執行功能是一系列認知過程，用於協助問題解決和自我調整，而課堂的體育活動課程被認為是提升兒童身體活動和執行功能的一種方式。穩定性和運動技能是幼兒身體發育的重要先決條件，幼兒的動作技能會依循著一定的發展模式，孩童早期的運動發育，特別是動作技能是一個至關重要卻被忽視的領域。教學者需要思考如何運用科技讓教學過程趣味化，互動式體感遊戲更是吸引了孩童的注意，用以引發幼兒自發性的遊戲與學習。21 世紀興起了一股全球化浪潮，教育機關積極推動英語教學，在101年度基本學力檢測計畫成果報告的學生問卷分析可得知：較小開始學習英文者的分數較高，從中得知在幼稚園開始學英文的重要性。
本研究旨在探討不同教學方式（互動式體感遊戲、肢體活動課程）對幼稚園大班孩童學習者在執行功能、動作技能及英文學習成效之影響。運用記憶策略於互動式體感遊戲，建置一套生活化英文主題的教學課程，其中課程主題內容包含了數字、水果、顏色及動物，學習者透過互動式體感遊戲達到知識的學習、肢體動作的運用。研究對象為幼稚園大班孩童共67位學習者，實驗採用準實驗研究法，自變項為教學方式，依照不同教學方式分為互動式體感遊戲與肢體活動課程兩種；依變項為動作技能、英文學習成效和執行功能，包含工作記憶及抑制控制。研究結果為：(1)運用記憶策略於互動式體感遊戲能更有效的提升執行功能；(2)運用記憶策略於互動式體感遊戲能更有效的提升動作技能；(3) 運用記憶策略於互動式體感遊戲能更有效的提升學習成效。研究建議為：(1)遊戲提示的動作動畫需更加精確，以真人錄影示範動作，使幼兒易於觀看並模仿；(2)使用感測器的環境需避免在有玻璃牆的四周進行，以免有偵測異常的情形；(3)記憶策略四步驟的運用更加完全，將第一步驟，建立心理連結，整合進互動式體感遊戲中。

Executive function is a series of process of cognitive ability dealing with problem solving and self-regulation. And classroom-based physical activities are conceived as a way to foster preschoolers’ physical activities and executive function. Balance and motor skills are crucial prerequisites for physical development of a child. Motor development in early childhood, especially motor skills in preschool curriculum and programs, is a crucial yet neglected area. It is instructors’ responsibility to take technologies into consideration to make the teaching process more interesting. Moreover, the interactive gesture-based game draws children’s attention and they therefore are more interested in self-driven learning through the game. The tide of globalization is rising in the 21st century. Educational facilities have been proactively promoting English education. The analysis of Taipei City report, where Taipei’s attendees of the basic students competence assessment answered the questionnaires, shows that those who started to learn English in earlier ages achieved better results, leading to a conclusion of the importance of the English education in kindergartens.
This research aims for constructing better understandings of different teaching methods, including the interactive gesture-based game and classroom-based physical activities, and developing discussions in performances of these methods in order to see the influences on children’s motor skills, English learning effectiveness and their executive function, included, working memory and inhibitory control. By utilizing the memory strategies in the interactive gesture-based game, we created a series of every-day-life English topics, for instance, topics containing vocabulary of numbers, fruits, colors and animals. Learners acquire knowledge while moving physically through the interactive gesture-based game. Research subjects are 67 kindergarteners; The experiment method is Quasi-Experimental Design; The independent variable is teaching method; Aligning with different teaching methods, programs are divided into the interactive gesture-based game and classroom-based physical activities. The dependent variables include executive function, motor skills and English learning effectiveness. Here are the results of this research: first, utilizing memory strategies and the interactive gesture-based game can effectively improve children’s executive function results; second, utilizing memory strategies and the interactive gesture-based game can effectively improve children’s motor skills results; third, utilizing memory strategies and the interactive gesture-based game can effectively improve children’s English learning effectiveness results.

一、中文部分
丁亞雯（2013）。臺北市國民小學101年度基本學力檢測計畫成果報告。教育部委託之專題研究成果報告。臺北市：臺北市政府教育局。
王春燕（2005）。你看！我真能幹—嬰幼兒動作的發展（一）。幼兒教育，8，38-40。
王勝忠（2017）。全球視野，在地實踐—淺談國際教育的翻轉概念。臺灣教育評論月刊，6(5)，101-104。
王靜媺（2008）。資訊多媒體融入體育教學對國中學生學習動機及學習效果之影響（未出版之碩士論文）。私立輔仁大學：新北市。
吳信鳳（2005）。臺灣幼兒英語教學：可行性與實施原則。外國語文研究，2，119-140。
吳曉敏（2015）。結合幼兒身心特點合理開展活動。小學科學：教師， 8，113-113。
李淑玲（2012）。虛擬實境體感互動遊戲對腦性麻痺幼童數數教學之行動研究。臺中教育大學學報：教育類，26，25-49。
范詩怡（2008）。一位幼稚園教師發展英文繪本教學歷程之行動研究（未出版之碩士論文）。國立臺北教育大學：臺北市。
陳美君、謝瑩慧（2011）。中文與美語班級幼兒想像遊戲之研究。臺中教育大學學報：教育類，25(1)，57-82。
唐春玲（2014）。關於一歲前幼兒大運動的發展研究。心事，15，38-38。
教育部（2016）。幼兒園教保活動課程大綱。行政院公報－教育科技文化篇，226(22)。取自https://gazette.nat.gov.tw/EG_FileManager/egup loadpub/eg022226/ch05/type2/gov40/num9/images/Eg01.pdf。
莊韻潔（2014）。體感式電玩遊戲對增進國中智能障礙學生健康體適能之成效研究－以 Kinect for Xbox 360 為例（未出版之碩士論文）。國立臺中教育大學，臺中市。
曾世杰（1999）。工作記憶測驗。臺北市：行政院國家科學委員會特殊教育工作小組。
鄭婷鶴（2016）。體感互動遊戲於發展遲緩幼兒手眼協調能力之成效研究（未出版之碩士論文）。國立臺北教育大學，臺北市。
劉玉梅、陳麗（1985）。幼兒學繡花好處多【專刊】。幼兒教育。
劉承昊（2012）。以TAM探討資源班學童使用Wii遊戲機之研究（未出版之碩士論文）。亞洲大學，臺中市。
劉豫鳳（2006）。ABC，很「融」易，幼兒園融入式英語學習活動理論與實務。臺北：華騰出版社。
蔡銘津、何美慧（2016）。可預測性故事之英語繪本及其在英語教學上的應用。人文社會電子學報，11(2)，93-111。
謝明芳（2013）。幼兒園融入式英語教學：兼具幼教與英文專業背景教師之實踐。新竹教育大學教育學報，30(1)，1-38。
簡馨瑩、趙子揚、王繼伶（2014）。「幼兒工作記憶測驗」 之編製。測驗學刊，61(2)，159-181。

 
二、外文部分
Alzubi, T., Fernández, R., Flores, J., Duran, M., & Cotos, J. M. (2018). Improving the working memory during early childhood education through the use of an interactive gesture game-based learning approach. IEEE Access, 6, 53998-54009.
Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82.
Anderson, V. A., Anderson, P. J., Northam, E., Jacobs, R., & Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology, 20(1), 385-406.
Anderson, V. A., Jacobs, R., & Anderson, P. J. (Eds.). (2010). Executive Functions and the Frontal Lobes: A Lifespan Perspective. Washington, DC: Taylor & Francis.
Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36(3), 189-208.
Banister, S. (2010). Integrating the iPod touch in K–12 education: Visions and vices. Computers in the Schools, 27(2), 121-131.
Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.
Beery, K. E., & Beery, N. A. (2010). Administration, scoring and teaching manual for the Beery-VMI(6th ed.). Bloomington, IN: Pearson.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing, 4(3), 257-280.
Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of Self-Regulation: Research, Theory, and Applications, 2, 300-320.
Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental Neuropsychology, 26(2), 571-593.
Cameron, C. E. (2018). Hands on, minds on: How executive function, motor, and spatial skills foster school readiness. New York, NY: Teachers College Press.
Cameron, C. E., Brock, L. L., Hatfield, B. E., Cottone, E. A., Rubinstein, E., LoCasale-Crouch, J., & Grissmer, D. W. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness. Developmental psychology, 51(11), 1529-1543.
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229-1244.
Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills’ relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology, 174(5), 514-533.
Chan, R. C., Shum, D., Toulopoulou, T., & Chen, E. Y. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23(2), 201-216.
Chang, H. C., & Shih, C. J. (2003). Preschool children physical fitness research and test. Chia-Nan Annual Bulletin, 29, 428-436.
Coe, D. P., Pivarnik, J. M., Womack, C. J., Reeves, M. J., & Malina, R. M. (2006). Effect of physical education and activity levels on academic achievement in children. Medicine & Science in Sports & Exercise, 38(8), 1515-1519.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.), Hillsdale, MI: Lawrence Erlbaum Associates Inc.
Cohen, J. (1994). The earth is round (p < .05). American Psychologist, 49(12), 997-1003.
Colcombe, S. J., Kramer, A. F., Erickson, K. I., Scalf, P., McAuley, E., Cohen, N. J., Webb, A., Jerome, G. J., Marquez, D. X., & Elavsky, S. (2004). Cardiovascular fitness, cortical plasticity, and aging. Proceedings of the National Academy of Sciences, 101(9), 3316-3321.
Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. (3rd ed.). Washington, DC: National Association for the Education of Young Children.
Coroiu, A. D. C. A., & Coroiu, A. (2018). Interchangeability of Kinect and orbbec sensors for gesture recognition. In 2018 IEEE 14th International Conference on Intelligent Computer Communication and Processing (ICCP) (pp. 309-315). IEEE.
Cowan, N. (2005). Working-memory capacity limits in a theoretical context. In C. Izawa & N. Ohta (Eds.), Human Learning and Memory: Advances in Theory and Application (pp. 155-175). Mahwah, NJ: Lawrence Erlbaum Associates.
Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P. H., Yanasak, N. E., Allison, J. D., & Naglieri, J. A. (2011). Exercise improves executive function and achievement and alters brain activation in overweight children: a randomized, controlled trial. Health Psychology, 30(1), 91-98.
De Luca, C. R., & Leventer, R. J. (2010). Developmental trajectories of executive functions across the lifespan. In Executive functions and the Frontal Lobes (pp. 57-90). Hove, England: Psychology Press.
De Luca, C. R., Wood, S. J., Anderson, V., Buchanan, J. A., Proffitt, T. M., Mahony, K., & Pantelis, C. (2003). Normative data from the CANTAB. I: development of executive function over the lifespan. Journal of Clinical and Experimental Neuropsychology, 25(2), 242-254.
Diamond, A. (2006). The early development of executive functions. In E. Bialystok & F. I. M. Craik (Eds.), Lifespan Cognition: Mechanisms of Change (pp. 70-95). New York, NY: Oxford University Press.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Eltoukhy, M., Oh, J., Kuenze, C., & Signorile, J. (2017). Improved kinect-based spatiotemporal and kinematic treadmill gait assessment. Gait & Posture, 51, 77-83.
Espy, K. A. (2004). Using developmental, cognitive, and neuroscience approaches to understand executive control in young children. Developmental Neuropsychology, 26(1), 379-384.
Fleming, M. L., & Levie, W. H. (1993). Instructional message design: Principles from the behavioral and cognitive sciences (2nd ed.). Englewood Cliffs: NJ: Educational technology.
Fredericks, C. R., Kokot, S. J., & Krog, S. (2006). Using a developmental movement programme to enhance academic skills in grade 1 learners. South African Journal for Research in Sport, Physical Education and Recreation, 28(1), 29-42.
Gabbard, C., LeBlanc, E., & Lowy, S. (1987). Physical Education for Children. Englewood Cliffs: NJ: Prentice-Hall Inc.
Gallahue, D. L. (1996). Developmental Physical Education for Today's Children (3rd ed.). Madison, WI: Brown & Benchmark.
Gallahue, D. L., & Ozmun, J. C. (1998). Understanding Motor Development: Infants, Children, Adolescents, Adults. Boston, MA: McGraw-Hill.
Gallahue, D. L., & Ozmun, J. C. (2002). Understanding Motor Development (5th ed.). New York, NY: McGraw-Hill.
Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134, 31-60.
Giancola, S., Valenti, M., & Sala, R. (2018). Metrological Qualification of the Orbbec Astra S™ Structured-Light Camera. In A Survey on 3D Cameras: Metrological Comparison of Time-of-Flight, Structured-Light and Active Stereoscopy Technologies (pp. 61-69). Cham, Switzerland: Springer.
Goshi, F., Demura, S., Kasuga, K., Sato, S., & Minami, M. (1999). Selection of effective tests of motor ability in preschool children based on pass-or-fail criteria: examination of reliability, objectivity, and rate of passing. Perceptual and Motor Skills, 88, 169-181.
Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental psychology, 46(5), 1008.
Gross, R. (2015). Psychology: The science of mind and behaviour 7th edition. London, England: Hodder Education.
Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes. Language Learning, 46(4), 643-679.
Hamilton, M., Liu, T., & ElGarhy, S. (2017). The relationship between body weight and motor skill competence in Hispanic Low-SES preschool children. Early Childhood Education Journal, 45(4), 529-535.
Ho, C. A. (2011). Major Developmental Characteristics of Children's Name Writing and Relationships with Fine Motor Skills and Emergent Literacy Skills (Unpublished doctoral dissertation). State University of Michigan, East Lansing, Michigan.
Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180.
Hsiao, H. S., & Chen, J. C. (2016). Using a gesture interactive game-based learning approach to improve preschool children's learning performance and motor skills. Computers & Education, 95, 151-162.
Hsiao, H. S., Chen, J. C., & Hong, K. (2016). Building the vocational phase of the computerized motor skills testing system for use in the Electronics and Electrical Engineering Group and Hospitality Group. Interactive Learning Environments, 24(6), 1280-1297.
Hsiao, H. S., Chen, J. C., Lin, C. Y., & Chen, W. N. (2018). The influence of a gesture-based learning approach on preschoolers’ learning performance, motor skills, and motion behaviors. Interactive Learning Environments, 26(7), 869-881.
Hsieh, M. F. (2011). Learning English as a foreign language in Taiwan: Students’ experiences and beyond. Language Awareness, 20(3), 255-270.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797.
Humphrey, J. H. (1987). Children Development and Learning through Dance. New York, NY: AMS Press.
Ilieva, I. P., Hook, C. J., & Farah, M. J. (2015). Prescription stimulants' effects on healthy inhibitory control, working memory, and episodic memory: a meta-analysis. Journal of Cognitive Neuroscience, 27(6), 1069-1089.
Ishihara, T., Sugasawa, S., Matsuda, Y., & Mizuno, M. (2017). Improved executive functions in 6–12-year-old children following cognitively engaging tennis lessons. Journal of sports sciences, 35(20), 2014-2020.
Ishihara, T., Sugasawa, S., Matsuda, Y., & Mizuno, M. (2017). The beneficial effects of game-based exercise using age-appropriate tennis lessons on the executive functions of 6–12-year-old children. Neuroscience Letters, 642, 97-101.
Jalink, M. B., Goris, J., Heineman, E., Pierie, J. P. E. N., & ten Cate Hoedemaker, H. O. (2014). Construct and concurrent validity of a Nintendo Wii video game made for training basic laparoscopic skills. Surgical Endoscopy, 28(2), 537-542.
Jeon, C. H., Kim, Y. H., Lim, Y. K., & Kim, T. H. (2017). Study on the Needs and Effects of Unifying Interactive Multimedia-based Play Equipment for Children. TECHART: Journal of Arts and Imaging Science, 4(3), 22-26.
Jones, R. A., Reithmueller, A., Hesketh, K., Trezise, J., Battehrim, M., & Okely, A. D. (2011). Promoting fundamental movement skill development and physical activity settings: A cluster randomized controlled trial. Pediatric Exercise Science, 23, 800-815.
Kader, M. A. R. A., Zaki, S. M., Muhamed, M. F. A. A., Ali, R., & Mat, M. K. (2019). Game-Based Approach in Teaching and Learning: Fun, Knowledge or Both? A Case Study of MDAB Students. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016) (pp. 223-235). Springer, Singapore.
Kinzie, M. B., & Joseph, D. R. (2008). Gender differences in game activity preferences of middle school children: implications for educational game design. Educational Technology Research and Development, 56(5-6), 643-663.
Klimkeit, E. I., Mattingley, J. B., Sheppard, D. M., Farrow, M., & Bradshaw, J. L. (2004). Examining the development of attention and executive functions in children with a novel paradigm. Child Neuropsychology, 10(3), 201-211.
Knight, D., & Rizzuto, T. (1993). Relations for children in grades 2, 3, and 4 between balance skills and academic achievement. Perceptual and Motor Skills, 76, 1296-1298.
Kostelnik, M., Soderman, A., & Whiren, A. (2015). Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education (6th ed.). Boston, MA: Pearson.
Kron-Sperl, V., Schneider, W., & Hasselhorn, M. (2008). The development and effectiveness of memory strategies in kindergarten and elementary school: Findings from the Würzburg and Göttingen longitudinal memory studies. Cognitive Development, 23(1), 79-104.
Latorre, J., Lloréns, R., Colomer, C., & Alcañiz, M. (2018). Reliability and comparison of Kinect-based methods for estimating spatiotemporal gait parameters of healthy and post-stroke individuals. Journal of Biomechanics, 72, 268-273.
Leon-Carrion, J., García-Orza, J., & Pérez-Santamaría, F. J. (2004). Development of the inhibitory component of the executive functions in children and adolescents. International Journal of Neuroscience, 114(10), 1291-1311.
Lieberman, D. A., Fisk, M. C., & Biely, E. (2009). Digital games for young children ages three to six: From research to design. Computers in the Schools, 26(4), 299-313.
Lightbown, P. M., & Spada, N. (1993). How Languages are Learned. New York, NY: Oxford University Press.
Liu, F., Sulpizio, S., Kornpetpanee, S., & Job, R. (2017). It takes biking to learn: Physical activity improves learning a second language. PLOS ONE, 12(5), e0177624.
Liu, T., Hamilton, M., & Smith, S. (2015). Motor Proficiency of the Head Start and Typically Developing Children on MABC-2. Journal of Child and Adolescent Behavior, 3(198), 2.
Lloréns, R., Noé, E., Naranjo, V., Borrego, A., Latorre, J., & Alcañiz, M. (2015). Tracking systems for virtual rehabilitation: objective performance vs. subjective experience. A practical scenario. Sensors, 15(3), 6586-6606.
Luciana, M., & Nelson, C. A. (2002). Assessment of neuropsychological function through use of the Cambridge Neuropsychological Testing Automated Battery: performance in 4-to 12-year-old children. Developmental Neuropsychology, 22(3), 595-624.
Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75(5), 1357-1372.
Luria, A. R. (1966). Higher Cortical Functions in Man. New York, NY: Basic Books.
Luria, A. R. (1973). The Working Brain. London, England: Penguin.
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal, 90(3), 320-337.
Malenka, R. C., Nestler, E. J., & Hyman, S. E. (2009). Chapter 6: widely projecting systems: monoamines, acetylcholine, and orexin (2nd ed.). Molecular Neuropharmacology: A Foundation for Clinical Neuroscience (pp. 147-157). New York, NY: McGraw-Hill Medical.
McNamara, D. S., & Scott, J. L. (2001). Working memory capacity and strategy use. Memory & Cognition, 29(1), 10-17.
McNeill, J., Howard, S. J., Vella, S. A., Santos, R., & Cliff, D. P. (2018). Physical activity and modified organized sport among preschool children: Associations with cognitive and psychosocial health. Mental Health and Physical Activity, 15, 45-52.
Moreno, A., Van Delden, R., Poppe, R., Reidsma, D., & Heylen, D. (2016). Augmenting playspaces to enhance the game experience: A tag game case study. Entertainment computing, 16, 67-79.
Mutlu-Bayraktar, D., & Yilmaz, O. (2017). Impact of Kinect Exergame on Mental Computation Speed and Achievement. In Handbook of Research on Instructional Systems and Educational Technology (pp. 186-201). IGI Global.
Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1996). The Good Language Learner. Bristol, England: Multilingual Matters.
National Association for Sport & Physical Education. (2008). National standards for beginning physical education teachers. Reston, VA: Author.
Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 014-024.
Newton, T. J., & Joyce, A. P. (2012). Human Perspectives (6th ed.). South Melbourne, Australia: Cengage Learning Australia.
Niederer, I., Kriemler, S., Gut, J., Hartmann, T., Schindler, C., Barral, J., & Puder, J. J. (2011). Relationship of aerobic fitness and motor skills with memory and attention in preschoolers (Ballabeina): a cross-sectional and longitudinal study. BMC Pediatrics, 11(1), 34.
Nunan, D. (1997). Strategy training in the language classroom: An empirical investigation. RELC journal, 28(2), 56-81.
Nunnally, J.C. (1978). Psychometric Theory. New York: McGraw-Hill.
O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990), Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300.
Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL), System, 23(1), 1-23.
Oxford, R. L., Lavine, R. Z., & Crookall, D. (1989). Language learning strategies, the communicative approach, and their classroom implications. Foreign Language Annals, 22(1), 29-39.
Pan, W. F. (2017). The effects of using the Kinect motion-sensing interactive system to enhance English learning for elementary students. Journal of Educational Technology & Society, 20(2), 188-200.
Pereira, A. C., Huddleston, D. E., Brickman, A. M., Sosunov, A. A., Hen, R., McKhann, G. M., Sloan, R., Gage, F. H., Brown, T. R., & Small, S. A. (2007). An in vivo correlate of exercise-induced neurogenesis in the adult dentate gyrus. Proceedings of the National Academy of Sciences, 104(13), 5638-5643.
Pribram, K. H. (1973). The primate frontal cortex—Executive of the brain. In K. K. H. Pribram & A. R. Luria (Eds.), Psychophysiology of the Frontal Lobes (pp. 293-314). New York, NY: Academic Press.
Rhoads, C. L., Miller, P. H., & Jaeger, G. O. (2018). Put your hands up! Gesturing improves preschoolers’ executive function. Journal of Experimental Child Psychology, 173, 41-58.
Sallis, J. F., McKenzie, T. L., Kolody, B., Lewis, M., Marshall, S., & Rosengard, P. (1999). Effects of health-related physical education on academic achievement: Project SPARK. Research quarterly for exercise and sport, 70(2), 127-134.
Santrock, J. W. (2018). A Topical Approach to Life-Span Development (7th ed.). New York, NY: McGraw-Hill.
Senn, T. E., Espy, K. A., & Kaufmann, P. M. (2004). Using path analysis to understand executive function organization in preschool children. Developmental Neuropsychology, 26(1), 445-464.
Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353.
Singh, D. K. A., Rahman, N. N. A. A., Rajikan, R., Zainudin, A., Nordin, N. A. M., Karim, Z. A., & Yee, Y. H. (2015). Balance and motor skills among preschool children aged 3 to 4 years old. Malaysian Journal of Medicine and Health Sciences, 11(1), 63-68.
Son, S. H., & Meisels, S. J. (2006). The relationship of young children's motor skills to later reading and math achievement. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 52(4) , 755-778.
Song, Y. M., & Yu, H. (2015). Playing characteristics of interactive media. Korean Society of Basic Design & Art, 16(3), 361-379.
Sozler, S. (2012). The effect of memory strategy training on vocabulary development of Austrian secondary school students. Procedia-Social and Behavioral Sciences, 46, 1348-1352.
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662.
Swain, C., & Pearson, T. (2002). Educators and technology standards: Influencing the digital divide. Journal of Research on Technology in Education, 34(3), 326-335.
Tsai, S. F., Kao, Y. H., Huang, Y. C., Lin, T. C., & Kuo, Y. C. (2017). Effect of Soccer Games on Gross Motor Development in Preschoolers. Journal of Sports Science, 5, 313-321.
Urun, M. F., Aksoy, H., & Comez, R. (2017). Supporting Foreign Language Vocabulary Learning Through Kinect-Based Gaming. International Journal of Game-Based Learning (IJGBL), 7(1), 20-35.
Vazou, S., & Smiley-Oyen, A. (2014). Moving and academic learning are not antagonists: acute effects on executive function and enjoyment. Journal of Sport and Exercise Psychology, 36(5), 474-485.
Vernadakis, N., Papastergiou, M., Zetou, E., & Antoniou, P. (2015). The impact of an exergame-based intervention on children's fundamental motor skills. Computers & Education, 83, 90-102.
Wenden, A. (1987). Conceptual background and utility. Learner Strategies in Language Learning, 5, 3-13.
Wenden, A., & Rubin, J. (1987). Learner Strategies in Language Learning (Eds.). Englewood Cliffs, NJ: Prentice Hall.
Yaguramaki, N., & Kimura, T. (2002). Acquirement of stability and mobility in infant gait. Gait & Posture, 16(1), 69-77.
Yien, J. M., Hung, C. M., Hwang, G. J., & Lin, Y. C. (2011). A game-based learning approach to improving students' learning achievements in a Nutrition course. Turkish Online Journal of Educational Technology, 10(2), 1-10.