This research integrates Agile Kanban with Cognitive Engagement Theory (CET) to enhance Chinese language acquisition, focusing on vocabulary and sentence structures. Combining Agile Kanban's visual and adaptive capabilities with CET's dynamic principles creates a responsive educational model. This model breaks learning tasks into manageable units on an Agile Kanban board, allowing learners to progress smoothly from simple to complex topics. Students move tasks and participate in activities like vocabulary enhancement and conversational practice. Continuous feedback from self-assessments and guidance fosters ongoing improvement. The model supports self-directed learning, enabling personalized educational paths. It recognizes the non-linear nature of learning, allowing for adjustments to address challenges. Agile Kanban's collaborative nature promotes group discussions and peer reviews, integrating spaced repetition to optimize long-term retention.

This study examines Agile Kanban's impact on students' working memory and learning outcomes in Chinese language acquisition. Agile Kanban optimizes cognitive processing by breaking down tasks, reducing overload, and enhancing retention. The study compares Agile Kanban's effectiveness against traditional methods using pre-tests, post-tests, surveys, interviews, and observation. Course materials and digital tools are selected to align with Agile Kanban principles, ensuring continuous adaptation to learners' needs. The goal is to validate Agile Kanban's effectiveness in improving learner engagement and achievement in Chinese language learning.
Overall, integrating Agile Kanban with CET significantly enhances the efficiency and effectiveness of learning Chinese. This adaptable model supports active participation and continuous improvement, making it suitable for various educational contexts.

Ahmad, M., Dennehy, D., Conboy, K., & Oivo, M. (2018). Kanban in software engineering: A systematic mapping study. Journal of Systems and Software, 137, 96-113. https://doi.org/10.1016/j.jss.2017.11.045
Ahmad, M. O., Dennehy, D., & Oivo, M. (2018). Insights into the impact of agile practices on project management. Proceedings of the 51st Hawaii International Conference on System Sciences. https://doi.org/10.24251/HICSS.2018.554
Akdemir, E., & Barışç, N. (2024). A review on deep learning applications with semantics. Expert Systems with Applications, 251, 96-113. https://doi.org/10.1016/j.eswa.2024.124029
Alqarni, N. (2023). Language learning strategies and learning engagement as predictors of language learning achievement: An investigation of Saudi EFL learners. Saudi Journal of Language Studies, 2, 819-843. https://www.emerald.com/insight/content/doi/10.1108/SJLS-12-2022-0084/full/html
Almethen, M. A. (2017). Saudi special education teachers’ knowledge, skills, and professional development needs of assistive technology in the classroom. [Master’s thesis, California State University, San Bernardino]. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=1506&context=etd
AlShaikh, R., Al-Malki, N., & Almasre, M. (2024). The implementation of the cognitive theory of multimedia learning in the design and evaluation of an AI educational video assistant utilizing large language models. Heliyon, 10 (3). https://doi.org/10.1016/j.heliyon.2024.e25361
Anderson, D. J. (2010). Kanban: successful evolutionary change for your technology business. Blue Hole Press.
Anderson, D. J., & Bozheva, T. (2018). Kanban maturity model: Evolving fit-for-purpose organizations. Lean Kanban University Press.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The Psychology of Learning and Motivation: Advances in Research and Theory, 2, 89-195.
Attard, A., & Holmes, K. (2020). It gives you that sense of hope”: An exploration of technology use to mediate student engagement with mathematics. Heliyon, 6. https://doi.org/10.1016/j.system.2024.103261
Attride-Stirling, J. (2001). Thematic networks: an analytic tool for qualitative research. Qualitative Research, 1(3), 385–405. https://doi.org/10.1177/146879410100100307
Ayanwale, A. A., Adelana, O. P., Molefi, R. R., Adeeko, O., & Ishola, A. M. (2024). Examining artificial intelligence literacy among pre-service teachers for future classrooms. Computers and Education Open, 6. https://doi.org/10.1016/j.caeo.2024.100179
Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829-839. https://doi.org/10.1038/nrn1201
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100322
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Beck, K., Beedle, M., Cockburn, A., Cunningham, W., ... Thomas, D. (2001). Manifesto for Agile software development. Agile Alliance. https://agilemanifesto.org/
Benson, P. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). White Plains, NY: Pearson.
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2012). Motivation and cognitive engagement in learning environments. Cambridge University Press, 43, 475-488. https://doi.org/10.1017/CBO9780511816833.029
Boise, J. (2024). Agile Kanban in education: enhancing engagement and learning outcomes. Educational Innovations Journal.
Boiser, L. (2024). The 4 pillars of agile in education. Kanban Zone. https://kanbanzone.com/2021/4-pillars-of-agile-in-education/
Bond, M., Buntins, K., & Bedenlier, S. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 14(2), 819-843. https://doi.org/10.1186/s41239-019-0176-8
Bowman, S. L. (2008). Training from the back of the room!: 65 ways to step aside and let them learn. Pfeiffer.
Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559. https://doi.org/10.1126/science.1736359
Brown, D., & Lee, H. (1988). Teaching by principles: An interactive approach to language pedagogy (1st ed.). Pearson Education ESL.
Brown, D. (2015). Principles of language learning and teaching (6th ed.). Pearson.
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J.
Jarvella, & W. J. M. Levelt (Eds.), The child's conception of language (pp. 241-256). Springer-Verlag.
Burrows, M. (2014). Kanban from the inside. Blue Hole Press.
Carloni, G. (2022). Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online foreign language teacher education course. Academic Voices, 197-211. https://doi.org/10.1016/B978-0-323-91185-6.00012-4
Chen, Z., Hou, H., & Liu, Y. (2021). Do they really know what we need? Exploring learners’ versus universities’ views on open educational resources in Chinese universities. International Journal of Educational Research, 109 (101817). https://doi.org/10.1016/j.ijer.2021.101817
Chen, J., & Chen, G. (2021). The relationship between flow experience and learning outcomes: A meta-analysis. Educational Psychology Review, 33(2), 515-540.
Chun, A. H. W. (2004). The agile teaching/learning methodology and its e-learning platform. Lecture Notes in Computer Science (LNCS), 3143, 11–18.
Coyne, E., Grafton, E., & Reid, A. (2016). Strategies to successfully recruit and engage clinical nurses as participants in qualitative clinical research. Contemporary Nurse, 52(6), 669–676. https://doi.org/10.1080/10376178.2016.1181979
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. https://doi.org/10.1037/0022-0663.80.2.131
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life. Basic Books.
Csikszentmihalyi, M. S., Madison, G., Pedersen, N., Nakamura, J., & Almeida, R. (2012). Proneness for psychological flow in everyday life: Associations with personality and intelligence. Personality and Individual Differences, 52(2), 167-172. https://doi.org/10.1016/j.paid.2011.10.003
Cubric, M. (2013). An agile method for teaching agile in business schools. The International Journal of Management Education, 11(3), 119-131. https://doi.org/10.1016/j.ijme.2013.10.001
Cuevas, J. A., Childers, G., & Dawson, B. L. (2023). A rationale for promoting cognitive science in teacher education: Deconstructing prevailing learning myths and advancing research-based practices. Trends in Neuroscience and Education, 33. https://doi.org/10.1016/j.tine.2023.100209
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Deci, E. L., & Ryan, R. M. (2015). International encyclopedia of the social & behavioral sciences (2nd ed., pp. 486-491). Elsevier.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
DeGrandis, D. (2022). Making work visible: Exposing time theft to optimize work & flow (2nd ed.). IT Revolution Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM.
DiCicco-Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical Education, 40(4), 314–321.
D’Mello, S. K. (2021). Improving student engagement in and with digital learning technologies. OECD Digital Education Outlook 2021: Pushing the Frontiers with Artificial Intelligence, Blockchain and Robots, 14, 819-843. https://www.oecd-ilibrary.org/sites/8a451974-en/index.html?itemId=/content/component/8a451974-en
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. https://doi.org/10.1037/0022-3514.92.6.1087
Dupre, G. (2024). Acquiring a language vs. inducing a grammar. Cognition, 247, 105771. https://doi.org/10.1016/j.cognition.2024.105771
Dwivedi, Y. K., Jeyaraj, A., Hughes, L., Davies, G. H., Ahuja, M., & Albashrawi, M. A. (2024). “Real impact”: Challenges and opportunities in bridging the gap between research and practice – Making a difference in industry, policy, and society. International Journal of Information Management. https://doi.org/10.1016/j.ijinfomgt.2023.102750
Dwivedi, Y. K., Kshetri, N., Hughes, L., Laurie, E. L., Jeyaraj, A., & Kar, A. K. (2023). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. Teachers College, Columbia University.
Eccles, J. S., & Wigfield, A. C. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Eccles, R. S. (2016). Engagement: Where to next? Learning and Instruction, 43, 71-75. https://doi.org/10.1016/j.learninstruc.2016.02.003
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Fan, N. (2020, May 12). Strategy use in second language vocabulary learning and its relationships with the breadth and depth of vocabulary knowledge: A structural equation modeling study. Frontiers. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.00752/full
Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97-131). Springer.
Fitsilis, P., Damasiotis, V., & Boti, E. (2023, November 20). Agile learning: An innovative curriculum for educators. Qeios. Retrieved April 25, 2024, from https://www.qeios.com/read/RQX9T9.2
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Frontiers. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1010010/full
Fulton, K., & Honey, M. (2002). Emerging technologies in education. Educational Technology, 42(4), 6-8.
Gartner, Inc. (n.d.). Natural language processing. Gartner Information Technology Glossary. Gartner. Retrieved May 4, 2023, from https://www.gartner.com/en/information-technology/glossary/natural-language-processing-nlp
Gleason, N. W. (2018). Higher education in the era of the fourth industrial revolution. Springer Nature. https://doi.org/10.1007/978-981-13-0194-0
Gray, J. (n.d.). 3 examples of Kanban boards for education and how to use them. MeisterTask. Retrieved April 25, 2024, from https://www.meistertask.com/blog/3-examples
Grecu, Y. V. (2023). Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs. Teaching and Teacher Education, 125. https://doi.org/10.1016/j.tate.2023.104064
Grishman, R. (1986). Computational linguistics: An introduction. Cambridge University Press.
Gu, R., Lin, Y., Qin, J., Luo, W., & Luo, Y. J. (2023). Explaining reversal learning deficits in anxiety with electrophysiological evidence. Journal of Psychiatric Research, 164, 270-280. https://doi.org/10.1016/j.jpsychires.2023.06.030
Hammarberg, M., & Sunden, J. (2014). Kanban in action (1st ed.). Manning.
Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(1), 1-5.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Henderson, M., & Pyburn, R. (2017). Agile pedagogy: Teaching and learning in an age of flexibility. Springer.
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100781
Hsu, C. L. (2024). Applying cognitive evaluation theory to analyze the impact of gamification mechanics on user engagement in resource recycling. Information & Management, 59(2). https://doi.org/10.1016/j.im.2022.103602
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
Johnson, R. B., & Christensen, L. (2017). Educational research: Quantitative, qualitative, and mixed approaches. SAGE Publications.
Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1-17. https://doi.org/10.1518/001872098779480587
Kelly, M. L., Yeigh, T., & Hudson, S. (2024). Secondary teachers’beliefs about the importance of teaching strategies that support behavioural, emotional and cognitive engagement in the classroom. Social Sciences & Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2024.100891
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-523. https://doi.org/10.1076/call.15.5.509.13468
Kniberg, H. (2011). Lean from the trenches: Managing large-scale projects with Kanban (1st ed.). Pragmatic Bookshelf.
Kniberg, H., & Skarin, M. (2009). Kanban and Scrum - Making the most of both (Enterprise software development) (1st ed.). Lulu Press, Inc.
Kniberg, H., & Skarin, M. (2010). Kanban and Scrum - making the most of both. C4Media.
Kopackova, H., Simonova, S., & Reimannova, I. (2024). Digital transformation leaders wanted: How to prepare students for the ever-changing demands of the labor market. The International Journal of Management Education, 22(1). https://doi.org/10.1016/j.ijme.2024.100943
Kuhlmann, S. L., Plumley, R., Evans, Z., Bernacki, M. L., Greene, J. A., & Hogan, H. A. (2024). Students’ active cognitive engagement with instructional videos predicts STEM learning. Computers & Education, 216. https://doi.org/10.1016/j.compedu.2024.105050
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Sage.
Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics, 22(1), 1-26.
Lewin, D. R., Kondili, E. M., Cameron, I. T., Léonard, G., Mansouri, S. S., & Martins, F. G. (2023). Agile process systems engineering education: What to teach, and how to teach. Computers & Chemical Engineering, 170. https://doi.org/10.1016/j.compchemeng.2023.108134
Li, C. N., & Thompson, S. A. (1981). Mandarin Chinese: A functional reference grammar. University of California Press.
Li, D., Deng, C., Wang, X., Li, Z., Zheng, C., Wang, J., & Li, B. (2024). Joint inter-word and inter-sentence multi-relation modeling for summary-based recommender system. Information Processing & Management, 61(3). https://doi.org/10.1016/j.ipm.2023.103631
Liu, C., Wang, Y., Li, D., Wang, J., & Luo, X. (2023). Domain-incremental learning without forgetting based on random vector functional link networks. Pattern Recognition, 151. https://doi.org/10.1016/j.patcog.2024.110430
Li, W., Huang, J. Y., Liu, C. Y., & Tseng, J. (2023). A study on the relationship between students' learning engagements and higher-order thinking skills in programming learning. Thinking Skills and Creativity, 49. https://doi.org/10.1016/j.tsc.2023.101369
Li, X., Zhang, J., & Yang, J. (2024). The effect of computer self-efficacy on the behavioral intention to use translation technologies among college students: Mediating role of learning motivation and cognitive engagement. Acta Psychologica, 246. https://doi.org/10.1016/j.actpsy.2024.104259
Locke, E. A. (2005). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117-124. https://doi.org/10.1016/S0962-1849(96)80005-9
López-Alcarria, A., Olivares-Vicente, A., & Poza-Vilches, F. (2019). A systematic review of the use of agile methodologies in education to foster sustainability competencies. Sustainability, 11(10), 2915. https://doi.org/10.3390/su11102915
Ma, X. (2024). Enhancing language skills and student engagement: Investigating the impact of Quizlet in teaching Chinese as a foreign language. Language Testing in Asia, 14, 819-843. https://doi.org/10.1186/s40468-024-00275-3
Mahmood, I., Bukhari, S.K., & Bahoo, R. (2024). Effectiveness of Visual Aids in Teaching of English at Secondary School Level. Pakistan Journal of Humanities and Social Sciences. https://doi.org/10.52131/pjhss.2024.v12i2.2200
Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2017). Multimedia learning. Psychology of Learning and Motivation, 60, 85-105. Academic Press.
Mayo-Alvarez, L., Del-Aguila-Arcentales, S., Alvarez-Risco, A., Sekar, M. C., Davies, N. M., & Yáñez, J. A. (2024). Innovation by integration of Drum-Buffer-Rope (DBR) method with Scrum-Kanban and use of Monte Carlo simulation for maximizing throughput in agile project management. Journal of Open Innovation: Technology, Market, and Complexity, 10(1). https://doi.org/10.1016/j.joitmc.2024.100228
McDaniel, M. A. (2023). 2.43 - Study: Students learn better when lectures come with visual aids. The New York Times. https://www.nytimes.com/2023/01/12/learning/do-schools-need-to-do-more-to-support-visual-thinkers.html
McDaniel, M. A., & Bui, D. C. (2018). 2.43 - Do visual aids really matter? A comparison of student evaluations before and after embedding visuals into video lectures. Educational Technology Research and Development, 66(3), 647-661. https://files.eric.ed.gov/fulltext/EJ1087686.pdf
McDaniel, M. A., & Callenderes, A. A. (2008). 2.43 - Cognition, memory, and education. Learning and Memory: A Comprehensive Reference, 2, 819-843. https://doi.org/10.1016/B978-012370509-9.00145-5
Meckenstock, J. N. (2024). Shedding light on the dark side – A systematic literature review of the issues in agile software development methodology use. Journal of Systems and Software, 211. https://doi.org/10.1016/j.jss.2024.111966
Noguera, I., Guerrero-Roldán, A. E., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers & Education, 116, 110-129. https://doi.org/10.1016/j.compedu.2017.09.008
Natarajan, T., & Pichai, S. (2024). Behavior-driven development and metrics framework for enhanced agile practices in scrum teams. Information and Software Technology, 170. https://doi.org/10.1016/j.infsof.2024.107435
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nikolsky, A., & Benítez-Burraco, A. (2023). The evolution of human music in light of increased prosocial behavior: A new model. Physics of Life Reviews, 28. https://doi.org/10.1016/j.plrev.2023.11.016
Norouzi, B., Iivari, N., Kinnula, M., & Milara, I. S. (2024). Challenges in starting to design and make together: Examining family engagement in Fab Labs: A nexus-analytical inquiry. International Journal of Human-Computer Studies, 183. https://doi.org/10.1016/j.ijhcs.2023.103185
OCAC (n.d.). 學華語向前走 Let's learn Chinese. Taiwan Center for Mandarin Learning. 中華民國僑務委員會.
Ohno, T. (1988). Toyota production system (1st ed.). Productivity Press.
Ogden, J., & Cornwell, D. (2010). The role of topic, interviewee and question in predicting rich interview data in the field of health research. Sociology of Health & Illness, 32(7), 1059–1071.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
Parizi, R., Prestes, M., Marczak, S., & Conte, T. (2022). How has design thinking been used and integrated into software development activities? A systematic mapping. Journal of Systems and Software, 187. https://doi.org/10.1016/j.jss.2022.111217
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341. https://doi.org/10.1007/s10648-006-9029-9
Pichai, S., & Natarajan, T. (2024). Behavior-driven development and metrics framework for enhanced agile practices in scrum teams. Information and Software Technology, 170. https://doi.org/10.1016/j.infsof.2024.107435
Quibrantar, S. M., & Ezezika, O. (2023). Evaluating student engagement and experiential learning in global classrooms: A qualitative case study. Studies in Educational Evaluation, 78. https://doi.org/10.1016/j.stueduc.2023.101290
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121. https://doi.org/10.1016/j.system.2024.103261
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners (1st ed.). San Francisco, CA: Jossey-Bass.
Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
Rosing, M. V., Scheel, J. V., & Gill, A. Q. (2015). Applying Agile principles to BPM. In The complete business process handbook: Body of knowledge from process modeling to BPM (Vol. 1, pp. 557-581). https://doi.org/10.1016/j.infsof.2024.107435
Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2024). Learning analytics and the Universal Design for Learning (UDL): A clustering approach. Computers & Education, 214. https://doi.org/10.1016/j.asw.2024.100838
Rotgans, J. I., & Schmidt, H. G. (2014). The role of the teacher in computer-supported collaborative learning: A literature review. Educational Research Review, 12, 70-83. https://doi.org/10.1016/j.edurev.2014.05.001
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Ryan, R. M., & Deci, E. L. (2024). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Saltz, J., & Heckman, R. (2020). Empirical findings on Agile Kanban in educational contexts. Journal of Educational Technology.
Salza, P., Musmarra, P., & Ferrucci, F. (2019). Agile methodologies in education: A review. In D. Parsons, & K. MacCallum (Eds.), Agile and lean concepts for teaching and learning: Bringing methodologies from industry to the classroom (pp. 25–45). https://doi.org/10.1007/978-981-13-2751-3_2
Schunk, D. H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self-evaluation. Reading & Writing Quarterly, 19(2), 159-172. https://doi.org/10.1080/10573560308219
Schwab, K. (2017). The fourth industrial revolution. Crown.
Slavin, R. E. (2006). Educational psychology: Theory and practice. Pearson.
Smiderle, R., et al. (2020). Gamified elements and their impact on student
engagement and performance. International Journal of Educational Research.
Smiderle, R., Rigo, S. J., Marques, L. B., Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(3). https://doi.org/10.1186/s40561-019-0098-x
Smith, J. K. (2014). Gender and educational outcomes: The role of gender in educational success. Routledge.
Smith, R., & Kolb, D. A. (2015). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In Armstrong, S. J., & Fukami, C. (Eds.), The SAGE handbook of management learning, education and development (pp. 21-37). SAGE Publications Ltd.
Sobrino-Duque, R., Martínez-Rojo, N., Carrillo-de-Gea, J. M., López-Jiménez, J. J., Nicolás, J., & Fernández-Alemán, J. L. (2023). Evaluating a gamification proposal for learning usability heuristics: Heureka. International Journal of Human-Computer Studies, 161. https://doi.org/10.1016/j.ijhcs.2022.102774
Stobaugh, R. (2019). Fifty strategies to boost cognitive engagement: Creating a thinking culture in the classroom (50 teaching strategies to support cognitive development). Solution Tree Press.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.
Tai, K. W. (2024). Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials. System, 121. https://doi.org/10.1016/j.system.2023.103185
Tang, Y., & Ma, X. (2022). Computational thinking: A mediation tool and higher-order thinking for linking EFL grammar knowledge with competency. Thinking Skills and Creativity, 46(6). https://doi.org/10.1016/j.tsc.2022.101143
Tai, K. H., Hong, J. C., Tsai, C. R., Lin, C. Z., & Hung, Y. H. (2022). Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience. Computers & Education, 182. https://doi.org/10.1016/j.compedu.2022.104458
Trang, N. H., Truong, D. V., & Ha, H. T. (2023). Quantifying vocabulary learning belief and strategy - A validation study of the Vietnamese version of Gu's (2018) vocabulary learning questionnaire. Heliyon, 9(5). https://doi.org/10.1016/j.heliyon.2023.e16009
Tsironi, E., Barros, P., Weber, C., & Wermter, S. (2017). An analysis of convolutional long short-term memory recurrent neural networks for gesture recognition. Neurocomputing, 268, 76-86. https://doi.org/10.1016/j.neucom.2016.12.088
Urbieta, M., Antonelli, L., Rossi, G., & do Prado Leite, J. C. S. (2020). The impact of using a domain language for an Agile requirements management. Information and Software Technology, 127, 106375. https://doi.org/10.1016/j.infsof.2020.106375
Van Merriënboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. https://doi.org/10.1007/s10648-005-3951-0
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Q., Anthony, L., & Arshad, N. I. (2024). A content-controlled monolingual comparable corpus approach to comparing learner and proficient argumentative writing. Research Methods in Applied Linguistics, 2(2). https://doi.org/10.1016/j.rmal.2023.100053
Wang, X. (2018). The syntax of Chinese. Cambridge University Press.
Wei, R., & Zhao, X. (2022). Effects of task-based language teaching on functional adequacy in L2 writing. Assessing Writing, 60. https://doi.org/10.1016/j.asw.2024.100838
Wu, X. Y. (2024). Unveiling the dynamics of self-regulated learning in project-based learning environments. Heliyon, 10(5). https://doi.org/10.1016/j.heliyon.2024.e27335
Yang, S. H. (2008). Narrative of a cross-cultural language teaching experience: Conflicts between theory and practice. Teaching and Teacher Education, 24(6), 1564-1572. https://doi.org/10.1016/j.tate.2007.12.003
Ye, T., & Yu, J. (2024). Cultural threads in writing mastery: A structural analysis of perfectionism, learning self-efficacy, and motivation as mediated by self-reflection in Chinese EFL learners. BMC Psychology, 12(80). https://bmcpsychology.biomedcentral.com/articles/10.1186/s40359-024-01572-5
Zaina, L., Sharp, H., & Barroca, L. (2024). UX information in the daily work of an agile team: A distributed cognition analysis. International Journal of Human-Computer Studies, 147. https://doi.org/10.1016/j.ijhcs.2020.102574
Zare, J., Karimpour, S., & Delavar, K. (2022). The impact of concordancing on English learners’ foreign language anxiety and enjoyment: An application of data-driven learning. System, 109. https://doi.org/10.1016/j.system.2022.102891
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. J. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39(2), 45-155. https://doi.org/10.1016/j.cedpsych.2014.03.004
Zeng, Y. (2021). A review of foreign language enjoyment and engagement. Secondary Educational Psychology, 7(3), 819-843. https://doi.org/10.3389/fpsyg.2021.737613
Zhang, C., Yan, Q., Zhang, Y., Liao, X., Xu, G., & He, Z. (2024). Nondestructive detection of fiber content in steel fiber reinforced concrete through percussion method coordinated with a hybrid deep learning network. Journal of Building Engineering, 86. https://doi.org/10.1016/j.jobe.2024.108857
Zhang, H. (2010). Chinese language learning in the early grades. Asia Society.
Zheng, J. (2009). Cognitive effects of multimedia learning. Journal of Cognitive Sciences.
Zheng, R. (2009). Cognitive effects of multimedia learning. Information Science Reference.
Zhou, B., & Wen, M. (2024). A multi-objective artificial electric field algorithm with reinforcement learning for milk-run assembly line feeding and scheduling problem. Computers & Industrial