本研究目的旨在探討不同鷹架數位遊戲式學習對不同認知風格學習者的學習情緒、認知負荷與學習成效之影響，以及學習情緒、認知負荷與學習成效之相關性。實驗對象為社區大學之中、高齡學習者，其中對照組為無鷹架數位遊戲式學習，32人；實驗組(1)為硬鷹架數位遊戲式學習，34人；實驗組(2)為軟鷹架數位遊戲式學習，31人，三組共97人。研究結果顯示：
一、 不同認知風格學習者的學習情緒、認知負荷、學習成效無顯著差異。
二、 不同鷹架數位遊戲式學習之內在認知負荷無顯著差異。
三、 嵌入鷹架之數位遊戲式學習，其正向學習情緒、增生認知負荷及學習成效顯著高於無鷹架數位遊戲式學習，負向學習情緒、外在認知負荷則顯著低於無鷹架數位遊戲式學習。
四、 不同鷹架數位遊戲式學習與不同認知風格之間存在交互作用。
五、 使用硬鷹架數位遊戲式學習時，序列型學習者各方面的學習表現顯著優於整體型學習者；使用軟鷹架數位遊戲式學習時，整體型學習者各方面的學習表現顯著高於序列型學習者。
六、 正向學習情緒與增生認知負荷、學習成效（效果、效率）呈現正相關，與負向學習情緒、外在認知負荷呈現負相關。
七、 提高正向學習情緒及增生認知負荷，會顯著提升學習成效（效果、效率）；降低負向學習情緒與內在、外在認知負荷，會顯著提升學習成效（效果、效率）。

The purpose of this study was to investigate the impact of different scaffolding digital game-based learning on learning emotions, cognitive load and learning performance of different cognitive style learners, as well as the correlation between learning emotions, cognitive load and learning performance. The research subjects were middle-aged and elder learners in community colleges. A total of 97 learners participated in this experiment, 34 of them assigned to the experimental group one (hard scaffolding digital game-based learning), 31 of them assigned to the experimental group two ( soft scaffolding digital game-based learning) and while the remaining 32 to the control group (non-scaffolding digital game-based learning). The main findings were as follows:
1. No statistically significant difference in learning emotion, cognitive load, and learning performance between the cognitive styles.
2. No statistically significant difference in intrinsic cognitive load was observed among the scaffolding digital game-based learning.
3. Digital game-based learning embedded in scaffolding had statistically significantly better positive learning emotion, germane cognitive load, learning performance and lower negative learning emotion and extraneous cognitive load than non-scaffolding digital game-based learning.
4. The interaction of different scaffolding digital game-based learning and different cognitive styles had statistically significant difference.
5. All aspect of learning performance of serialist learners was statistically significantly better than that of holist learners in hard scaffolding digital game-based learning. Otherwise, all aspect of learning performance of holist learners was statistically significantly better than that of serialist learners in soft scaffolding digital game-based learning.
6. Positive learning emotion was positively correlated with cognitive cognitive load, learning performance (effect and efficiency), and negatively correlated with negative learning emotion and extraneous cognitive load.
7. Increasing positive learning emotion and germane cognitive load would significantly improve learning performance (effect and efficiency), otherwise, reducing negative learning emotions, intrinsic cognitive load and extraneous cognitive load would significantly improve learning performance (effect and efficiency).

1、中文部分
吳正仲（2012）。情感設計應用在減緩兒童診療焦慮與疼痛之研究。設計學報，17(3)，69-93。
吳明隆（2011）。SPSS統計應用學習實務：問卷分析與應用統計。新北市：易習圖書。
李建生、張月香（2011）。教育遊戲中的學業情緒研究。中國教育技術裝備，27，3-6。
林俊瑩、劉佩雲、高台茜（2015）。兼顧「學生學習成效」導向的大學教學評鑑量表發展與課程實施效率之評估。課程與教學季刊，18(4)，107-135。
林宴瑛、程炳林（2012）。環境目標結構與控制-價值信念對學業情緒之效果。教育心理學報，44(1)，49-72。
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)，221-228。
陳明璋、李俊儀、李健恆、楊晨意（2016）。逐步引導注意力之多媒體教學設計對圓切線性質學習之成效研究。臺灣數學教育期刊，3(2)，1-30。
黃意雯、邱子華（2012）。數位教材導覽模式與認知風格對學習成效之影響。國立臺南大學理工研究國際期刊，2(3)，45-53。
楊心怡（2013）。從認知負荷觀點探討鷹架輔助遊戲式學習於人體血液循環之研究。教育傳播與科技研究，106，65-78。
楊善媛、高錦瑗、黃國禎（2014）。由失敗經驗探討數位遊戲式學習系統設計的考量因素。數位學習科技期刊，6(4)，37-51。
經濟部能源局（2013）。政府機關及學校四省專案計畫。http://egov.ftis.org.tw/。
賴英娟、巫博瀚（2016）。臺灣國中生「數學學習情緒量表」之發展與現況分析。測驗學刊，63(2)，83-110。
錢昭萍、梁麗珍（2017）。認知風格和多元智能對學習動機與學習成效之影響－以科技大學大一國文課數位化教學為例。國立臺灣科技大學人文社會學報，13(4)，325-358。

2、外文部分
Anthony, R. A. J. (2012). Emotions in online learning environments: Introduction to the special issue. Internet and Higher Education, 15, 137-140.
Augustin, T. (2016). Emotion determination in e-learning environments based on facial lanmarks. Communication in Computer and Information Science, 620, 122-136.
Barrouillet, P., Bernardin, S., Portrat, S., Vergauwe, E., & Camos, V. (2007). Time and Cognitive Load in Working Memory. Journal of Experimental Psychology: Learning Memory and Cognition, 33(3), 570-585.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Becker, K. (2007). Pedagogy in commercial video games. Games and simulations in online learning: Research and development frameworks. Hershey, PA: Information Science Publishing.
Beckmann, J., Bertel, S., & Zander, S. (2015). Performance & emotion: A study on adaptive e-leaning based on visual/verbal learning style. In Proceedings of International Conference on e-Learning 2015 (pp. 27-34). Beograd, Republika Srbija: ITSE.
Braghirolli, L. F., Ribeiro, J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315-324.
Brose, A., Schmiedek, F., Lövdén, M., & Lindenberger, U. (2012). Daily variability in working memory is coupled with negative affect: The role of attention and motivation. Emotion, 12(3), 605-617.
Broza, O., & Barzilai, S. (2011). When the mathematics of life meets school mathematics: playing and learning on the “My Money” website. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, & Y. Yair (Eds.), Learning in the Technological Era: Proceedings of the 6th Chais Conference on instructional technologies research (pp. 56-61). Washington, DC: American Psychological Association.
Byun, J., & Loh, C. S. (2015). Audial engagement: Effects of game sound on learner engagement in digital game-based learning environments. Computers in Human Behavior, 46, 129–138.
Cárdenas-Robledo, L. A., & Peña-Ayala, A. (2018). Ubiquitous learning: A systematic review. Telematics and Informatics, 35(5), 1097-1132.
Chang, C. C., Tseng, K. H., & Tseng, J. S. (2011). Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment? Computers & Education, 57(4), 2313-2321.
Chang, C.-C., Liang, C., Chou, P.-N., & Lin, G.-Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
Chang, S.-C., & Hwang, G.-J. (2017). Development of an effective educational computer game based on a mission synchronization-based peer-assistance approach. Interactive Learning Environments, 25(5), 667-681.
Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604-615.
Chen, C.-H. (2010). Promoting college students’ knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts. Computers & Education, 55, 292-303.
Chen, C.-H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212.
Chen, C.-H., Chung, M.-Y., & Wu, W.-C. (2013). The effects of faded prompts and feedback on college students’ reflective writing skills. The Asia-Pacific Education Researcher, 22(4), 571-583.
Chen, C.-H., Wu, I. C., & Jen, F. L. (2013). Designing online scaffolds for interactive computer simulation. Interactive Learning Environments, 21(3), 229-243.
Chen, C.-M., & Tsai, Y.-N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652.
Chen, C.-Y., Chen, C.-M., & Hu, W.-C. (2016). Effects of the design factors of skill training game on learning performance and emotion. In R. M. Idrus & N. Zainuddin, (Eds.), Proceedings of the 11th International Conference on e-Learning (pp. 219-228). New York, NY: Association for Computing Machinery.
Chen, H.-R., & Lin, Y.-S. (2016). An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education, 25(2), 171-186.
Chen, L. H., Liu, Q., & Sun, X. G. (2013). PTBL: A learning model based on PBL and TBL for training soft skills supported by 3D virtual pedagogical platform(3D VPP). International Journal of Information Systems in the Service Sector, 5(3), 63-84.
Chen, S.-Y., & Chang, L.-P. (2016). The influences of cognitive styles on individual learning and collaborative learning. Innovations in Education and Teaching International, 53(4), 458-471.
Chen, S.-Y., & Liu, X. (2011). Mining students' learning patterns and performance in web-based instruction: A cognitive style approach. Interactive Learning Environments, 19(2), 179-192.
Chen, S.-Y., & Macredie, R. D. (2002). Cognitive styles and hypermedia navigation: Development of a learning model. Journal of the American society for information science and technology, 53(1), 3-15.
Chen, S.-Y., Magoulas, G. D., & Dimakopoulos, D. (2005). A flexible interface design for web directories to accommodate different cognitive styles. Journal of the American Society for Information Science and Technology, 56(1), 70-83.
Chen, Z.-H., Chen, S. Y., & Chien, C.-H. (2017). Students' reactions to different levels of game scenarios: A cognitive style approach. Educational Technology and Society, 20(4), 69-77.
Cheng, M. T., She, H. C., & Annetta, L. A. (2015). Game immersion experience: Its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.
Cheon, J., & Grant, M. (2012). Examining the relationships of different cognitive load types related to user interface in web-based instruction. Journal of Interactive Learning Research, 23(1), 29-55.
Chuang, H.-H., Huang, C.-J., & Liu, H.-C. (2012). The development and implementation of learning theory-based English as a Foreign languaGE (EFL) online e-tutoring platform. Advances in Intelligent and Soft Computing, 126, 71-76.
Chung, L.-Y., & Chang, R.-C. (2017). The effect of gender on motivation and student achievement in digital game-based learning: A case study of a contented-based classroom. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2309-2327.
Cierniak, G., Scheiter, K., & Gerjets, P. (2009). Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load? Computers in Human Behavior, 25(2), 315-324.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. San Francisco, CA: Pfeiffer.
Clark, R. E. (2007). Learning from serious games? Arguments, evidence and research suggestions. Educational Technology, 47, 56-59.
Clewley, N., Chen, S. Y., & Liu, X. (2011). Mining learning preferences in web-based Instruction: Holists vs. Serialists. Educational Technology Society, 14(4), 266-277.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323, 66-69.
Delen, E., Liew, J., & Willson V. (2014). Effects of interactivity and instructional scaffolding on learning: Self-regulation in online video-based environments. Computers & Education, 78, 312-320.
Deng, L.Y., Chen, Y.-H., Liu, Y.-J., & Chang, Y.-C. (2009). Ontology-oriented SCJP learning and assessing system design. Journal of Software, 4(2), 159-166.
D'Errico, F., Paciello, M., & Cerniglia, L. (2016). When emotions enhance students’ engagement in e-learning processes. Journal of e-Learning and Knowledge Society, 12(4), 9-23.
Dickey, M. D. (2011). Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. British Journal of Educational Technology, 42(3), 456–469.
D'Mello, S., Lehman, B., Pekrun, R., & Graesser, A. (2014). Confusion can be beneficial for learning. Learning and Instruction, 29, 153-170.
Du, J., Zhou, M., Xu, J., & Lei, S.-S. (2016). African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior, 63, 948-958.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167.
Fang, Y.-M., Chen, K.-M., & Huang, Y.-J. (2016). Emotional reactions of different interface formats: Comparing digital and traditional board games. Advances in Mechanical Engineering, 8(3), 1-8.
Farag, M., & Shemy, N. (2011). Course delivery through the web: Effects of linear/nonlinear navigation and individual differences in online learning. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 10(3), 243-271.
Feidakis, M., Daradoumis, T., Caballé, S., & Conesa, J. (2014). Embedding emotion awareness into e-learning environments. International Journal of Emerging Technologies in Learning. 9(7), 39-46.
Felder, R. M., & Spurlin, J. (2005). Applications, reliability and validity of the index of learning stlyes. International journal of engineering education, 21(1), 103-112.
Ford, N., & Chen, S. Y. (2000). Individual differences, hypermedia navigation and learning: An empirical study. Journal of Educational Multimedia and Hypermedia, 9(4), 281-312.
Gerjets, P., Scheiter, K., Qpfermann, M., Hesse, F. W., & Eysink, T. H. S. (2009). Learning with hypermedia: The influence of representational formats and different levels of learner control on performance and learning behavior. Computers in Human Behavior, 25, 360-370.
Grivokostopoulou, F., Perikos, I., Hatzilygeroudis, I. (2016). An educational game for teaching search algorithms. In Proceedings of the 8th International Conference on Computer Supported Education (pp.129-136). Rome, Italy: Institute for Systems and Technologies of Information, Control and Communication.
Hämäläinen, R. (2008). Designing and evaluating collaboration in a virtual game environment for vocational learning. Computers & Education, 50, 98-109.
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.
Hawlitschek, A., & Joeckel, S. (2017). Increasing the effectiveness of digital educational games: The effects of a learning instruction on students’ learning, motivation and cognitive load. Computers in Human Behavior, 72, 79-86.
Hense, J., Mandl, H. (2014). Learning in or with Games? In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaías (Eds.), Digital Systems for Open Access to Formal and Informal Learning. Berlin, Germany: Springer International Publishing.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Höffler, T. N., & Schwartz, R. N. (2011). Effects of pacing and cognitive style across dynamic and non-dynamic representaions. Computers & Education, 57(2), 1716-1726.
Hoffman, B., & Schraw, G. (2010). Conceptions of efficiency: Applications in learning and problem solving. Educational Psychologist, 45, 1-14.
Hong, J.-C., Hwang, M.-Y., Hsu, T.-F., & Chen, Y.-J. (2012). The relations between students' anxiety and interest in playing an online game. Turkish Online Journal of Educational Technology, 11(2), 255-263.
Hong, T.-Y., & Chu, H.-C. (2017). Effects of a situated 3d computational problem-solving and programming game-based learning model on students' learning perception and cognitive loads. In Proceedings of 6th International Congress on Advanced Applied Informatics (pp. 596-600). Hamamatsu, Japan: Conference Publishing Services.
Hsieh, S.-W. (2011). Effects of cognitive styles on an MSN virtual learning companion system as an adjunct to classroom instructions. Educational Technology & Society, 14, 161-174.
Hsu, C.-K., & Hwang, G.-J. (2014). A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities. Interactive Learning Environments, 22(6), 687-703.
Hsu, T.-C. (2017). Learning english with augmented reality: Do learning styles matter? Computers & Education, 106(1), 137-149.
Hsu, W.-C., & Lin, H.-C. (2017). Impact of applying WebGL technology to develop a web digital game-based learning system for computer programming course in flipped classroom. In Proceedings of 5th International Conference on Educational Innovation through Technology (pp. 64-69). Tainan, Taiwan.
Hsu, Y.-C., & Chen, S.Y. (2011). Associating learners' cognitive style with their navigation behaviors: A data-mining approach. Lecture Notes in Computer Science, 6764, 27-34.
Huang, K., Chen, C. H., Wu, W. S., & Chen, W. Y. (2015). Interactivity of question prompts and feedback on secondary students’ science knowledge acquisition and cognitive load. Educational Technology and Society, 18(4), 159-171.
Huang, M., & Qiao, H. (2012). Basic principles and new methods on emotional product design. Advanced Materials Research, 452, 437-440.
Huang, Y.-L., Chen, C.-M., & Lin, M. (2017). An English diagnosis and Review system based on brainwave attention recognition technology for the paper-based learning context with digital-pen support. In Proceedings of 6th International Congress on Advanced Applied Informatics (pp. 643-648). Hamamatsu, Japan: Conference Publishing Services.
Huang, Y.-M., Hwang, J.-P., & Chen. S. Y. (2016). Matching/mismatching in web-based learning: A perspective based on cognitive styles and physiological factors. Interactive Learning Environments, 24(6), 1198-1214.
Hülsmann, T. (2013). Access and Efficiency in the Development of Distance Education and E-Learning. In U. Bernath, A. Szücs, A. Tait, & M. Vidal (Eds.), Distance and E-Learning in Transition: Learning Innovation, Technology and Social Challenges (pp. 119-140). Germany: John Wiley and Sons.
Hung, C.-Y., Sun, 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.
Hwang, G.-J., & Wu, P.-H. (2012). Advancements and trends in digital game-based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), 6-10.
Hwang, G.-J., Tu, N.-T., & Wang, X.-M. (2018). Creating interactive e-books through learning by design: The impacts of guided peer-feedback on students' learning achievements and project outcomes in science courses. Educational Technology and Society, 21(1), 25-36.
Hwang, G.-J., Wu, P.-H., & Chen, C.-C. (2012) . An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59, 1246-1256.
Hwang, G.-J., Wu, P.-H., Chen, C.-C., & Tu, N.-T. (2016). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
Hwang, G.-J., Yang, L.-H., & Wang, S.-Y. (2013). A concept map-embedded educational computer game for improving students' learning performance in natural science courses. Computers and Education, 69, 121-130.
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.
Jeske, D., Backhaus, J., & Stamov Roßnagel, C. (2014). Evaluation and revision of the study preference questionnaire: Creating a user-friendly tool for nontraditional learners and learning environments. Learning and Individual Differences, 30, 133-139.
Kalyuga, S. (2011). Cognitive Load Theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1-19.
Kao, G. Y.-M., Chiang, C.-H., & Sun, C.-T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312.
Keller, J. M. (2008). An integrative theory of motivation, volition, and performance. Technology, Instrucion, Cognition, and Learning, 6(2), 79-104.
Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767-2804.
Kickmeier-Rust, M., Marte, B., Linek, S., Lalonde, T., & Albert, D. (2008). The effects of individualized feedback in digital educational games. In Proceedings of the European Conference on Games-based Learning (pp. 227-236). Seattle, WA: Amazon.
Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, S. M. (2003). Vygotsky's educational theory in cultural context. Cambridge, UK.: Cambridge University Press.
Krátky, P., Tvarožek, J., & Chudá, D. (2016). Big five personality in online learning and games: Analysis of student activity. International Journal of Human Capital and Information Technology Professionals, 7(3), 33-46.
Ku, H., Fulcher, R., & Xiang, W. (2011). Using computer software packages to enhance the teaching of engineering management science: Part 1-Critical path networks. Computer Applications in Engineering Education, 19(1), 26-39.
Ku, O., Hou, C. C., & Chen, S. Y. (2016). Incorporating customization and personalization into game-based learning: A cognitive style perspective. Computers in Human Behavior, 65, 359-368.
Le Hénaff, B., Michinov, N., Le Bohec, O., & Delaval, M. (2015). Social gaming is inSIDE: Impact of anonymity and group identity on performance in a team game-based learning environment. Computers & Education, 82, 84-95.
Le, T., Reeder, B., Chung, J., Thompson, H., Demiris, G. (2014). Design of smart home sensor visualizations for older adults. Technology and Health Care, 22(4), 657-666.
Le, Y., Liu, J., Deng, C., & Dai, D.Y. (2018). Heart rate variability reflects the effects of emotional design principle on mental effort in multimedia learning. Computers in Human Behavior, 89, 40-47.
Lee, C. H. M., Cheng, Y. W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45, 1-19.
Leppink, J., Paas, F., Gog, T. V., Vleuten, C. P. M. V., & Merriënboer, J. J. G. V. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32-42.
Leppink, J., Paas, F., Vleuten, C. P. M. V., Gog, T. V., & Merriënboer, J. J. G. V. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45, 1058-1072.
Li, W. J., & Wang, S. P. (2014). Research on applied information technology with web application in online cooperative learning under cognitive styles. Advanced Materials Research, 1046, 481-484.
Liew, T. W., & Tan, S.-M. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Educational Technology and Society, 19(2), 104-115.
Lin, J.-W., & Lai, Y.-C. (2011). A distributed measurement laboratory capable of on-line monitoring of instruments based on an object-oriented approach. International Journal of Innovative Computing, Information and Control, 7(2), 571-586.
López-Vargas, O., Ibáñez-Ibáñez, J., & Racines-Prada, O. (2017). Students' metacognition and cognitive style and their effect on cognitive load and learning achievement. Educational Technology and Society, 20(3), 145-157.
Lu, S.-J., & Liu, Y.-C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4), 525-541.
Mahon-Haft, T.A., Dillman, D.A. (2010). Does visual appeal matter? effects of web survey aesthetics on survey quality. Survey Research Methods, 4(1), 45-59.
Mampadi, F., & Mokotedi, P.A. (2012). Towards effective combination of prior knowledge and cognitive styles in adaptive educational hypermedia systems. International Journal of Emerging Technologies in Learning, 7(3), 11-18.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
Mayer, R. E. (2011). Multimedia learning and games. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instrucition (pp. 281-305). Charlotte, NC: Information Age.
Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multime-dia learning(pp. 31–48). New York, NY: CambridgeUniversity Press.
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29(1), 171-173.
Mayer, R.E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12-18.
Misut, M., & Pokorny, M. (2015). Does ICT improve the efficiency of learning? Procedia - Social and Behavioral Sciences, 177, 306-311.
Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.
Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19, 309-326.
Nazry, N. N. M., & Romana, D. M. (2017). Mood and learning in navigation-based serious games. Computers in Human Behavior, 73, 596-604.
Norman, A. D. (2004). Emotional design: why we love (or hate) everyday things. New York, NY: Basic Books.
Noteborn, G., Bohle Carbonell, K., Dailey-Hebert, A., & Gijselaers, W. (2012). The role of emotions and task significance in virtual education. Internet and Higher Education, 15(3), 176-183.
Oliveira, D., Esgalhado, G., & Garcia, N. M. (2016). Analyzing the academic approaches to learning of portuguese college students through the psychometric study of a questionnaire. Communications in Computer and Information Science, 583, 365-375.
O'Rourke, E., Ballweber, C., & Popović, Z. (2014). Hint systems may negatively impact performance in educational games. In Proceedings of the 1st ACM Conference on Learning (pp. 51-60). New York, NY: Association for Computing Machinery.
Paas, F., & van Gog, T., (2008). Instructional Efficiency: Revisiting the original construct in educational research. Educational Psychologist, 43(1), 16-26.
Paas, F., Tuovinen, J. E., Tabbers, H., & van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38, 63-71.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.
Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
Pekrun, R. (2006). The control-value theory of achievement emotion: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotion: An integrative approach to emotion in education. In P. A. Schutz & R. Pekrun (Eds.). Emotion in education (pp. 13-36). San Diego, CA: Elsevier.
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011), Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91-105.
Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.
Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140.
Plass, J. L., Moreno, R., & Brünken, R. (2010). Cognitive load theory. Cambridge, UK: Cambridge University Press.
Prensky, M. (2007). Digital game-based learning. New York: McGraw-Hill.
Purdam, K. (2016). Task-based learning approaches for supporting the development of social science researchers’ critical data skills. International Journal of Social Research Methodology, 19(2), 257-267.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., & Soloway E. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences. 13(3), 337-386.
Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., & van Gog, T. (2017). Effects of performance feedback valence on perceptions of invested mental effort. Learning and Instruction, 51, 36-46.
Race, P. (2000). Task-based learning. Medical education, 34(5), 335-336.
Sampayo-Vargas, S., Cope, C. J., He, Z., & Byrnec, G. J. (2013). The effectiveness of adaptive difficulty adjustments on students' motivation and learning in an educational computer game. Computers & Education, 69, 452-462.
Samsudin, Z., & Chng, L. K. (2015). The learning styles and learning emotions of adult learner in e-learning environment. Turkish Online Journal of Educational Technology, 2015, 543-546.
Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943-1952.
Sandanayake, T. C., & Madurapperuma, A. P. (2013, December). Affective e-learning model for recognising learner emotions in online learning environment. Paper presented at the International Conference on Advances in ICT for Emerging Regions. Colombo, Ceylon. https://ieeexplore.ieee.org/document/6761189.
Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environment. Educational Technology Research and Development, 50(3), 77-96.
Schnotz, W., Fries, F., & Horz, H. (2009). Motivational aspects of cognitive load theory. In M. Wosnita, S.A. Karabenick, A. Efklides, P. Nenniger (Eds.). Contemporary motivation research: From global to local perspectives, Hogrefe & Huber Publishers (pp. 69-96). Cambridge, MA: Hogrefe & Huble Publishers.
Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648-658.
Schuster, A. C., Zimmermann, U., Hauer, C., Foerster, K. (2017). A behavioural syndrome, but less evidence for a relationship with cognitive traits in a spatial orientation context. Frontiers in Zoology, 14(1), 18-19.
Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In Editor I. I. (Ed.). Handbook of Positive Psychology (pp. 3-12). New York, NY: Oxford.
So, H.-J., Gaydo, M., Seo, M., Jung, Y., & Lee, H. (2017). Learning with minecraft and kodu: Examining complex problem-solving strategies. In Proceedings of 25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century (pp. 79-86). Christchurch, New Zealand: Asia-Pacific Society for Computers in Education.
Sullins, J., Craig, S. D., & Graesser, A. C. (2009). Tough love: The influence of an agent's negative affect on students' learning. Frontiers in Artificial Intelligence and Applications, 200(1), 677-679.
Sun, C. T., Wang, D. Y., & Chan, H. L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), 2118-2125.
Sun, Y.-C., & Chen, C.-M. (2010). Assessing learning emotion for both the cognitive styles of visualizer and verbalizer distributed to different types of multimedia learning materials. Paper presented at 2010 International Symposium on Computer, Communication, Control and Automation. Tainan, Taiwan. https://ieeexplore.ieee.org/document/5533628
Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sung, H.-Y., & Hwang, G.-J. (2018). Facilitating effective digital game-based learning behaviors and learning performances of students based on a collaborative knowledge construction strategy. Interactive Learning Environments, 26(1), 118-134.
Svirko, E., & Mellanby, J. (2008). Attitudes to e-learning, learning style and achievement in learning neuroanatomy by medical students. Medical Teacher, 30(10), 219-227.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123-138.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York, NY: Springer Science & Business Media.
Theodoropoulos, A., Antoniou, A., & Lepouras, G. (2016). How do different cognitive styles affect learning programming? Insights from a game-based approach in Greek schools. ACM Transactions on Computing Education, 17(1), 1-25.
Thomas, P. R., & McKay, J. B. (2010). Cognitive styles and instructional design in university learning. Learning and Individual Differences, 20(3), 197-202.
Um, E. R., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485-498.
Valencia-Vallejo, N., López-Vargas, O., & Sanabria-Rodríguez, L. (2018). Effect of motivational scaffolding on e-learning environments: Self-efficacy, learning achievement, and cognitive style. Journal of Educators Online, 15(1), 3-17.
van Der Pal, J., Roos, C., Sewnath, G., Rosheuvel, C. (2016, Octorber). Adaptive game based learning using brain measures for attention: Some explorations. Paper presented at the 13th International Conference on Cognition and Exploratory Learning in the Digital Age. Mannheim, Germany. https://eric.ed.gov/?id=ED571403
van der Spek, E. D. (2011). Experiments in serious game design: A cognitive approach. Doctoral dissertation. Utrecht, Netherlands: Utrecht University Press.
van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favour of repeated measures. Applied Cognitive Psychology, 26, 883-839.
Waiyakoon, S., Khlaisang, J., & Koraneekij P. (2015). Development of an instructional learning object design model for tablets using game-based learning with scaffolding to enhance mathematical concepts for mathematic learning disability students. Procedia-Social and Behavioral Sciences, 174(12), 1489-1496.
Waliński, J. T. (2014). Implementing linguistic landscape investigations with m-learning for intercultural competence development. International Journal of Mobile and Blended Learning, 6(2), 15-25.
Wang, C.-C., & Wang, K.-L. (2014, March). Beyond flow experience: Learners' positive and negative emotions related to computer-based instruction. Paper presented at the 18th Pacific Asia Conference on Information Systems (pp. 268). Chengdu, China. https://goo.gl/sHVBJN
Wang, T.-H. (2007). What strategies are effective for formative assessment in an e-learning environment? Journal of Computer Assisted Learning, 23(3), 171-186.
Wardono, W. S. B., Mariani, S., & Candra, S. D. (2016). Mathematics literacy on problem based learning with indonesian realistic mathematics education approach assisted e-learning edmodo. In S. Mungkasi (Ed.), Proceedings of 2015 International Conference on Mathematics, its Applications, and Mathematics Education. Mrican, Indonesia: Institute of Physics Publiser.
Wendel, V., Ahlfeld, S., Göbel, S., Steinmetz, R. (2013). Rule-based automatic adaptation of collaborative multiplayer serious games: Supporting instructors in game-based learning scenarios. Paper presented at the 5th International Conference on Computer Supported Education. Dublin, Ireland. https://goo.gl/D27goj
Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Educational Technology & Society, 17(3), 291-307.
Wood, P., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Development and Psychiatry, 17, 89-100.
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265.
Yang, H.-I. (2015). Effects of cueing by a pedagogical agent in an instructional animation: A cognitive load approach. Educational Technology and Society, 18(3), 153-160.
Yang, K.-H. (2017). Learning behavior and achievement analysis of a digital game-based learning approach integrating mastery learning theory and different feedback models. Interactive Learning Environments, 25(2), 235-248.
Yeh, Y.-C., Lai, G.-J., Lin, C.F., Lin, C.-W., & Sun, H.-C. (2015). How stress influences creativity in game-based situations: Analysis of stress hormones, negative emotions, and working memory. Computers & Education, 81, 143-153.
Yeh, Y.-C., Lai, S. C., & Lin, C.-W. (2016). The dynamic influence of emotions on game-based creativity: An integrated analysis of emotional valence, activation strength, and regulation focus. Computers in Human Behavior, 55, 817-825.
Zin, N. A. M., & Yue, W. S. (2013). Design and evaluation of history Digital Game Based Learning (DGBL) software. Journal of Next Generation Information Technology, 4(4), 9-24.
Zin, N. A. M. (2009). A-maths multimedia courseware for effective mathematic learning: Matching instructions to student's learning style. Journal of Applied Sciences, 9(8), 1510-1516.
Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers & Education, 94, 1-17.