Ackerman, R., Parush, A., Nassar, F., & Shtub, A. (2016). Metacognition and system usability:
Incorporating metacognitive research paradigm into usability testing. Computers in Human Behavior, 54, 101-113. doi:10.1016/j.chb.2015.07.041
Adkins, S. S. (2011). The worldwide market for self-paced eLearning products and services:
2010-2015 forecast and analysis. Monroe, WA: Ambient Insight Research.
Ainley, M. (2012). Students’ interest and engagement in classroom activities. In S. L. Christenson, A.
L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 283-302).
Singapore: Springer. doi:10.1007/978-1-4614-2018-7_13
Ainley, M., & Ainley, J. (2011). A cultural perspective on the structure of student interest in science.
International Journal of Science Education, 33(1), 51-71. doi:10.1080/09500693.2010.518640 Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning and the psychological processes that
mediate their relationship. Journal of Educational Psychology, 94(3), 545-561. doi:10.1037/
0022-0663.94.3.545
Akca, F. (2011). The relationship between test anxiety and learned helplessness. Social Behavior and Personality: An International Journal, 39(1), 101-112. doi:10.2224/sbp.2011.39.1.101
Arbuckle, J. (2003). AMOS 5.0 update to the AMOS user’s guide. Chicago, IL: Marketing Department, SPSS.
Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. doi:10.1521/jscp.1986.4.3.359
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. doi:10.1177/009207038801600107
Bentler, P. M. (2006). EQS 6 structural equations program manual. Encino, CA: Multivariate Software.
Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies:
洪榮昭、詹瓊華 共變推理遊戲 153
Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. doi:10.1016/j.learninstruc.2010.06.002
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.
Child Development, 78(1), 246-263. doi:10.1111/j.1467-8624.2007.00995.x
Boddez, Y., De Houwer, J., & Beckers, T. (2017). The inferential reasoning theory of causal learning: Towards a multi-process propositional account. In M. R. Waldmann (Ed.), The Oxford handbook of causal reasoning (pp. 53-64). Oxford, UK: Oxford University Press. doi:10.1093/
oxfordhb/9780199399550.013.7
Bonus, J. A., Peebles, A., Mares, M.-L., & Sarmiento, I. G. (2017). Look on the bright side (of media effects): Pokémon Go as a catalyst for positive life experiences. Media Psychology, 21(2), 1-25. doi:10.1080/15213269.2017.1305280
Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). London, UK: Routledge.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers &
Education, 59(2), 661-686. doi:10.1016/j.compedu.2012.03.004
Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world of work. New York, NY: Basic Books.
Dillman, D. A., Smyth, J. D., & Christian, L. M. (2008). Internet, mail, and mixed-mode surveys:
The tailored design method. Hoboken, NJ: John Wiley & Sons.
D’Mello, S. (2013). A selective meta-analysis on the relative incidence of discrete affective states during learning with technology. Journal of Educational Psychology, 105(4), 1082-1099. doi:10.
1037/a0032674
Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A confirmatory factor analysis of the end-user computing satisfaction instrument. MIS Quarterly, 18(4), 453-461. doi:10.2307/249524
Drigas, A. S., Ioannidou, R.-E., Kokkalia, G., & Lytras, M. D. (2014). ICTs, mobile learning and social media to enhance learning for attention difficulties. Journal of Universal Computer Science, 20(10), 1499-1510.
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). Honolulu, HI: University of Hawaii Press.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam
154 共變推理遊戲 洪榮昭、詹瓊華
performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549-563.
doi:10.1037/0022-0663.91.3.549
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. B. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Educational Technology & Society, 17(1), 42-53.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7(2), 336-353. doi:10.1037/1528-3542.7.2.336 Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental
inquiry. American Psychologist, 34(10), 906-911. doi:10.1037/0003-066X.34.10.906
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. doi:10.2307/
3151312
Glynn, M. A., & Webster, J. (1993). Refining the nomological net of the adult playfulness scale:
Personality, motivational, and attitudinal correlates for highly intelligent adults. Psychological Reports, 72(3), 1023-1026. doi:10.2466/pr0.1993.72.3.1023
Gopnik, A., Glymour, C., Sobel, D. M., Schulz, L. E., Kushnir, T., & Danks, D. (2004). A theory of causal learning in children: Causal maps and Bayes nets. Psychological Review, 111(1), 3-32.
doi:10.1037/0033-295X.111.1.3
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). Singapore: Elsevier. doi:10.1016/B978-0-08-046616-3.00001-3
Gonzalez, B. C. D. (2016). Learn 2 learn: A metacognition intervention for improving academic performance and motivation on middle school-aged students. Retrieved from http://digital repository.trincoll.edu/theses/597
Green, S. B., & Salkind, N. J. (2004). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Hacker, D. J. (2017). The role of metacognition in learning via serious games. In R. Zheng & M. K.
Gardner (Eds.), Handbook of research on serious game for educational application (pp. 19-40).
Hershey, PA: Information Science Research. doi:10.4018/978-1-5225-0513-6.ch002
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate data analysis (7th ed.).
Upper Saddle River, NJ: Pearson Prentice Hall.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2013). A primer on partial least squares structural equation modeling. Thousand Oaks, CA: Sage.
洪榮昭、詹瓊華 共變推理遊戲 155
Hair, J. F., Sarstedt, M., Ringle, C. M., & Mena, J. A. (2012). An assessment of the use of partial least squares structural equation modeling in marketing research. Journal of the Academy of Marketing Science, 40(3), 414-433. doi:10.1007/s11747-011-0261-6
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. doi:10.1016/j.chb.2015.
07.045
Hancock, G. R., & Mueller, R. O. (Eds.). (2013). Structural equation modeling: A second course (2nd ed.). Charlotte, NC: Information Age.
Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13(3), 191-209. doi:10.1023/A:1016667621114
Hidi, S., & Renninger, A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. doi:10.1207/s15326985ep4102_4
Hong, J.-C., & Liu, M.-C. (2003). A study on thinking strategy between experts and novices of computer games. Computers in Human Behavior, 19(2), 245-258. doi:10.1016/S0747-5632(02) 00013-4
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, 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. doi:10.1016/j.compedu.2013.10.004
Hong, J.-C., Hwang, M.-Y., Liu, Y.-T., Lin, P.-H., & Chen, Y.-L. (2016). The role of pre-game learning attitude in the prediction to competitive anxiety, perceived utility of pre-game learning of game, and gameplay interest. Interactive Learning Environments, 24(1), 239-251. doi:10.
1080/10494820.2013.841263
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. doi:10.1007/s11423-015-9389-2
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis:
Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi:10.1080/10705519909540118
156 共變推理遊戲 洪榮昭、詹瓊華
Hui, E. C. M., & Bao, H. (2013). The logic behind conflicts in land acquisitions in contemporary China: A framework based upon game theory. Land Use Policy, 30(1), 373-380. doi:10.1016/
j.landusepol.2012.04.001
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 and Education, 60(1), 254-263. doi:10.1016/j.compedu.2012.06.014
Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13-24. doi:10.1016/j.cedpsych.2014.11.002
Jerusalem, M., & Schwarzer, R. (1992). Self-efficacy as a resource factor in stress appraisal processes. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 195-213).
Washington, DC: Hemisphere.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Uppsala, Sweden:
Scientific Software International.
Ke, F., & Shute, V. (2015). Design of game-based stealth assessment and learning support. In C. S.
Loh, Y. Sheng, & D. Ifenthaler (Eds.), Serious games analytics (pp. 301-318). New York, NY:
Springer. doi:10.1007/978-3-319-05834-4_13
Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). New York, NY: Guilford Press.
Köklü, Ö., & Jakubowski, E. (2010). From interpretations to graphical representations: A case study investigation of covariational reasoning. Eurasian Journal of Educational Research, 40, 151-170.
Koslowski, B. (2012). Scientific reasoning: Explanation, confirmation bias, and scientific practice.
In G. J. Feist & M. E. Gorman (Eds.), Handbook of the psychology of science (pp. 151-192).
New York, NY: Springer.
Kurtz, B. E., & Borkowski, J. G. (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43(1), 129-148. doi:10.1016/0022-0965(87)90055-5
Laffey, J. M., Espinosa, L., Moore, J., & Lodree, A. (2003). Supporting learning and behavior of at-risk young children: Computers in urban education. Journal of Research on Technology in Education, 35(4), 423-440. doi:10.1080/15391523.2003.10782394
Lagnado, D. A., & Sloman, S. A. (2004). The advantage of timely intervention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(4), 856-876. doi:10.1037/0278-7393.30.4.856
洪榮昭、詹瓊華 共變推理遊戲 157
Lagnado, D. A., & Sloman, S. A. (2006). Time as a guide to cause. Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(3), 451-460. doi:10.1037/0278-7393.32.3.451 Lan, Y.-J., Chen, N.-S., Li, P., & Grant, S. (2015). Embodied cognition and language learning in
virtual environments. Educational Technology Research and Development, 63(5), 639-644.
doi:10.1007/s11423-015-9401-x
Law, E. L.-C., & Sun, X. (2012). Evaluating user experience of adaptive digital educational games with activity theory. International Journal of Human Computer Studies, 70(7), 478-497. doi:10.
1016/j.ijhcs.2012.01.007
Liew, T. W., & Tan, S.-M. (2016). The effects of positive and negative mood on cognition and motivation in multimedia learning environment. Journal of Educational Technology & Society, 19(2), 104-115.
Lin, L., Atkinson, R. K., Savenye, W. C., & Nelson, B. C. (2016). Effects of visual cues and self-explanation prompts: Empirical evidence in a multimedia environment. Interactive Learning Environments, 24(4), 799-813. doi:10.1080/10494820.2014.924531
MacCallum, R. C., & Hong, S. (1997). Power analysis in covariance structure modeling using GFI and AGFI. Multivariate Behavioral Research, 32(2), 193-210. doi:10.1207/s15327906mbr3202_5 Madison, B. L., Carlson, M., Oehrtman, M., & Tallman, M. (2015). Conceptual pre-calculus:
Strengthening students’ quantitative and covariational reasoning. Mathematics Teacher, 109(1), 54-59. doi:10.5951/mathteacher.109.1.0054
Masicampo, E. J., & Baumeister, R. F. (2011). Unfulfilled goals interfere with tasks that require executive functions. Journal of Experimental Social Psychology, 47(2), 300-311. doi:10.1016j.
jesp.2010.10.011
Martens, R., Burton, D., Vealey, R. S., Bump, L. A., & Smith, D. E. (1990). Development and validation of the competitive state anxiety inventory-2. In R. Martens, R. S. Vealey, & D.
Burton (Eds.), Competitive anxiety in sport (pp. 117-190). Champaign, IL: Human Kinetics.
Martens, R., Vealey, R. S., & Burton, D. (1990). Competitive anxiety in sport. Champaign, IL:
Human Kinetics.
McMorris, T., Sproule, J., Turner, A., & Hale, B. J. (2011). Acute, intermediate intensity exercise, and speed and accuracy in working memory tasks: A meta-analytical comparison of effects.
Physiology and Behavior, 102(3-4), 421-428. doi:10.1016/j.physbeh.2010.12.007
Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497-504. doi:10.1016/j.compedu.2011.12.019
158 共變推理遊戲 洪榮昭、詹瓊華
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. doi:10.
1111/j.1365-2729.2006.00170.x
Morony, S., Kleitman, S., Lee, Y. P., & Stankov, L. (2013). Predicting achievement: Confidence vs.
self-efficacy, anxiety, and self-concept in Confucian and European countries. International Journal of Educational Research, 58, 79-96. doi:10.1016/j.ijer.2012.11.002
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. doi:10.1037/0022-0663.73.4.541
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 implications of a measure of consumer competitive arousal (CCAr). Journal of Economic Psychology, 33(1), 192-205. doi:10.1016/
j.joep.2011.10.002
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741.
doi:10.1016/j.lindif.2011.09.005
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. doi:10.3102/00346543066004543
Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes.
Educational Psychology, 34(1), 29-48. doi:10.1080/01443410.2013.797339
Perales, J. C., Catena, A., Cándido, A., & Maldonado, A. (2017). Rules of causal judgment: Mapping statistical information onto causal beliefs. In M. R. Waldmann (Ed.), The Oxford handbook of causal reasoning (pp. 29-51). Oxford, UK: Oxford University Press. doi:10.1093/oxfordhb/
9780199399550.013.6
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. doi:10.1016/S0747-5632(01)00050-4
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. doi:10.1017/S1352465808004232
洪榮昭、詹瓊華 共變推理遊戲 159
Renninger, K. A. (2010). Working with and cultivating the development of interest, self-efficacy, and self-regulation. In D. D. Preiss & R. J. Sternberg (Eds.), Innovations in educational psychology:
Perspectives on learning, teaching and human development (pp. 107-138). New York, NY:
Springer.
Renninger, K. A., & Hidi, S. E. (2015). The power of interest for motivation and engagement.
New York, NY: Routledge. doi:10.4324/9781315771045
Renninger, A., Hidi, S. E., & Krapp, A. (Eds.). (2014). The role of interest in learning and development. Hove, UK: Psychology Press.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’
academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387. doi:10.1037/a0026838
Riggs, M. L., & Knight, P. A. (1994). The impact of perceived group success-failure on motivational beliefs and attitudes: A causal model. Journal of Applied Psychology, 79(5), 755-766. doi:10.
1037/0021-9010.79.5.755
Ritchie, L., & Williamon, A. (2013). Measuring musical self-regulation: Linking processes, skills, and beliefs. Journal of Education and Training Studies, 1(1), 106-117. doi:10.11114/jets.v1i1.81 Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. doi:10.1080/
00461520902832376
Rottman, B. M., & Keil, F. C. (2012). Causal structure learning over time: Observations and interventions. Cognitive Psychology, 64(1-2), 93-125. doi:10.1016/j.cogpsych.2011.10.003 Sansone, C., Smith, J. L., Thoman, D. B., & MacNamara, A. (2012). Regulating interest when
learning online: Potential motivation and performance trade-offs. The Internet and Higher Education, 15(3), 141-149. doi:10.1016/j.iheduc.2011.10.004
Schaie, K. W., Dutta, R., & Willis, S. L. (1991). Relationship between rigidity-flexibility and cognitive abilities in adulthood. Psychology and Aging, 6(3), 371-383. doi:10.1037/0882-7974.
6.3.371
Schönfeld, 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. doi:10.1016/j.ijchp.2015.08.005
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. doi:10.1006/ceps.1994.1033
Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling (4th
160 共變推理遊戲 洪榮昭、詹瓊華
ed.). New York, NY: Routledge.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA:
Pearson.
Selfe, C. L., Hawisher, G. E., Van Ittersum, D., & Gee, J. P. (2016). Gaming lives in the twenty- first century. New York, NY: Palgrave Macmillan. doi:10.1057/9780230601765
Sloman, S. A., & Lagnado, D. (2015). Causality in thought. Annual Review of Psychology, 66, 223-247. doi:10.1146/annurev-psych-010814-015135
Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children.
Committee on the Prevention of Reading Difficulties in Young Children, National Research Council. Washington, DC: National Academy Press. doi:10.17226/6023
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. doi:10.1016/j.lindif.2012.05.013
Steinkuehler, C., Squire, K., & Barab, S. (Eds.). (2012). Games, learning, and society: Learning and meaning in the digital age. Cambridge, UK: Cambridge University Press. doi:10.1017/CBO97 81139031127.006
Stewart, O., & Tei, E. (1983). Some implications of metacognition for reading instruction. Journal of Reading, 27(1), 36-43.
Stern, C., & West, T. V. (2014). Circumventing anxiety during interpersonal encounters to promote interest in contact: An implementation intention approach. Journal of Experimental Social Psychology, 50, 82-93. doi:10.1016/j.jesp.2013.09.008
Suliman, W. A., & Halabi, J. (2007). Critical thinking, self-esteem, and state anxiety of nursing students. Nurse Education Today, 27(2), 162-168. doi:10.1016/j.nedt.2006.04.008
Thompson, N., & McGill, T. J. (2014). The application of affective computing technology to e-Learning. In M. Thomas (Ed.), Pedagogical considerations and opportunities for teaching and learning on the Web (pp. 109-128). Hershey, PA: IGI Global. doi:10.4018/978-1-4666- 4611-7.ch007
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006).
Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229-243. doi:10.2190/FLHV-K4WA-WPVQ-H0YM Vos, N., van der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an
educational game on student motivation and deep learning strategy use. Computers &
Education, 56(1), 127-137. doi:10.1016/j.compedu.2010.08.013
洪榮昭、詹瓊華 共變推理遊戲 161
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. doi:10.1016/
0747-5632(93)90032-N
Weiner, B. (2013). Human motivation. Hove, UK: Psychology Press.
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). San Diego, CA:
Academic Press. doi:10.1016/B978-012109890-2/50031-7
162 共變推理遊戲 洪榮昭、詹瓊華
Journal of Research in Education Sciences 2018, 63(3), 131-162
doi:10.6209/JORIES.201809_63(3).0005
Game Performance in Covariation Reasoning:
The Correlates Between Gameplay
Self-Efficacy, and Metacognition Reflected Gameplay Anxiety and Gameplay Interest