English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88613/118155 (75%)
Visitors : 23472360      Online Users : 176
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/125113

    Title: 遊戲化機制之合作閱讀標註系統對於閱讀理解成效之影響研究
    The effects of collaborative reading annotation with gamification approach on reading comprehension performance
    Authors: 高苡晴
    Kao, Yi-Ching
    Contributors: 陳志銘
    Chen, Chih-Ming
    Kao, Yi-Ching
    Keywords: 遊戲化機制
    gamification mechanism
    cooperative reading annotation
    reading comprehension effectiveness
    immersive experience
    reading motivation
    Date: 2019
    Issue Date: 2019-08-07 17:22:03 (UTC+8)
    Abstract: 由於資訊科技的快速發展,數位閱讀已蔚為潮流,過去已有許多研究證實學習者透過線上閱讀標註進行觀點分享與互動討論來澄清文本意涵,可有效促進閱讀理解成效。此外,過去許多研究指出,透過遊戲化機制輔以學習具有提高沉浸度與激勵學習動機,進而提升學習成效之效,然而若未將學習活動目標與遊戲化機制相對應,則會造成學習者過於沉迷遊戲機制而無法達成學習成效的負面影響。因此,本研究基於「合作閱讀標註系統」設計一套遊戲化機制,將閱讀理解能力及其對應指標納入遊戲化機制的設計之中,以探討學習者採用有無遊戲化機制之「合作閱讀標註系統」輔以閱讀學習,對於閱讀理解成效、標註行為、沉浸體驗與閱讀動機的影響差異。此外,也探討不同性別與國語文能力的學習者採用有無遊戲化機制之「合作閱讀標註系統」輔以閱讀,其閱讀理解成效、標註行為、沉浸體驗與閱讀動機是否具有顯著差異。
    With the rapid development of information technology, digital reading has become a trend. Past research proved that learners preceding prospective sharing and interactive discussion to clarify text meaning through online reading annotation could effectively facilitate the reading comprehension effectiveness. Lots of past studies also indicated that gamification mechanism assisted learning could enhance immersion and encourage learning motivation to further promote learning effectiveness. Nevertheless, learning activity goals not corresponding to gamification mechanisms would result in negative effects of learners indulging in gaming mechanisms and not achieving learning effectiveness. For this reason, a gamification mechanism, based on “cooperative reading annotation system, is designed in this study. By including reading comprehension ability and the correspondent indicators in the gamification mechanism design, it intends to discuss the effect of learners adopting the “cooperative reading annotation system” in gamification mechanism to reading learning on reading comprehension effectiveness, annotation behavior, immersive experience, and reading motivation. Moreover, learners with different gender and Chinese language ability are also discussed the effects of adopting the “cooperative reading annotation system” in gamification mechanism to reading on reading comprehension effectiveness, annotation behavior, immersive experience, and reading motivation.
    The research results are summarized as followings. (1) Learners applying the “cooperative reading annotation system” in gamification mechanism to reading significantly outperform those without gamification mechanism on reading comprehension effectiveness and the reading comprehension ability indicators. (2) Both male and female learners with high and low Chinese language ability adopting the “cooperative reading annotation system” in gamification mechanism to reading remarkably outperform those without gamification mechanism on reading comprehension effectiveness and the reading comprehension ability indicators. (3) Learners utilizing the “cooperative reading annotation system” in gamification mechanism for reading notably outperform those without gamification mechanism on total subject annotation times and total response annotation times. (4) Both male and female learners with high and low Chinese language ability applying the “cooperative reading annotation system” in gamification mechanism significantly outperform those without gamification mechanism on total subject annotation times. (5) Female learners with low Chinese language ability adopting the “cooperative reading annotation system” in gamification mechanism to reading remarkably outperform those without gamification mechanism on total response annotation times. (6) Learners using the “cooperative reading annotation system” in gamification mechanism for reading notably outperform those without gamification mechanism on concentration stage and overall immersive experience. (7) Male learners with high Chinese language ability applying the “cooperative reading annotation system” in gamification mechanism to reading significantly outperform those without gamification mechanism on immersive experience at concentration stage. (8) Learners utilizing the “cooperative reading annotation system” in gamification mechanism for reading remarkably outperform those without gamification mechanism on inner reading motivation, and the challenge and curiosity as well as the social dimensions of outer reading motivation. (9) Male learners adopting the “cooperative reading annotation system” in gamification mechanism to reading notably outperform those without gamification mechanism on inner reading motivation of challenge and involvement performance. (10) Learners with low Chinese language ability using the “cooperative reading annotation system” in gamification mechanism for reading significantly outperform those without gamification mechanism on inner reading motivation of challenge. Based on the research results, suggestions for teachers and reading promotion units as well as several directions for future research are eventually proposed in this study.
    Reference: 一、中文文獻
    柯華葳、張郁雯、詹益綾、丘嘉慧(2017)。PIRLS 2016 臺灣四年級學生閱讀素養國家報告。桃園市:國立中央大學。
    臺灣數位出版聯盟(2012)。2012 臺灣數位閱讀行為調查研究第三季問卷結果報告。電子書團體銷售模式研討暨 2012 年第三季臺灣數位閱讀行為調查發表會,臺北市。
    劉旨峰、林俊閎、葉慈瑜、蔡元隆、黃國禎。(2017)。 Effects of Digital Game-based Learning on Students' Motor Skills and Flow Experience。市北教育學刊,56,67-89。
    賴苑玲(2006)。國小六年級學童之家庭、班級及學校圖書館閱讀環境與其閱讀態度之研究。社會科教育研究,11,47- 86
    籃玉如、陳之權、黃黛菁、簡鳳兒、洪瑞春、陳佩雯、賴健二、楊雪燕、鄭玫莉、劉香君、薑以琳、李志賢(2011)。華文愛閱網:數位環境中合作華文閱讀之理論與實踐。第二屆華文作為第二語言之教與學國際研討會, 新加坡。

    Agarwal, R., & Karahanna, E. (2000). Time Flies When You're Having Fun: Cognitive Absorption and Beliefs about Information Technology Usage. MIS Quarterly,24(4), 665-694.
    Attali, & Arieli-Attali. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83, 57-63.
    Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Oxford, England: Grune & Stratton.
    Baker, Linda, & Wigfield, Allan. (1999). Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement. Reading Research Quarterly, 34(4), 452-477.
    Balkcom, S. (1992). Cooperative Learning. Education Research. Consumer Guide, Office of Educational Research and Improvement (OERI) of the U.S. Department of Education.
    Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2014). Identifying student types in a gamified learning experience. International Journal of Game-Based Learning (IJGBL), 4(4), 19–36.
    Bargeron, Gupta, Grudin, & Sanocki. (1999). Annotations for streaming video on the Web: System design and usage studies. Computer Networks, 31(11), 1139-1153.
    Berglund, R. L.(1991). Developing a love of reading:What help, what hurts. Literacy Research Report No.7.
    Bonde, M. T., Makransky, G., Wandall, J., Larsen, M. V., Morsing, M., Jarmer, H., & Sommer, M. O. (2014). Improving biotech education through gamified laboratory simulations. Nature Biotechnology, 32(7), 694–697
    Brown, E., & Cairns, P. (2004). A grounded investigation of game immersion. CHI'04 Extended Abstracts on Human factors in computing systems,1297-1300
    Brush, A. J. B.(2002). Annotating Digital Documents for Asynchronous Collaboration. Technical Report, 02-09-02.
    Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175.
    Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575.
    Chen J. (2007). Flow in games (and everything else). Communications of the ACM, 50(4),31-34.
    Chen, C. M., & Chen, F. Y. (2014). Enhancing digital reading performance with a collaborative reading annotation system. Computers & Education, 77, 67-81.
    Cheng, M.-T., She, H.-C., & Annetta, L. A. (2014). Game Immersion Experience: Its Hierarchical Structure and Impact on Game-Based Science Learning. Journal of Computer Assisted Learning, 31(3), 232-253.
    Chi, M.T.H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self- Explanations - How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
    Chun, D., & Plass, J. (1996). Effects of Multimedia Annotations on Vocabulary Acquisition. Modern Language Journal, 80(2), 183-198.
    Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15-35). New York, NY, US: Cambridge University Press.
    Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. San Francisco, CA:Jossey-Bass.
    Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
    Davis, G. A., & Rimm, S. B. (1985). Education of the gifted and talented. Englewood Cliffs, NJ: Prentice-Hall.
    De-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., & Pagés, C. (2014). An Empirical Study Comparing Gamification and Social Networking on e-learning. Computers & Education, 75, 82-91.
    Deterding, S. (2012). Gamification: Designing for motivation. Interactions, 19(4),14-17.
    Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
    Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36
    Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in Education: A Systematic Mapping Study. Journal of Educational Technology & Society, 18(3), 75–88.
    Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernán-dez-Sanz, L., Pagés, C., and Martínez-Herráiz, J. (2013). Gamifying Learning Experiences: Practical Implications and Outcomes. Computers & Education, 63, 380-392.
    Doty, D. E., Popplewell, S. R., & Byers, G. O. (2001). Interactive CD-ROM Storybooks and Young Readers’ Reading Comprehension. Journal of Research on Computing in Education, 33(4), 374-384.
    Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School. Child Development, 64(3), 830.
    Eden,S.,&Eshet-Alkalai,Y. The effect of format on performance: Editing text in print versus digital formats. British Journal of Educational Technology,44(5),846-856.
    Elbro,C. & Buch-Iversen,I.(2013).Activation of background knowledge for inference making :Effects on reading comprehension. Scientifics Studies of Reading,17(6),435-452
    Gabriel Barata, Sandra Gama, Joaquim Jorge, & Daniel Gonçalves (2013). Engaging Engineering Students with Gamification. 2013 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), 1-8
    Gambrell, L. B. (1996). Creating classroom cultures that foster reading motivation. The Reading Teacher, 50(1), 14-25.
    Gehringer, E., Deibel, K., Hamer, J., & Whittington, K. (2006). Cooperative learning: Beyond pair programming and team projects. Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education, 458-459.
    Ghani, J., & Deshpande, S. (1994). Task Characteristics and the Experience of Optimal Flow in Human—Computer Interaction. The Journal of Psychology, 128(4), 381-391.
    Glover, I., Hardaker, G., & Xu, Z. (2004) Collaborative annotation system environment (CASE) for online learning. Campus-Wide Information Systems, 21(2), 72-80.
    Guthrie, J., & Klauda, S. (2014). Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents. Reading Research Quarterly, 49(4), 387-416.
    Haake, Axelsson, Clausen-Bruun, & Gulz. (2015). Scaffolding mentalizing via a play-&-learn game for preschoolers. Computers & Education, 90, 13-23.
    Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: an empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning (iJET), 10(1), 18–29.
    Hamari, J. (2013). Transforming Homo Economicus into Homo Ludens: A Field Experiment on Gamification in a Utilitarian Peer-to-peer Trading Service. Electronic Commerce Research and Application, 21, 236-245.
    Hamari, J., & Koivisto, J. (2013). Social motivations to use gamification: an empirical study of gamifying exercise. Proceedings of the 21st European Conference on Information Systems (pp.5-8).
    .Hanus, M. D. & Fox, J. (2015). Assessing the Effects of Gamification in the Classroom: A Longitudinal Study on Intrinsic Motivation, Social Comparison, Satisfaction, Effort, and Academic Performance. Computers & Education, 80, 152-161.
    Hatt, F. (1976). The Reading Process : a Framework for Analysis and Description. London : Clive Bingley.
    Hew, J. J., Lee, V. H., Ooi, K. B., & Wei, J. (2015). What catalyses mobile apps usage intention: an empirical analysis. Industrial Management & Data Systems, 115(7), 1269-1291.
    Hidi, S., & Anderson, V. (1986). Producing written summaries: Task demands, cognitive operations, and implications for instruction. Review of educational research, 56(4), 473-493.
    Hsieh, Y. H., Lin, Y. C., & Hou, H. T. (2016). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students' game-based learning. Interactive Learning Environments, 24(1), 178-193.
    Hummel, H. G., Burgos, D., Tattersall, C., Brouns, F., Kurvers, H., & Koper, R. (2005). Encouraging contributions in learning networks using incentive mechanisms. Journal of computer assisted learning, 21(5), 355-365.
    Huhtala, J., Isokoski, P., & Ovaska, S. (2012). The usefulness of an immersion questionnaire in game development. In CHI'12 Extended Abstracts on Human Factors in Computing Systems (pp. 1859-1864).
    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(4), 1246-1256.
    Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological bulletin, 104(1), 53
    Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. British Journal of Educational Technology, 38(3), 455-464.
    Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27-32). ACM.
    Jackson, S. A., & Roberts, G.C. (1992). Positive performance states of athletes: Toward a conceptual understanding of peak performance. The Sport Psychologist, 6, 156-171.
    Keene, E., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a readers’ workshop. Portsmouth, NH: Heinemann.
    Kiewra, K. A. (1989). A review of note-taking: The encoding-storage paradigm and beyond. Educational Psychology Review, 1(2), 147-172.
    Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition though Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
    Kobayashi, K. (2006). Combined Effects of Note‐Taking/‐Reviewing on Learning and the Enhancement through Interventions: A meta‐analytic review. Educational Psychology, 26(3), 459-477.
    Landers, R. N., & Landers, A. K. (2015). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769-785.
    Lebow, D., Lick, D. & Hartman, H. (2004). Interactive Annotation for Teaching and Learning. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp.1781-1786). Chesapeake, VA: Association for the Advancement of Computing in Education
    Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166(1), 5-15.
    Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
    Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
    Liu, Z. (2005). Reading behavior in the digital environment: Changes in reading behavior over the past ten years. Journal of documentation, 61(6), 700-712.
    Lunsford, A.A., & Ruszkiewicz, J.J. (1999). The Presence of Others. New York: St. Martin’s.
    Lynn, R., & Mikk, J. (2009). Sex differences in reading achievement. TRAMES: A Journal of the Humanities & Social Sciences, 13(1), 3-13
    Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences (Vol. 1). Stanford, CA: Stanford University Press.
    Maican, C., Lixandroiu, R., & Constantin, C. (2016). Interactivia. ro–A study of a gamification framework using zero-cost tools. Computers in Human Behavior, 61, 186-197.
    Marinak, B. A., & Gambrell, L. B. (2010). Reading motivation: Exploring the elementary gender gap. Literacy Research and Instruction, 49(2), 129-141.
    Marr, M. B., & Gormley, K. (1982). Children's recall of familiar and unfamiliar text. Reading Research Quarterly, 18, 89-104.
    Marshall, C. C., & Brush, A. J. (2004). Exploring the relationship between personal and public annotations. Proceedings of the 4th ACM/IEEE-CS joint conference on Digital libraries (pp. 349-357). ACM.
    McGeown, S., Goodwin, H., Henderson, N., & Wright, P. (2012). Gender differences in reading motivation: Does sex or gender identity provide a better account?. Journal of Research in Reading, 35(3), 328-336.
    McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Penguin Books
    McKenna, E.(1997). Gender differences in reading attitudes. Unpublished Master Thesis, Kean Colleges of New Jersey, New Jersey.
    McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading research quarterly, 30(4),934-956.
    Mendenhall, A., & Johnson, T. E. (2010). Fostering the development of critical thinking skills, and reading comprehension of undergraduates using a Web 2.0 tool coupled with a learning system. Interactive Learning Environments, 18(3), 263-276.
    Metsala, J. L., Sweet, A. P., & Guthrie, J. T. (1996). How children’s motivation related to literacy development. The Reading Teacher, 49(8), 660-663.
    Moser, G. P., & Morrison, T. G. (1998). Increasing students’ achievement and interest in reading. Reading Horizon, 38(4), 233-245.
    Mullen, J. (1995). The Relationship of Self- Concept and Classroom Behavior to Students’ Attitudes toward Reading. Dissertation Abstracts International, 55 (10), 31-48
    Muntean, C. I. (2011). Raising engagement in e-learning through gamification. Proc. 6th International Conference on Virtual Learning ICVL(pp. 323-329).
    Nevin, C. R., Westfall, A. O., Rodriguez, J. M., Dempsey, D. M., Cherrington, A., Roy, B., Patel, M., & Willig, J. H. (2014). Gamification as a tool for enhancing graduate medical education. Postgrad Medical Journal, 90(1070), 685–693.
    O'Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-level games development course. Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference, 242-251.
    OECD. (2000). Literacy in the information age : final report of the international adult literacy survey. Paris, France: Organization for Economic Co-operation and Development. Retrieved from http://www.oecd.org/dataoecd/24/21/39437980.pdf
    Ovsiannikov, I.A., Arbib, M.A., & McNeill, T.H. (1999). Annotation technology. International Journal of Human-Computer Studies, 50(4), 327-362.
    Pearson, P. D., Hansen, J., & Gordon, C. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of reading behavior, 11(3), 201-209.
    Pedro, L.Z., Lopes, A.M., Prates, B.G., Vassileva, J., & Isotani, S. (2015). Does gamification work for boys and girls?: An exploratory study with a virtual learning environment. In Proceedings of the 30th annual ACM symposium on applied computing(SAC’15),214-219.
    Porter-O’Dnnell, C. (2004). Beyond the yellow highlighter: Teaching annotation skills to improve reading comprehension. English Journal, 93(5), 82-89
    Prensky, M. (2011). In the 21st-century university, let’s ban (paper) books. The Chronicle of Higher Education, 58(3), 1-3.
    Prince, J. D. (2013). Gamification. Journal of Electronic Resources in Medical Libraries, 10(3), 162-169.
    Ramli, F., Shafie, N., & Tarmizi, R. A. (2013). Exploring student's in-depth learning difficulties in mathematics through teachers’ perspective. Procedia-Social and Behavioral Sciences, 97, 339-345.
    Reinking, D. , & Rickman, S. S. (1990). The effects of computer-mediated texts on the vocabulary learning and comprehension of intermediate-grade readers. Journal of Reading Behavior, 22(4), 395-411.
    Rich, M. (2008). Literacy Debate: Online, R U really reading? The New York Times.
    Salvatori, M. (1996). The “argument of reading” in the teaching of composition. In B. Emmel, P. Resch, & D. Tenney (Eds.), Argument revisited; argument redefined: Nego-tiating meaning in the composition classroom (pp. 181-197). Thousand Oaks, CA: Sage.
    Seifert, T., & Hedderson, C. (2010). Intrinsic motivation and flow in skateboarding: An ethnographic study. Journal of Happiness Studies, 11(3), 277-292.
    Singer, M., & O'Connell, G. (2003). Robust inference processes in expository text comprehension. European Journal of Cognitive Psychology, 15(4), 607-631.
    Spilich, G. J., Vesonder, G. T., Chiesi, H. L., & Voss, J. F. (1979)
    Spires, H.A., Donley, J., & Penrose, A.M. (1990). Prior knowledge activation:Inducing text engagement in reading to learn. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
    Su, A. Y., Yang, S. J., Hwang, W. Y., & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55(2), 752-766.
    Sweeney, W. J., Ehrhardt, A. M., Gardner III, R., Jones, L., Greenfield, R., & Fribley, S. (1999). Using guided notes with academically at‐risk high school students during a remedial summer social studies class. Psychology in the Schools, 36(4), 305-318.
    Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285.
    Tittle, C. K. (1986). Gender research and education. American Psychologist, 41(10), 1161-1168.
    Wang, J. H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading research quarterly, 39(2), 162-186.
    Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96(1), 110-118.
    Weber, R., Tamborini, R., Westcott-Baker, A., & Kantor, B. (2009). Theorizing flow and media enjoyment as cognitive synchronization of attentional and reward networks. Communication Theory, 19(4), 397-422.
    Webster, J., & Martocchio, J. J. (1992). Microcomputer playfulness: Development of a measure with workplace implications. MIS quarterly, 16(2), 201-226.
    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.
    Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Wharton Digital Press.
    Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth or their reading. Journal of educational psychology, 89(3), 420-432
    Wolfe, J. (2002). Annotation technologies: A software and research review. Computers and Composition, 19(4), 471-497.
    Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents’ motivation for reading: Group differences and relation to standardized achievement. Reading and Writing, 27(3), 503-533.
    Yang, X., Yu, S., & Sun, Z. (2013). The effect of collaborative annotation on Chinese reading level in primary schools in China. British Journal of Educational Technology, 44(1), 95-111.
    Zichermann, G., & Linder, J. (2013). The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition. New York: McGraw-Hill Education.
    Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O'Reilly Media.
    Description: 碩士
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0106913013
    Data Type: thesis
    DOI: 10.6814/NCCU201900544
    Appears in Collections:[圖書資訊學數位碩士在職專班] 學位論文

    Files in This Item:

    File SizeFormat
    301301.pdf6760KbAdobe PDF0View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback