專注力被認為是有助於學習的一個重要因素，故如何有效提升學習者的專注力蔚為重要。是以，本研究應用一款VR專注力學習系統，讓學習者進行遊玩，並在基於多媒體學習認知情意理論及體感式學習理論的基礎下，提出八條研究假設及兩個研究模式，旨在探討專注力固化信念對於認知負荷、VR操作失敗歸因、遊戲心流與遊戲成效之關係為何。而為本研究目的，以立意抽樣方式邀請新北市某技術型高中297名學生作為參與者，而遊玩VR之後所填寫的問卷資料經由篩檢後，有效樣本數為259人，有效回收率為87.2%，其中男性參與者為50人，而女性參與者則有209人。接著本研究將有效數據資料透過SPSS進行信度與效度分析，再以AMOS進行研究模式驗證。研究結果顯示：一、專注力固化信念對認知負荷具有正向影響；二、專注力固化信念對VR操作失敗歸因具有正向影響；三、認知負荷對VR操作失敗歸因具有正向影響；四、認知負荷對遊戲心流具有負向影響；五、VR操作失敗歸因對遊戲心流具有負向影響；六、遊戲心流對專注力遊戲成效具有正向影響；七、各構面之間具有間接影響；八、背景變項與遊戲成效具有差異性。最後依據研究分析結果，進一步的提出研究結論、研究建議與後續研究建議。

Concentration is considered an important variable that contributes to learning, so how to effectively improve learner’s Concentration is very important. Therefore, this research applied virtual reality (VR) Concentration learning system for learners to play, and based on the cognitive-affective theory of learning with media (CATLM) and embodiment-based learning theory, eigth research hypotheses and two research model were proposed. The purpose of this study was to explore the relationship among intelligence beliefs, cognitive load, VR operation attribution failure, gaming flow experience and gameplay performance. According to the purpose of this study, 297 students from a technical high school in New Taipei City were invited as participants using purposive sampling. Participants were asked to fill out the questionnaire after playing with the VR learning system. 259 (87.2%) valid questionnaire were retrieved, of which 50 were male participants and 209 were female participants. Then, the reliability and validity of the valid data was analyzed using SPSS, and the research model was verified using AMOS. The research results showed that: (1) Entity brief of concentration has a positive correlation with cognitive load; (2) Entity brief of concentration has a positive correlation with failure-attrition of interacting Virtual Reality; (3) Cognitive load has a positive correlation with failure-attrition of interacting Virtual Reality; (4) Cognitive load and flow experience have a negative correlation; (5) failure-attrition of interacting Virtual Reality has a negative correlation with game flow; (6) flow experience has a positive correlation with focus gameplay performance have a negative correlation; (7) There are indirect effects between variable; (8) There are significant difference in gameplay performance in different backgrounds.Based on the results, further research conclusions, research suggestions, and follow-up research suggestions are proposed.

壹、中文文獻
王俊人、張雅君、李志偉、李秀琴（2014）。體感式遊戲對體育教學與人體健康之探討。全球科技管理與教育期刊，1（1），43-53。
朱迺欣（2008）。禪與腦：開悟如何改變大腦的運作。臺北：遠流。
李慧玲、詹元碩（2009）。不同平衡能力的學齡兒童在視覺與聽覺注意力情境下之探討。屏東教大運動科學學刊，5，225-245。
林旻逸、洪偉欽、成和正（2010）。體感式電玩對人體健康與運動教育之探討。大專體育，110，61-67。
林冠佑（2013）。不同媒體豐富性學習方式對心流體驗與認知負荷之影響：遊戲式學習對非遊戲式學習（未出版之碩士論文）。國立臺灣師範大學，臺北市。
馬哲儒（2001）。如夢如幻！互動式動感遊戲平台及多功能訓練模擬系統。科學發展月刊，29，822-823。
張存真、游錦雲（2018）。國小高年級學童生活壓力量表之發展與信效度檢驗。國教新知，65（1），1-16。
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），221-248。
張鳳儀、戴憲維（2019）。中高齡族群木球擊準能力之研究。運動與遊憩研究，14（2），30-37。
教育部統計處（2016）。教育統計簡訊。取自http://163.23.175.9/ePaper/201803/%E9%AB%98%E7%B4%9A%E4%B8%AD%E7%AD%89%E5%AD%B8%E6%A0%A1%E7%94%B7%E5%A5%B3%E7%B5%90%E6%A7%8B%E5%8F%8A%E9%81%B8%E8%AE%80%E6%A6%82%E6%B3%81.pdf
莊禮聰（2018）。以翻轉教學設計提升五專護理科解剖生理學課程之學習成效。教學實踐與創新，1（2），1-38。
閆嬰紅、紀依瑩（2009）。包裝飲用水的包裝圖像對消費者行為影響之研究。亞東學報，26，151~156。
陳佩秀（2018）。資訊科技與提問教學策略對數學學習困難學童在數量關係單元解題表現之成效。臺北市立大學學報，49（2），53-78。
陳明秀、蔡仕廷、張基成（2016）。嚴肅遊戲之角色扮演與情境模擬對於學習成效之影響：以國小五年級碳足跡課程為例。教育科學研究期刊，61（4），1-32。
陳泓衫（2008）。8 週體感式電玩遊戲介入課後休閒運動對肥胖國中生身體組成之影響（未出版之碩士論文）。國立嘉義大學，嘉義縣。
陳順宇（2005）。多變量分析（第四版）。臺北市：華泰。
陳彙芳、范懿文（2000）。認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究，2（2），45-60。
曾婉瑜（2016）。 體感互動應用於體驗學習之研究 —以逢甲大學iSpace為例（未出版之碩士論文）。逢甲大學，臺中市。
楊奕農（2009）。時間序列分析: 經濟與財務上之應用。臺北市：雙葉書廊。
蔡福興（2007）。線上遊戲式學習在知識獲取與學習遷移成效之研究（未出版之博士論文）。國立臺灣師範大學，臺北市。
 
貳、英文文獻
Abdullah, F., Kassim, M. H. B., & Sanusi, A. N. Z. (2017). Go virtual: Exploring augmented reality application in representation of steel architectural construction for the enhancement of architecture education. Advanced Science Letters, 23(2), 804-808.
Abedi, G., Rostami, F., & Nadi, A. (2015). Analyzing the dimensions of the quality of life in hepatitis B patientsusing confirmatory factor analysis. Global Journal of Health Acience, 7 (7), 22-31.
Aboungo, V., Kaselitz, E., Aborigo, R., Williams, J., James, K., & Moyer, C. (2020). Why do community members believe mothers and babies dying? Behavioral versus situational attribution in rural northern Ghana. Midwifery, 83, 102657.
Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194.
Ahmad, S., Zulkurnain, N. N. A., & Khairushalimi, F. I. (2016). Assessing the fitness of a measurement model using confirmatory factor analysis (CFA). International Journal of Innovation and Applied Studies, 17(1), 159-168.
Allport, G. W. (1937). Personality: A psychological interpretation. New York, NY: Holt.
Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use. Heliyon, 5(9), e02424.
Altman, D. G., & Bland, J. M. (2011). How to obtain the confidence interval from a p value. British Medical Journal, 343, d2090.
Andersen, S. A. W., Mikkelsen, P. T., Konge, L., Cayé-Thomasen, P., & Sørensen, M. S. (2016). Cognitive load in mastoidectomy skills training: Virtual reality simulation and traditional dissection compared. Journal of Surgical Education, 73(1), 45-50.
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019). Cognitive load and working memory in multimedia learning: Conceptual and measurement issues. Educational Psychologist, 54(2), 61-83.
Antonietti, A., Rasi, C., Imperio, E., & Sacco, M. (2000). The representation of virtual reality in education. Education and Information Technologies, 5(4), 317-327.
Anusha, S., Vijayalakshmi, K., & Venkatesan, L. (2018). Effectiveness of virtual reality therapy upon concentration among secondary school students. TNNMC Journal of Nursing Education and Administration, 6(1), 34-40.
Armougum, A., Orriols, E., Gaston-Bellegarde, A., Joie-LaMarle, C., & Piolino, P. (2019). Virtual reality: A new method to investigate cognitive load during navigation. Journal of Environmental Psychology, 65, 101338.
Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359-372.
Awang, Z., Afthanorhan, A., & Mamat, M. (2016). The Likert scale analysis using parametric based structural equation modeling (SEM). Computational Methods in Social Sciences, 4(1), 13-21.
Babiloni, C., Del Percio, C., Iacoboni, M., Infarinato, F., Lizio, R., Marzano, N., ... & Eusebi, F. (2008). Golf putt outcomes are predicted by sensorimotor cerebral EEG rhythms. The Journal of Physiology, 586(1), 131-139.
Baek, Y., & Touati, A. (2017). Exploring how individual traits influence enjoyment in a mobile learning game. Computers in Human Behavior, 69, 347-357.
Baker, R. S., D'Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223-241.
Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617-645.
Barsalou, L. W. (2010). Grounded cognition: Past, present, and future. Topics in Cognitive Science, 2(4), 716-724.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Beck, K. V., & Miltenberger, R. G. (2009). Evaluation of a commercially available program and in situ training by parents to teach abduction‐prevention skills to children. Journal of Applied Behavior Analysis, 42(4), 761-772.
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.
Blader, S. L., & Bobocel, D. R. (2005). Wanting is believing: Understanding psychological processes in organizational justice by examining perceptions of fairness. In S. W. Gilliland, D. D. Steiner, D. P. Skarlicki, & K. Van Den Bos (Eds.), What motivates fairness in organizations (pp. 3-29). Greenwich, CT: Information Age.
Bogicevic, V., Seo, S., Kandampully, J. A., Liu, S. Q., & Rudd, N. A. (2019). Virtual reality presence as a preamble of tourism experience: The role of mental imagery. Tourism Management, 74, 55-64.
Bond, S., Laddu, D. R., Ozemek, C., Lavie, C. J., & Arena, R. (in press). Exergaming and virtual reality for health: Implications for cardiac rehabilitation. Current Problems in Cardiology. Retrieved from https://www.sciencedirect.com/science/article/pii/S0146280619301458
Bradley, G. W. (1978). Self-serving biases in the attribution process: A reexamination of the fact or fiction question. Journal of Personality and Social Psychology, 36(1), 56-71.
Brenick, A., Henning, A., Killen, M., O'Connor, A., & Collins, M. (2007). Social evaluations of stereotypic images in video games: Unfair, legitimate, or “Just Entertainment”? Youth & Society, 38(4), 395-419.
Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100.
Brown, M., Houghton, R., Sharples, S., & Morley, J. (2015). The attribution of success when using navigation aids. Ergonomics, 58(3), 426-433.
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139(3), 655-701.
Butcher, K. R. (2014). The multimedia principle. In R. E. E. Mayer (Ed.), The cambridge handbook of multimedia learning (2nd ed., pp.174-205). New York, NY: Cambridge University Press.
Buttussi, F., & Chittaro, L. (2018). Effects of different types of virtual reality display on presence and learning in a safety training scenario. IEEE Transactions on Visualization and Computer Graphics, 24(2), 1063-1076.
Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41.
Çakiroğlu, Ü., & Gökoğlu, S. (2019). Development of fire safety behavioral skills via virtual reality. Computers & Education, 133, 56-68.
Calderón, A., & Ruiz, M. (2015). A systematic literature review on serious games evaluation: An application to software project management. Computers & Education, 87, 396-422.
Castro-Alonso, J. C., Wong, M., Adesope, O. O., Ayres, P., & Paas, F. (2019). Gender imbalance in instructional dynamic versus static visualizations: A meta-analysis. Educational Psychology Review, 31(2), 361-387.
Cha, M., Han, S., Lee, J., & Choi, B. (2012). A virtual reality based fire training simulator integrated with fire dynamics data. Fire Safety Journal, 50, 12-24.
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, H. H., Tsa, Y. C., Wong, K. H., Wang, J. W., & Cho, F. J. (2015). The effects of response strategies and severity of failure on consumer attribution with regard to negative word-of-mouth. Decision Support Systems, 71, 48-61.
Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013). Embodied play to learn: Exploring K inect‐facilitated memory performance. British Journal of Educational Technology, 44(5), 151-155.
Chen, C. H., Law, V., & Huang, K. (2019). The roles of engagement and competition on learner’s performance and motivation in game-based science learning. Educational Technology Research and Development, 67(4), 1003-1024.
Chen, J. A., Metcalf, S. J., & Tutwiler, M. S. (2014). Motivation and beliefs about the nature of scientific knowledge within an immersive virtual ecosystems environment. Contemporary Educational Psychology, 39(2), 112-123.
Chen, S. T., & Chiang, I. (2012). Effects of improvement on selective attention: Developing appropriate somatosensory video game interventions for institutional-dwelling elderly with disabilities. Turkish Online Journal of Educational Technology-TOJET, 11(4), 409-417.
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.
Cheng, M. Y., Huang, C. J., Chang, Y. K., Koester, D., Schack, T., & Hung, T. M. (2015). Sensorimotor rhythm neurofeedback enhances golf putting performance. Journal of Sport and Exercise Psychology, 37(6), 626-636.
Chiang, I. T., Tsai, J. C., & Chen, S. T. (2012, March). Using Xbox 360 kinect games on enhancing visual performance skills on institutionalized older adults with wheelchairs. In H. Tarumi, S. Demetrios, Kinshuk (Eds.), Proceedings of 2012 IEEE fourth international conference on digital game and intelligent toy enhanced learning (pp. 263-267). Piscataway Township, NJ: IEEE.
Cho, B. H., Kim, S., Shin, D. I., Lee, J. H., Min Lee, S., Young Kim, I., & Kim, S. I. (2004). Neurofeedback training with virtual reality for inattention and impulsiveness. Cyberpsychology & Behavior, 7(5), 519-526.
Cho, B. H., Ku, J., Jang, D. P., Kim, S., Lee, Y. H., Kim, I. Y., ... & Kim, S. I. (2002). The effect of virtual reality cognitive training for attention enhancement. CyberPsychology & Behavior, 5(2), 129-137.
Clark, D. B., Nelson, B. C., Chang, H. Y., Martinez-Garza, M., Slack, K., & D’Angelo, C. M. (2011). Exploring Newtonian mechanics in a conceptually-integrated digital game: Comparison of learning and affective outcomes for students in Taiwan and the United States. Computers & Education, 57(3), 2178-2195.
Clark, R. & Mayer, R. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. New York, NY: John Wiley & Sons.
Clarke, M. A., Schuetzler, R. M., Windle, J. R., Pachunka, E., & Fruhling, A. (2020). Usability and cognitive load in the design of a personal health record. Health Policy and Technology, 9(2), 218-224.
Cocea, M., & Weibelzahl, S. (2009). Log file analysis for disengagement detection in e-Learning environments. User Modeling and User-Adapted Interaction, 19(4), 341-385.
Conard, M. A., & Marsh, R. F. (2014). Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking. Learning and Individual Differences, 30, 112-117.
Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? Research in Learning Technology, 12(2), 113-124.
Cor, M. K. (2016). Trust me, it is valid: Research validity in pharmacy education research. Currents in Pharmacy Teaching and Learning, 8(3), 391-400.
Costello, P. J. (1997). Health and safety issues associated with virtual reality: A review of current literature. Loughborough, UK: Advisory Group on Computer Graphics.
Craig, S. D., & Schroeder, N. L. (2017). Reconsidering the voice effect when learning from a virtual human. Computers & Education, 114, 193-205.
Critcher, C. R., & Ferguson, M. J. (2011). Affect in the abstract: Abstract mindsets promote sensitivity to affect. Journal of Experimental Social Psychology, 47(6), 1185-1191.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: HarperCollins.
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper Collins.
Csikszentmihalyi, M. (2000). Happiness, flow, and economic equality. American Psychologist, 55(10), 1163-1164.
Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. New York, NY: Harper Perennial.
Cury, F., Da Fonseca, D., Zahn, I., & Elliot, A. (2008). Implicit theories and IQ test performance: A sequential mediational analysis. Journal of Experimental Social Psychology, 44(3), 783-791.
Custodero, L. A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music Education Research, 7(2), 185-209.
Dai, T., & Cromley, J. G. (2014). Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach. Contemporary Educational Psychology, 39(3), 233-247.
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32.
Dan, A., & Reiner, M. (2017). EEG-based cognitive load of processing events in 3D virtual worlds is lower than processing events in 2D displays. International Journal of Psychophysiology, 122, 75-84.
DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Los Angeles, CA: Sage publications.
Dias, L. B. (1999). Integrating technology. Learning and Leading with Technology, 27, 10-13.
Dinger, F. C., & Dickhäuser O. (2013) Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research, 61, 38-47.
Diseth, Å., & Kobbeltvedt, T. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80(4), 671-687.
Duchowski, A. T. (2007). Eye tracking methodology: Theory and practice (2nd ed.). New York, NY: Springer.
Duval, T. S., & Silvia, P. J. (2002). Self-awareness, probability of improvement, and the self-serving bias. Journal of Personality and Social Psychology, 82(1), 49-61.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. New York, NY: Psychology Press.
Dweck, C. S., & Bempechat, J. (2017). Children’s theories of intelligence: Consequences for learning. In S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 239-256). London, UK: Routledge.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Dweck, C. S., & Master, A. (2009). Self-Theories and motivation: Students’ beliefs about intelligence. In K. R. Wentzel, & D. B. Miele (Eds.), Handbook of motivation at school (pp. 137-154). London, UK: Routledge.
Dweck, C. S., Mangels, J. A., & Good, C. (2004). Motivational effects on attention, cognition, and performance. In D. Y. Dai & R. J. Sternberg (Eds.), The educational psychology series. Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (p. 41-55). Hillsdale, NJ: Lawrence Erlbaum Associates.
Ehrlinger, J., Mitchum, A. L., & Dweck, C. S. (2016). Understanding overconfidence: Theories of intelligence, preferential attention, and distorted self-assessment. Journal of Experimental Social Psychology, 63, 94-100.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218- 232.
Elliott, J. G., Hufton, N. R., Willis, W., & Illushin, L. (2005). International perspectives on the contexts for learning. New York, NY: Palgrave Macmillan.
Engle, R. W. (2002). Working memory as executive attention. Current Directions in Psychological Science, 11, 19-23.
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. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106-114.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363-406.
Fontaine, G. (1974). Social comparison and some determinants of expected personal control and expected performance in a novel task situation. Journal of Personality and Social Psychology, 29(4), 487-496.
Forster, S., & Lavie, N. (2007). High perceptual load makes everybody equal: Eliminating individual differences in distractibility with load. Psychological Science, 18, 377-381.
Forsyth, D. R. (2008). Self-serving bias. Retrieved from https://scholarship.richmond.edu/cgi/viewcontent.cgi?article=1164&context=jepson-faculty-publications
Fountoukidou, S., Ham, J., Matzat, U., & Midden, C. (2019). Effects of an artificial agent as a behavioral model on motivational and learning outcomes. Computers in Human Behavior, 97, 84-93.
Fowler, C. (2015). Virtual reality and learning: Where is the pedagogy? British Journal of Educational Technology, 46(2), 412-422.
Frijda, N. H. (1986). The emotions. Cambridge, NY: Cambridge University Press.
Fwu, B. J., Chen, S. W., Wei, C. F., & Wang, H. H. (2018). I believe; therefore, I work harder: The significance of reflective thinking on effort-making in academic failure in a Confucian-heritage cultural context. Thinking Skills and Creativity, 30, 19-30.
Gamito, P., Oliveira, J., Morais, D., Coelho, C., Santos, N., Alves, C., ... & Talmers, L. (2019). Cognitive stimulation of elderly individuals with instrumental virtual reality-based activities of daily life: Pre-post treatment study. Cyberpsychology, Behavior, and Social Networking, 22(1), 69-75.
Garcia, C. A., Naranjo, J. E., Ortiz, A., & Garcia, M. V. (2019). An approach of virtual reality environment for technicians training in opstream sector. IFAC-PapersOnLine, 52(9), 285-291.
Gardner, W. L., Karam, E. P., Tribble, L. L., & Cogliser, C. C. (2019). The missing link? Implications of internal, external, and relational attribution combinations for leader-member exchange, relationship work, self‐work, and conflict. Journal of Organizational Behavior, 40(5), 554-569.
Gass, C. S., & Curiel, R. E. (2011). Test anxiety in relation to measures of cognitive and intellectual functioning. Archives of Clinical Neuropsychology, 26(5), 396-404.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20-20.
Gee, J. P. (2007). Good video games+ good learning: Collected essays on video games, learning, and literacy. New York, NY: Peter Lang.
Gillberg, I. C., Gillberg, C., & Groth, J. (1989). Children with minor neurodevelopmental disorders V: Neurodevelopmental profiles at age 13. Developmental Medicine and Child Neurology, 31, 14-24.
Glenberg, A. M., & Goldberg, A. B. (2011). Improving early reading comprehension using embodied CAI. Instruction Science, 39, 27-39.
Glenberg, A. M., Witt, J. K., & Metcalfe, J. (2013). From the revolution to embodiment: 25 years of cognitive psychology. Perspectives on Psychological Science, 8(5), 573-585
Golob, T. F. (2003). Structural equation modeling for travel behavior research. Transportation Research Part B: Methodological, 37(1), 1-25.
González-Gómez, F., Guardiola, J., Rodríguez, Ó. M., & Alonso, M. Á. M. (2012). Gender differences in e-learning satisfaction. Computers & Education, 58(1), 283-290.
Grassini, S., Revonsuo, A., Castellotti, S., Petrizzo, I., Benedetti, V., & Koivisto, M. (2019). Processing of natural scenery is associated with lower attentional and cognitive load compared with urban ones. Journal of Environmental Psychology, 62, 1-11.
Green, S. B., & Salkind, N. (2004). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
Groen, J., & Werkhoven, P. J. (1998). Visuomotor adaptation to virtual hand position in interactive virtual environments. Presence, 7(5), 429-446.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie Canadienne, 49 (3), 233-240.
Gupta, S. K. (2012). The relevance of confidence interval and P-value in inferential statistics. Indian Journal of Pharmacology, 44(1), 143-144.
Hagita, K., Kodama, Y., & Takada, M. (2020). Simplified virtual reality training system for radiation shielding and measurement in nuclear engineering. Progress in Nuclear Energy, 118, 103127.
Haimovitz, K., & Dweck, C. S. (2017). The origins of children's growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Hair, J. F., Hult, T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Los Angeles, CA: SAGE.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing theory and Practice, 19(2), 139-152.
Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow Scale-2. Computers in Human Behavior, 40, 133-143.
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.
Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46.
Haugland, V. L., & Reime, M. H. (2018). Scenario-based simulation training as a method to increase nursing students’ competence in demanding situations in dementia care - A mixed method study. Nurse Education in Practice, 33, 164-171.
Hawkins, D. G. (1995). Virtual reality and passive simulators: The future of fun. In F. Biocca, & M. R. Levy (Eds.), Communication in the age of virtual reality (pp. 159-189). Hillsdale, NJ: Lawrence Erlbaum.
Heiling, M. (1962). Sensorama simulator. Retrieved from http://www.mortonheilig.com/
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135.
Hirt, J., & Beer, T. (2020). Use and impact of virtual reality simulation in dementia care education: A scoping review. Nurse Education Today, 84, 104207
Ho, C. L., & Dzeng, R. J. (2010). Construction safety training via e-learning: Learning effectiveness and user satisfaction. Computers & Education, 55(2), 858-867.
Ho, L. A., & Kuo, T. H. (2010). How can one amplify the effect of e-learning? An examination of high-tech employees’ computer attitude and flow experience. Computers in Human Behavior, 26(1), 23-31.
Hoffman, D. L., & Novak, T. P. (2009). Flow online: Lessons learned and future prospects. Journal of Interactive Marketing, 23(1), 23-34.
Honey, M. A., & Hilton, M. L. (2011). Learning science through computer games. Washington, DC: National Academies Press.
Hong, J. C., Hwang, M. Y., Chen, W. C., Lee, C. C., Lin, P. H., & Chen, Y. L. (2013). Comparing the retention and flow experience in playing solitary and heart attack games of San Zi Jing: A perspective of dual process theory. Computers & Education, 69, 369-376.
Hong, J. C., Hwang, M. Y., Tai, K. H., & Lin, P. H. (in press). The effects of intrinsic cognitive load and gameplay interest on flow experience reflecting performance progress in a Chinese remote association game. Computer Assisted Language Learning. Retrieved from https://doi.org/10.1080/09588221.2019.1614068
Hong, J. C., Tai, K. H., Hwang, M. Y., & Kuo, Y. C. (2016). Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control. Computers & Education, 100, 32-44.
Hong, J. C., Tai, K. H., Hwang, M. Y., Kuo, Y. C., & Chen, J. S. (2017). Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. Computers in Human Behavior, 66, 353-362.
Hong, J. C., Tsai, C. R., Hsiao, H. S., Chen, P. H., Chu, K. C., Gu, J., & Sitthiworachart, J. (2019). The effect of the “Prediction-observation-quiz-explanation” inquiry-based e-learning model on flow experience in green energy learning. Computers & Education, 133, 127-138.
Hostetter, A. B. & Alibali, M. W. (2008). Visible embodiment: Gestures as simulated action. Psychonomic Bulletin & Review, 15, 3, 495-514.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424-435.
Hou, H. T., & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Computers in Human Behavior, 30, 29-38.
Howard, M. C. (2019). Virtual reality interventions for personal development: A meta-analysis of hardware and software. Human-Computer Interaction, 34(3), 205-239.
Howard, M. C., & Gutworth, M. B. (2020). A meta-analysis of virtual reality training programs for social skill development. Computers & Education, 144, 103707.
Hu, R., Wu, Y. Y., & Shieh, C. J. (2016). Effects of virtual reality integrated creative thinking instruction on students' creative thinking abilities. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 477-486.
Huang, Y. C., Backman, S. J., Backman, K. F., McGuire, F. A., & Moore, D. (2019). An investigation of motivation and experience in virtual learning environments: A self-determination theory. Education and Information Technologies, 24(1), 591-611.
Hudson, S., Matson-Barkat, S., Pallamin, N., & Jegou, G. (2019). With or without you? Interaction and immersion in a virtual reality experience. Journal of Business Research, 100, 459-468.
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.
Hung, C. Y., Sun, J. 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.
Hung, I. C., Lin, L. I., Fang, W. C., & Chen, N. S. (2014). Learning with the body: An embodiment-based learning strategy enhances performance of comprehending fundamental optics. Interacting with Computers, 26(4), 360-371.
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 & Education, 60 (1), 254-263.
Hwang, W. Y., Wang, C. Y., & Sharples, M. (2007). A study of multimedia annotation of Web-based materials. Computers & Education, 48(4), 680-699.
Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
Ivory, A. H., Fox, J., Waddell, T. F., & Ivory, J. D. (2014). Sex role stereotyping is hard to kill: A field experiment measuring social responses to user characteristics and behavior in an online multiplayer first-person shooter game. Computers in Human Behavior, 35, 148-156.
Jackson, M. (2019). Utilizing attribution theory to develop new insights into tourism experiences. Journal of Hospitality and Tourism Management, 38, 176-183.
Jain, S. P., Mathur, P., & Maheswaran, D. (2009). The influence of consumers' lay theories on approach/avoidance motivation. Journal of Marketing Research, 46(1), 56-65.
Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers & Education, 106, 150-165.
Javaid, M., & Haleem, A. (2020). Virtual reality applications toward medical field. Clinical Epidemiology and Global Health, 8(2), 600-605.
Johansson, R. S., Westling, G., Bäckström, A., & Flanagan, J. R. (2001). Eye–hand coordination in object manipulation. Journal of Neuroscience, 21(17), 6917-6932.
Johnson-Glenberg, M. C. (2018). Immersive VR and education: Embodied design principles that include gesture and hand controls. Frontiers in Robotics and AI, 5, 81.
Jonsdottir, J., Perini, G., Ascolese, A., Bowman, T., Montesano, A., Lawo, M., & Bertoni, R. (2019). Unilateral arm rehabilitation for persons with multiple sclerosis using serious games in a virtual reality approach: Bilateral treatment effect? Multiple Sclerosis and Related Disorders, 35, 76-82.
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23, 1-19.
Kalyuga, S. (2013). Effects of learner prior knowledge and working memory limitations on multimedia learning. Procedia -- Social and Behavioral Sciences, 83(1), 25-29.
Karlen, Y., Suter, F., Hirt, C., & Merki, K. M. (2019). The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74, 101757.
Keefer, L. A., Brown, M., McGrew, S. J., & Reeves, S. L. (2018). Growth motivation moderates a self-serving attribution bias in the health domain. Personality and Individual Differences, 134, 60-65.
Kenny, D. A., Kaniskan, B., & McCoach, D. B. (2015). The performance of RMSEA in models with small degrees of freedom. Sociological Methods & Research, 44(3), 486-507.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13-24.
Kiili, K., de Freitas, S. D., Arnab, S., & Lainema, T. (2012). The design principles for flow experience in educational games. Procedia Computer Science, 15, 78-91.
Kiili, K., Lainema, T., de Freitas, S., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367-377.
Kilmon, C. A., Brown, L., Ghosh, S., & Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nursing Education Perspectives, 31(5), 314-317.
Kim, B. R., Chun, M. H., Kim, L. S., & Park, J. Y. (2011). Effect of virtual reality on cognition in stroke patients. Annals of Rehabilitation Medicine, 35(4), 450-459.
Kim, D., & Ko, Y. J. (2019). The impact of virtual reality (VR) technology on sport spectators' flow experience and satisfaction. Computers in Human Behavior, 93, 346-356.
Kim, M. Y., Lee, K. S., Choi, J. S., Kim, H. B., & Park, C. I. (2005). Effectiveness of cognitive training based on virtual reality for the Elderly. Journal of the Korean Academy of Rehabilitation Medicine, 29(4), 424-433.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3th ed.). San Francisco, CA: Berrett-Koehler.
Kline, R. B. (2004). Beyond significance testing. Washington, DC: American Psychological Association.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd. ed.). New York, NY: Guilford Press.
Kriss, P. H., Loewenstein, G., Wang, X., & Weber, R. (2011). Behind the veil of ignorance: Self-serving bias in climate change negotiations. Judgment and Decision Making, 6(7), 602-615.
Kuo, F. R., Hsu, C. C., Fang, W. C., & Chen, N. S. (2014). The effects of Embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance. Journal of King Saud University-Computer and Information Sciences, 26(1), 63-70.
Labovitz, J., & Hubbard, C. (2020). The use of virtual reality in podiatric medical education. Clinics in Podiatric Medicine and Surgery, 37(2), 409-420.
Landau, M. J., Meier, B. P., & Keefer, L. A. (2010). A metaphor-enriched social cognition. Psychological Bulletin, 136(6), 1045-1067.
Larson, E. B., Ramaiya, M., Zollman, F. S., Pacini, S., Hsu, N., Patton, J. L., & Dvorkin, A. Y. (2011). Tolerance of a virtual reality intervention for attention remediation in persons with severe TBI. Brain Injury, 25(3), 274-281.
Lavoie, P., & Clarke, S. P. (2017). Simulation in nursing education. Nursing, 47(7), 18-20.
Lee, D. K. (2016). Alternatives to p value: Confidence interval and effect size. Korean Journal of Anesthesiology, 69(6), 555-562.
Lee, E. A. L., Wong, K. W., & Fung, C. C. (2010). How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach. Computers & Education, 55(4), 1424-1442.
Lee, Y. H., Heeter, C., Magerko, B., & Medler, B. (2012). Gaming mindsets: Implicit theories in serious game learning. Cyberpsychology, Behavior, and Social Networking, 15(4), 190-194.
Lee, Y. H., Hsieh, Y. C., & Ma, C. Y. (2011). A model of organizational employees’e-learning systems acceptance. Knowledge-Based Systems, 24(3), 355-366.
Lee, Y., & Seo, E. (2019). Trajectories of implicit theories and their relations to scholastic aptitude: A mediational role of achievement goals. Contemporary. Educational Psychology, 59, 101800.
Leung, L. (2019). Exploring the relationship between smartphone activities, flow experience, and boredom in free time. Computers in Human Behavior, 103, 130-139.
Levac, D., Pierrynowski, M. R., Canestraro, M., Gurr, L., Leonard, L., & Neeley, C. (2010). Exploring children’s movement characteristics during virtual reality video game play. Human Movement Science, 29(6), 1023-1038.
Levine, S. L., Werner, K. M., Capaldi, J. S., & Milyavskaya, M. (2017). Let’s play the blame game: The distinct effects of personal standards and self-critical perfectionism on attributions of success and failure during goal pursuit. Journal of Research in Personality, 71, 57-66.
Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996-2016: A bibliometric analysis. Educational Research Review, 28, 100282.
Lim, D. H., Han, S. J., Oh, J., & Jang, C. S. (2019). Application of virtual and augmented reality for training and mentoring of higher education instructors. In J. Keengwe (Ed.), Handbook of research on virtual training and mentoring of online instructors (pp. 325-344). Hershey, PA: IGI Global.
Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187.
Lindner, M. A., Eitel, A., Barenthien, J., & Köller, O. (in press). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition. Learning and Instruction. Retrieved from https://doi.org/10.1016/j.learninstruc.2018.01.002
Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
Liu, S. H., Liao, H. L., & Peng, C. J. (2005). Applying the technology acceptance model and flow theory to online elearning users’ acceptance behavior. E-Learning, 6(2), 4-8.
Lou, N. M., & Noels, K. A. (2017). Measuring language mindsets and modeling their relations with goal orientations and emotional and behavioral responses in failure situations. The Modern Language Journal, 101(1), 214-243.
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education. Educational Technology Research and Development, 66(5), 1141-1164.
Makransky, G., & Petersen, G. B. (2019). Investigating the process of learning with desktop virtual reality: A structural equation modeling approach. Computers & Education, 134, 15-30.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236.
Mårell-Olsson, E., Mejtoft, T., & Kinert, J. (2019). Virtual reality as an environment for learning: Facilitating a controlled environment for Pupils with diagnosed concentration disorders. In I. Buchem, R. Klamma, & F. Wild (Eds.), Perspectives on Wearable Enhanced Learning (WELL) (pp. 367-384). Cham, CH: Springer.
Martı´nez-Plumed, F., Ferri, C., Herna´ndez-Orallo, J., & Ramı´rez-Quintana, M. J. (2017). A computational analysis of general intelligence tests for evaluating cognitive development. Cognitive Systems Research, 43, 100-118.
Mathur, P., Jain, S. P., & Maheswaran, D. (2012). Consumers' implicit theories about personality influence their brand personality judgments. Journal of Consumer Psychology, 22(4), 545-557.
Matthes, B., & Stoeger, H. (2018). Influence of parents' implicit theories about ability on parents' learning-related behaviors, children's implicit theories, and children's academic achievement. Contemporary Educational Psychology, 54, 271-280.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85-139.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge, UK: Cambridge University Press.
Mayer, R. E. (2011). Multimedia learning and games. In S. Tobias & J. D. Fletcher (Eds.), Computer games and instruction (pp. 281-305). IAP Charlotte, NC: Information Age Publishing.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge, UK: Cambridge University Press.
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531-549.
Mayer, R. E. (in press). Searching for the role of emotions in e-learning. Learning and Instruction. Retrieved from https://doi.org/10.1016/j.learninstruc.2019.05.010
McInnis, C., Hartley, R., Polesel, J., & Teese, R. (2000). Non-completion in vocational education and training and higher education. Melbourne, AUS: Department of Education, Training and Youth Affairs.
McKenzie, K., & Gow, K. (2004). Exploring the first year academic achievement of school leavers and mature-age students through structural equation modeling. Learning and Individual Differences, 14, 107-123.
Miller, D. T., & Ross, M. (1975). Self-serving biases in the attribution of causality: Fact or fiction? Psychological Bulletin, 82(2), 213-225.
Miltenberger, R. G., Gross, A., Knudson, P., Bosch, A., Jostad, C., & Breitwieser, C. B. (2009). Evaluating behavioral skills training with and without simulated in situ training for teaching safety skills to children. Education & Treatment of Children, 32(1), 63-75.
Molden, D. C., & Dweck, C. S. (2006). Finding "meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192-203.
Molina, A. I., Navarro, Ó., Ortega, M., & Lacruz, M. (2018). Evaluating multimedia learning materials in primary education using eye tracking. Computer Standards & Interfaces, 59, 45-60.
Moody, D. L., & Sindre, G. (2003). Evaluating the effectiveness of learning interventions: An information systems case study. Retrieved from https://pdfs.semanticscholar.org/d2d7/ab7b20da3e49fbc22172a9511c3bee91a7df.pdf
Moran, A. (2004). Attention and concentration training in sport. In C. Spielberger (Ed.), Encyclopedia of applied psychology (pp.209-214). New York, NY: Academic Press
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, 149-158.
Moreno, R., & Mayer, R. E. (2002). Learning science in virtual reality multimedia environments: Role of methods and media. Journal of Educational Psychology, 94(3), 598-610.
Mouratidis, A., Michou, A., & Vassiou, A. (2017). Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. Contemporary Educational Psychology, 48, 56-66.
Mudrick, N. V., Azevedo, R., & Taub, M. (2019). Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning. Computers in Human Behavior, 96, 223-234.
Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
Mushinada, V. N. C. (2020). Are individual investors irrational or adaptive to market dynamics? Journal of Behavioral and Experimental Finance, 25, 100243.
Mutlu-Bayraktar, D., Cosgun, V., & Altan, T. (2019). Cognitive load in multimedia learning environments: A systematic review. Computers & Education, 141, 103618.
Nakagawa, S, & Cuthill, I. C. (2007). Effect size, confidence interval and statistical significance: a practical guide for biologists. Biological Reviews, 82(4), 591-605.
Nakamura, J., & Csikszentmihalyi, M. (2009). The concept of flow. In C. R. Snyder, & S. J. Lopez (Eds.), Oxford handbook of positive psychology (pp. 89-105). Oxford, UK: Oxford University Press.
Narasimha, S., Agnisarman, S., Chalil Madathil, K., Gramopadhye, A., & McElligott, J. T. (2018). Designing home-based telemedicine systems for the geriatric population: An empirical study. Telemedicine and e-HealthVol, 24(2), 94-110.
Neustaedter, C., Tang, A., & Judge, T. K. (2013). Creating scalable location-based games: Lessons from Geocaching. Personal and Ubiquitous Computing, 17(2), 335-349.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.
Niedenthal, P. M., Barsalou, L. W., Winkielman, P., Krauth-Gruber, S., & Ric, F. (2005). Embodiment in attitudes, social perception, and emotion. Personality and Social Psychology Review, 9(3), 184-211.
Novak, E., & Tassell, J. (2015). Using video game play to improve education-majors’ mathematical performance: An experimental study. Computers in Human Behavior, 53, 124-130.
Oblinger, D. (2006). Games and learning. Educause Quarterly Magazine, 29(3), 5-7.
Ommundsen, Y. (2001). Self-handicapping strategies in physical education classes: The influence of implicit theories of the nature of ability and achievement goal orientations. Psychology of Sport and Exercise, 2(3), 139-156.
Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23(2), 141-157.
Örün, Ö., & Akbulut, Y. (2019). Effect of multitasking, physical environment and electroencephalography use on cognitive load and retention. Computers in Human Behavior, 92, 216-229.
Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), Cambridge handbooks in psychology. The Cambridge handbook of multimedia learning (pp.27-42). New York, NY: Cambridge University Press.
Paas, F., Van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22 (2), 115-121.
Park, B., Korbach, A., & Brünken, R. (2015). Do learner characteristics moderate the seductive-details-effect? A cognitive-load-study using eye-tracking. Educational Technology & Society, 18 (4), 24-36.
Park, C. W., Kim, D., Cho, S., & Han, H. J. (2019). Adoption of multimedia technology for learning and gender difference. Computers in Human Behavior, 92, 288-296.
Park, K., Kim, D., & Han, S. H. (2020). Usability of the size, spacing, and operation method of virtual buttons with virtual hand on head-mounted displays. International Journal of Industrial Ergonomics, 76, 102939.
Passing, D., David, T., & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D immersive virtual reality environments. Computers & Education, 95, 296-308.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control‐value approach. Social and Personality Psychology Compass, 4(4), 238-255.
Pelargos, P. E., Nagasawa, D. T., Lagman, C., Tenn, S., Demos, J. V., & Lee, S. J. et al. (2017). Utilizing virtual and augmented reality for educational and clinical enhancements in neurosurgery. Journal of Clinical Neuroscience, 35, 1-4.
Perkins-Ceccato, N., Passmore, S. R., & Lee, T. D. (2003). Effects of focus of attention depend on golfers' skill. Journal of Sports Sciences, 21(8), 593-600.
Pike, G. R., Smart, J. C., & Ethington, C. A. (2012). The mediating effects of student engagement on the relationships between academic disciplines and learning outcomes: An extension of Holland’s theory. Research in Higher Education, 53(5), 550-575.
Plass, J. L., Homer, B. D., MacNamara, A., Ober, T., Rose, M. C., Pawar, S., ... & Olsen, A. (in press). Emotional design for digital games for learning: The effect of expression, color, shape, and dimensionality on the affective quality of game characters. Learning and Instruction. Retrieved from https://doi.org/10.1016/j.learninstruc.2019.01.005
Plass, J. L., Homer, B. D., Pawar, S., Brenner, C., & MacNamara, A. P. (2019). The effect of adaptive difficulty adjustment on the effectiveness of a game to develop executive function skills for learners of different ages. Cognitive Development, 49, 56-67.
Posner, M. I., & Petersen, S. E. (1990). The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42.
Reagan, I. J., Kidd, D. G., Dobres, J., Mehler, B., & Reimer, B. (2019). The effects of age, interface modality, and system design on drivers’ attentional demand when making phone calls while driving on a limited-access highway. Transportation Research Part F: Traffic Psychology and Behaviour, 60, 536-548.
Rebenitsch, L., & Owen, C. (2016). Review on cybersickness in applications and visual displays. Virtual Reality, 20(2), 101-125.
Redifer, J. L., Bae, C. L., & DeBusk-Lane, M. (in press). Implicit theories, working memory, and cognitive load: Impacts on creative thinking. SAGE Open. Retrieved from https://doi.org/10.1177/2158244019835919
Reese, D. D. (2015). Affect during instructional video game learning. In S. Tettegah, & W. D. Huang (Eds.), Emotions, technology, and games (pp. 231-287). New York, NY: Elsevier.
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction, 65, 101264.
Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599-621.
Rey, G., Beege, M., Nebel, S., Wirzberger, M., Schmitt, T. H., & Schneider, S. (2019). A meta-analysis of the segmenting effect. Educational Psychology Review, 31(2), 389-419.
Sabourin, J. L., & Lester, J. C. (2013). Affect and engagement in Game-BasedLearning environments. IEEE Transactions on Affective Computing, 5(1), 45-56.
Sacks, R., Perlman, A., & Barak, R. (2013). Construction safety training using immersive virtual reality. Construction Management and Economics, 31(9), 1005-1017.
Santos, B. S., Dias, P., Pimentel, A., Baggerman, J. W., Ferreira, C., Silva, S., & Madeira, J. (2009). Head-mounted display versus desktop for 3D navigation in virtual reality: A user study. Multimedia Tools and Applications, 41(1), 161.
Satpute, A. B., Shu, J., Weber, J., Roy, M., & Ochsner, K. N. (2013). The functional neural architecture of self-reports of affective experience. Biological Psychiatry, 73(7), 631-638.
Schnotz, W. (2014). An integrated model of text and picture comprehension. In R. E. Mayer (Ed.), Cambridge handbooks in psychology. The Cambridge handbook of multimedia learning (pp.72-103). Cambridge, UK: Cambridge University Press.
Schott, G. R., & Horrell, K. R. (2000). Girl gamers and their relationship with the gaming culture. Convergence, 6(4), 36-53.
Schram, C. M. (1996). A meta-analysis of gender differences in applied statistics achievement. Journal of Educational and Behavioral Statistics, 21, 55-70.
Schroeder, N. L., & Cenkci, A. T. (2018). Spatial contiguity and spatial split-attention effects in multimedia learning environments: A meta-analysis. Educational Psychology Review, 30(3), 679-701.
Sedikides, C., Campbell, W. K., Reeder, G. D., & Elliot, A. J. (1998). The self-serving bias in relational context. Journal of Personality and Social Psychology, 74(2), 378-386.
Selzer, M. N., Gazcon, N. F., & Larrea, M. L. (2019). Effects of virtual presence and learning outcome using low-end virtual reality systems. Displays, 59, 9-15.
Sepp, S., Howard, S. J., Tindall-Ford, S., Agostinho, S., & Paas, F. (2019). Cognitive load theory and human movement: Towards an integrated model of working memory. Educational Psychology Review, 31(2), 293-317.
Seropian, M. A., Brown, K., Gavilanes, J. S., & Driggers, B. (2004). Simulation: Not just a manikin. Journal of Nursing Education, 43(4), 164-169.
Shen, C. Y., & Chu, H. P. (2014, June). The relations between interface design of digital game-based learning systems and flow experience and cognitive load of learners with different levels of prior knowledge. In International Conference on Cross-Cultural Design (pp. 574-584). Cham, CH: Springer.
Shin, D. (2017). The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality. Telematics and Informatics, 34(8), 1826-1836.
Shiomi, T., Uemoto, K., Kojima, T., Sano, S., Ishio, H., Takada, H., ... & Miyao, M. (2013). Simultaneous measurement of lens accommodation and convergence in natural and artificial 3D vision. Journal of the Society for Information Display, 21(3), 120-128.
Shively, R. L., & Ryan, C. S. (2013). Longitudinal changes in college math students’ implicit theories of intelligence. Social Psychology of Education, 16(2), 241-256.
Shrauger, J. S., & Rosenberg, S. E. (1970). Self‐esteem and the effects of success and failure feedback on performance 1. Journal of Personality, 38(3), 404-417.
Siegle, D., Rubenstein, L. D. V., Pollard, E., & Romey, E. (2009). Exploring the relationship of college freshman honors students' effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92-101.
Skinner, E. A. (1995). Perceived control, motivation and coping. Thousand Oaks, CA: Sage.
Skulmowski, A., & Rey, G. D. (2018). Embodied learning: Introducing a taxonomy based on bodily engagement and task integration. Cognitive Research: Principles and Implications, 3(1), Article 6.
Slater, M. (2009). Place illusion and plausibility can lead to realistic behaviour in immersive virtual environments. Philosophical Transactions of the Royal Society B: Biological Sciences, 364, 3549-3557.
Smith, C. A., Haynes, K. N., Lazarus, R. S., & Pope, L. K. (1993). In search of the" hot" cognitions: Attributions, appraisals, and their relation to emotion. Journal of Personality and Social Psychology, 65(5), 916-929.
Smith, S. P., & Burd, E. L. (2019). Response activation and inhibition after exposure to virtual reality. Array, 3-4, 100010
Smith, T., Cooper, K. M., & Longstreet, C. S. (2011). Software engineering senior design course: Experiences with agile game development in a capstone project. In Proceedings of the 1st International Workshop on Games and Software Engineering (GAS’11) (pp. 9–12). New York, NY: ACM.
Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90.
Stewart, T. L. H., Clifton, R. A., Daniels, L. M., Perry, R. P., Chipperfield, J. G., & Ruthig, J. C. (2011). Attributional retraining: Reducing the likelihood of failure. Social Psychology of Education, 14(1), 75-92.
Sullivan, G. M., & Feinn, R. (2012). Using effect size—Or why the P value is not enough. Journal of Graduate Medical Education, 4(3), 279-282.
Sun, C., Hu, W., & Xu, D. (2019). Navigation modes, operation methods, observation scales and background options in UI design for high learning performance in VR-based architectural applications. Journal of Computational Design and Engineering, 6(2), 189-196.
Sweeney, P. D., Moreland, R. L., & Gruber, K. L. (1982). Gender differences in performance attributions: Students' explanations for personal success or failure. Sex Roles, 8(4), 359-373.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19-29). New York, NY: Cambridge University Press.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.
Sweller, J. (2015). In academe, what is learned, and how is it learned? Current Directions in Psychological Science, 24(3), 190-194.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292.
Tabbakh, T., & Freeland-Graves, J. (2016). Development and validation of the multidimensional home environment scale (MHES) for adolescents and their mothers. Eating Behaviors, 22, 76-82.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296.
Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8(2), 219-235.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
Thompson, M. M., Wang, A., Roy, D., & Klopfer, E. (2018). Authenticity, Interactivity, and Collaboration in VR learning games. Frontiers in Robotics and AI, 5, 133.
Tipper, S. P., & Baylis, G. C. (1987). Individual differences in selective attention: The relation of priming and interference to cognitive failure. Personality and Individual Differences, 8, 667-675.
Tomlinson, S. B., Hendricks, B. K., & Cohen-Gadol, A. (2019). Immersive Three-Dimensional Modeling and Virtual Reality for Enhanced Visualization of Operative Neurosurgical Anatomy. World Neurosurgery, 131, 313-320.
Tracy, J. L., & Robins, R. W. (2006). Appraisal antecedents of shame and guilt: Support for a theoretical model. Personality and Social Psychology Bulletin, 32(10), 1339-1351.
Turnbull, P. R., Wong, J., Feng, J., Wang, M. T., & Craig, J. P. (2019). Effect of virtual reality headset wear on the tear film: A randomised crossover study. Contact Lens and Anterior Eye, 42(6), 640-645.
Walter, N., T. Murphy, S., & Gillig, T. K. (2018). To walk a mile in someone else’s shoes: How narratives can change causal attribution through story exploration and character customization. Human Communication Research, 44(1), 31-57.
Wang, C., Fang, T., & Gu, Y. (2020). Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia. Computers & Education, 143, 103683.
Wang, Z., He, R., & Chen, K. (2020). Thermal comfort and virtual reality headsets. Applied Ergonomics, 85, 103066.
Weiner, B. (1972). Attribution theory, achievement motivation, and the educational process. Review of Educational Research, 42(2), 203-215.
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
Weiner, B. (2000). Interpersonal and intrapersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12, 1-14.
Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. Handbook of competence and motivation, 73-84.
Weiner, B. (2006). Social motivation, justice, and the moral emotions: An attributional approach. New York, NY: Psychology Press.
Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36.
Weiner, B., Heckhausen, H., & Meye, W. U. (1972). Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control. Journal of Personality and Social Psychology, 21(2), 239-248.
Weng, C., Otanga, S., Weng, A., & Cox, J. (2018). Effects of interactivity in E-textbooks on 7th graders science learning and cognitive load. Computers & Education, 120, 172-184.
Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012, February). The fairy performance assessment: Measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp. 215-220). New York, NY: ACM.
Westland, J. C. (2010). Lower bounds on sample size in structural equation modeling. Electronic Commerce Research and Applications, 9(6), 476-487.
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625-636.
Wimshurst, K., & Allard, T. (2008). Personal and institutional characteristics of student failure. Assessment and Evaluation in Higher Education, 33, 687-698.
Wolters, C. A., Fan, W., & Daugherty, S. G. (2013). Examining achievement goals and causal attributions together as predictors of academic functioning. The Journal of Experimental Education, 81(3), 295-321.
Xu, Z., Lu, X. Z., Guan, H., Chen, C., & Ren, A. Z. (2014). A virtual reality based fire training simulator with smoke hazard assessment capacity. Advances in Engineering Software, 68, 1-8.
Yang, S., Chun, M. H., & Son, Y. R. (2014). Effect of virtual reality on cognitive dysfunction in patients with brain tumor. Annals of Rehabilitation Medicine, 38(6), 726-733.
Yang, X., Lin, L., Cheng, P. Y., Yang, X., & Ren, Y. (2019). Which EEG feedback works better for creativity performance in immersive virtual reality: The reminder or encouraging feedback? Computers in Human Behavior, 99, 345-351.
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374-391.
Youngblut, C. (1998). Educational uses of virtual reality technology. Retrieved from https://apps.dtic.mil/dtic/tr/fulltext/u2/a339438.pdf
Zainudin, A. (2015). SEM made simple, a gentle approach to learning structural equation modeling. Selangor, MY: MPWS Rich Publication.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27.
Zhang, H., He, X., & Mitri, H. (2019). Fuzzy comprehensive evaluation of virtual reality mine safety training system. Safety Science, 120, 341-351.
Zhang, Q., & Fiorella, L. (2019). Role of generated and provided visuals in supporting learning from scientific text. Contemporary Educational Psychology, 59, 101808.
Zuckerman, M. (1979). Attribution of success and failure revisited, or: The motivational bias is alive and well in attribution theory. Journal of Personality, 47(2), 245-287.