbaumer, N., & Strehl, U.(2015). Motor skill failure or flow-experience? Functional brain asymmetry and brain connectivity in elite and amateur table tennis players. Biological Psychology, 105, 95-105. https://doi.org/10.1016/j.biopsycho.2015.01.007
    Wood, R. T. A., Griffiths, M. D., Chappell, D., & Davies, M. N. O. (2004). The structural characteristics of video games: a psycho-structural analysis. Cyber Psychology and Behavior, 7(1), 1-10. https://doi.org/10.1089/109493104322820057
    Wu, C. H. J., & Liang, R. D. (2009). Effect of experiential value on customer satisfaction with service encounters in luxury-hotel restaurants. International Journal of Hospitality Management, 28(4), 586-593. https://doi.org/10.1016/j.ijhm.2009.03.008
    Wu, H. C., Li, M. Y., & Li, T. (2018). A study of experiential quality, experiential value, experiential satisfaction, theme park image, and revisit intention. Journal of Hospitality & Tourism Research, 42(1), 26-73. https://doi.org/10.1177/1096348014563396
    Wu, J., Li, P., & Rao, S. (2008). Why they enjoy virtual game worlds? An empirical investigation. Journal of Electronic Commerce Research, 9(3), 219-230.
    Yang, J. C., Lin, M. Y. D., & Chen, S. Y. (2018). Effects of anxiety levels on learning performance and gaming performance in digital game‐based learning. Journal of Computer Assisted Learning, 34(3), 324-334. https://doi.org/10.1111/jcal.12245
    Yang, Q.-F., Chang, S.-C., Hwang, G.-J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148, 103808. https://doi.org/10.1016/j.compedu.2020.103808
    Ye, L., Posada, A., & Liu, Y. (2018). The moderating effects of gender on the relationship between academic stress and academic self-efficacy. International Journal of Stress Management, 25(S1), 56–61. https://doi.org/10.1037/str0000089
    Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591-601. https://doi.org/10.1016/j.chb.2016.07.038
    Yildirim, C., & Correia, A. P. (2015). Understanding nomophobia: A modern age phobia among college students. In Learning and collaboration technologies: Second International Conference, LCT 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2–7, 2015, Proceedings 1 (pp. 724-735). Springer international publishing. https://doi.org/10.1007/978-3-319-20609-7_68.
    Yuan, Y. H. E., & Wu, C. K.(2008). Relationships among experiential marketing, experiential value, and customer satisfaction. Journal of Hospitality & Tourism Research, 32(3), 387-410. https://doi.org/10.1177/1096348008317392
    Zeithaml, V. A. (1988). Consumer perceptions of Price, quality, and value: A means-end model and synthesis of evidence. Journal of Marketing, 52(3), 2-22. https://doi.org/10.2307/1251446
    Zhang, J. X., & Schwarzer, R. (1995). Measuring optimistic self-beliefs: A Chinese adaptation of the General Self-Efficacy Scale. Psychologia, 38(3), 174-181.
    Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8, 13. https://doi.org/10.1186/s40468-018-0065-4
    Zhou, X., Yang, F., Chen, Y., & Gao, Y. (2023). The correlation between mobile phone addiction and procrastination in students: A meta-analysis. Journal of Affective Disorders. https://doi.org/10.1016/j.jad.2023.11.020
    Zhu, H., Qian, J., & Feng, L. (2011). Negotiating place and identity after change of administrative division. Social & Cultural Geography, 12(2), 143–158. https://doi.org/10.1080/14649365.2011.545140
    Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7
    Zou, Y., Yang, Y., Li, Y., Liao, J., & Xiao, H. (2023). How do tourists’ heritage spatial perceptions affect place identity? A case study of Quanzhou, China. Journal of Hospitality and Tourism Management, 55, 460–470. https://doi.org/10.1016/j.jhtm.2023.05.018

    下載圖示
    QR CODE