本研究旨在是探討藉物件藏找遊戲（hidden objects games）的方式，國小學童在英語字彙學習方面之效益。研究聚焦在自變項學童的場獨場依型認知風格及英語學習成就對於依變項認知負荷、英語學習焦慮、情境焦慮狀態、心流經驗之差異表現，並探討各變項之間是否存有顯著相關；此外，以字彙測驗後測之成績做為預測量，分析得知認知風格、學習焦慮、心流經驗對字彙測驗成績之預測情形，瞭解其學習效益。
本研究以「立意抽樣」選取181位新北市OO國小五年級學童做為研究對象，研究者於主課程外之英語彈性課程時間進行「物件藏找遊戲」字彙學習課程，歷時10週左右，學生共體驗5次物件藏找遊戲，並在遊戲前後分別安排字彙測驗。此外，使用「團體嵌圖測驗(GEFT)」、「英語學習焦慮量表」、「認知負荷量表」、「情境焦慮狀態量表」及「心流經驗量表」四個自陳量表，問卷量表經由項目分析檢驗信效度及鑑別度，刪除不適切題目資料。研究所得之資料以獨立樣本t檢定、相依樣本t檢定、相關分析、逐步迴歸分析等統計方法進行資料分析，綜合整個研究，本研究結果分項概述如下：
透過物件藏找遊戲學習後，
一、字彙測驗前後測成績進步量呈顯著差異。
二、場獨場依型認知風格在認知負荷及成績進步量呈顯著差異。場依型學生認知負荷高於場獨型學生；場依型學生之成績進步量低於場獨型。
三、英語學習成就在認知負荷及成績進步量程度呈顯著差異。低分組學生其認知負荷程度高於高分組；低分組成績進步量高於高分組。
四、場獨場依型認知風格在情境焦慮狀態方面呈顯著差異。場依型學生高於場獨型學生。
五、不同英語學習成就與其英語學習特質焦慮及情境焦慮狀態呈顯著差異。低分組學生其英語學習特質焦慮與情境焦慮狀態高於高分組。
六、不同英語學習成就之學童其心流經驗表現呈顯著差異。高分組心流經驗高於低分組。
七、學童之場獨場依型認知風格與英語學習焦慮、認知負荷、情境焦慮狀態各變項間存在負相關。
八、學童之場獨場依型認知風格與心流經驗之間存有正相關。
九、學童之英語學習成就與英語學習焦慮、認知負荷、情境焦慮狀態各變項間存在負相關。
十、場獨場依型認知風格、情境焦慮狀態、英語學習焦慮三變項對字彙測驗後測成績具有預測作用。

本研究結果提供教學實務建議與未來研究方面之參考。

The purpose of this study is to explore the effects of hidden objects games on English vocabulary learning for students in OO elementary school in New Taipei city. In this study, independent variables focus on students’ FIFD cognitive styles and English learning proficiency levels. The dependent variables are cognitive load, English learning trait anxiety, state anxiety and flow experience.
The method of this study is experiment-correlated. It adopted “purposive sampling” to choose 181 fifth-grade students as the participants. They took part in “hidden objects games” learning courses during English flexible hours every week. This study lasted for ten weeks. The participants experienced the game at most five times. Before and after hidden objects games, students were required to do the pre-test and post-test to know their vocabulary learning performance and their progress each time. Besides, Group Embedded Figure Test (GEFT) was used to understand students’ FIFD cognitive styles, and Questionnaires of this study included “English learning trait anxiety scale”, “state anxiety scale”, “cognitive load scale” and “flow experience.” To ensure the validity and reliability, all the scales were examined by item analysis and item discrimination.
This study aimed to investigate the difference in performance among different FIFD cognitive-style students and students’ English proficiency levels, and explore the correlation of all variables. Moreover, this study intended to find out which variables are predictable for students’ score of English vocabulary post-test. In order to understand the effects, the quantification research data were analyzed by SPSS 22.0, including independent samples t -test, correlated samples t –test, correlation analysis and stepwise regression analysis.
The major findings are as follows:
1. Stduents have made significantly prograss before and after experiencing hidden object games learning.
2. FD cognitive style’s cognitive load is significantly higher, and their amount of progress is lower.
3. Lower proficiency level’s cognitive load and amount of progress are significantly higher.
4. FD cognitive style’s state anxiety is significantly higher.
5. Lower proficiency level’s English learning trait anxiety and state anxiety are significantly higher.
6. Higher proficiency level’s flow experience are significantly higher.
7. FIFD cognitive styles are negatively correlated with English learning trait anxiety, cognitive load and state anxiety.
8. FIFD cognitive styles are positively correlated with flow experience.
9. Students’ English proficiency levels are negatively correlated with English learning trait anxiety, cognitive load and state anxiety.
10. FIFD cognitive styles, state anxiety and English learning anxiety could significantly predict English vocabulary post-test scores.

The results of this study provided some suggestions for English teaching and future study as a reference. To sum up, adopting hidden objects games is an effective way to motivate students’ English vocabulary learning by integrating ACT-R modules. Even lower achievers made progress before and after. Mostly it helps reduce student’ learning state anxiety. Therefore, it might be used on remedial teaching. Also, different FIFD cognitive styles and English proficiency levels students behaves differently on learning anxiety, cognitive load and flow experience. For future study, researcher can focus more on the issue of arousing students’ flow experience--how to balance their “skill” and “challenge,” control their learning anxiety by using qualitative research method.

中文：
丁振豐（1987）。學生場地獨立性與教師教學方法的交互作用對認知及情意學習效果之影響（未出版之碩士論文）。國立臺灣師範大學，臺北市。
王克先（1993）。學習心理學。臺北市：桂冠。
王人生, 黃崇儒, & 陳錦偉 (2005) 高低特質焦慮者在競爭與非競爭籃球運動後狀態焦慮變化之研究. 臺灣運動心理學報, 6, 101-121.
吕穎（2011）。從ACT-R理論看口譯筆記技能的形成。四川教育學院學報，27（5），79-80。
吳知賢（1989）。國小高年級兒童之人格特質、媒體偏好、科目興趣與其認知型態的關係。臺南師院學報，22，29-54。
吳裕益（1987）。認知能力與認知型態個別差異現象之探討。教育學刊，7，51-89。
宋增軒、劉唯玉（2005）。以多元智慧觀點探討教師教學方法對學生英語學習之影響。國立臺北師範學院學報，18（1），151-182。
宋曜廷（2000）。先前知識、文章結構和多媒體呈現對文章學習的影響（未出版之博士論文）。國立高雄師範大學，高雄市。
李品蓁（2014）。學生的認知風格、遊戲興趣、競爭焦慮、校正準確度對數學遊戲學習成效之相關分析（未出版之碩士論文）。國立臺灣師範大學，臺北市。
李曜丞（2007）。多媒體導向教學及戶外實體教學對不同認知風格學生學習成效之分析（未出版之碩士論文）。國立交通大學，新竹。
林生傳（1982）。認知型態研究－國小高年級學童的「慎思細緻型」與「巧思粗率型」之認知式態相關因素及其在班級社會體系的效應。教育學刊，4，225-255。
林至誠（2011）。多媒體輔助字彙學習：文獻回顧。師大學報：語言與文學類，56（1），1-20。
林昭君（2013）。新北市國小學童英語焦慮、學習適應與學習成就之關係（未出版之碩士論文）。臺北市立教育大學，臺北市。
林清山（1997）。教育心理學－認知心理學。臺北市：遠流。
林崇德（1995）。小學生心理學。台北：五南。
林曉芳（2008）。統計學：SPSS之應用。臺北市：鼎茂。
邱皓政（2000a）。量化研究與統計分析：SPSS中文視窗版資料分析範例解析。臺北市：五南。
施玉惠、周中天、陳淑嬌、朱惠美、陳純音、葉錫南（1999）。九年一貫英語科與評量模式。教育部委託之專題研究報告（編號：881A153）。臺北市：教育部。
唐碧霞（2010）。EFL聽力理解過程的認知負荷分析。外語藝術教育研究，2010（1），56-59。
唐璽惠（1989）。高中生英語學習動機、態度、師生互動、親子關係與英語科成就之相關研究。國立高雄師範大學教育學刊，8，17-48。
張旭鎧（2009）。五分鐘玩出專注力遊戲書。臺北市：新手父母。
張武昌（2011）。台灣的英語教育：現況與省思。教育資料與研究雙月刊，69，
129-144。
張春興（1997）。教育心理學。臺北市：東華。
張春興、林清山（1998）。教育心理學。臺北市：東華。
張紹勳（2001）。研究方法。臺中市：滄海。
張葶葶、洪蘭、李俊仁（2005）。從認知神經科學觀點談雙語學習。應用心理研究，28，105-118。
梁雲霞譯（2003）。大腦知識與教學（原作者：Eric Jensen）。臺北市：遠流。
莊孟蓉（2010）。認知風格與思考風格對高中學生產品創意表現影響之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
莊蕙瑜（2007）。國小高年級學生英語焦慮、英語學習動機與英語學習策略之相關研究（未出版之碩士論文）。 國立嘉義大學，嘉義市。
許孝芳（2013）。場地獨立/場地依賴認知風格對臺灣大學生在不同字彙學習策略上的成效研究（未出版之博士論文）。淡江大學，新北市。
連寶靜、林朝清、周建宏、王曉璿（2011）。多媒體之字幕呈現方式在英語學習效益之研究。育達科大學報，26，1-29。
陳正昌、簡清華（譯）（2012）。SPSS就是這麼簡單（原作者：P. D. Yockey）。臺北市：心理。
陳秀慧（1984）。高中學生英語學習態度與方法之研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
陳怡君（2005）。認知風格與網頁設計對學習成效之影響（未出版之碩士論文）。銘傳大學，臺北市。
陳昭維（2009）。「互動即時回饋系統」應用於國小高年級英語字彙教學成效之探討－以臺北縣某國小為例（未出版之碩士論文）。國立臺北教育大學，臺北市。
陳密桃（2003）。認知負荷理論及其對教學的啟示。教育學刊，21，29-51。
陳雯琦（2009）。國小學生的自我效能對神馳效應與學習保留之研究—以三字經紙牌遊戲為例。國立臺灣師範大學，臺北市。
傅玉慧（2006）。電腦輔助語言學習對於國小學童英文字彙學習之成效。人文集刊，4，121-136。
曾思維（2005）。國民小學學生英語焦慮與英語學習策略之相關研究（未出版之碩士論文）。國立臺中教育大學，臺中市。
程玉秀（1999）。第二語言課堂焦慮的本質。英語教學，23（4），1-15。
黃克文（1996）。認知負荷與個人特質及學習成就之關連（未出版之碩士論文）。國立臺北教育大學，臺北市。
黃宜茹（2011）。國小學生英語字彙學習策略與學習風格之研究-以桃園縣某國小為例（未出版之碩士論文）。國立臺北教育大學，臺北市。
楊培渝（2006）。認知負荷、焦慮情境對英語閱讀成效之影響（未出版之碩士論文）。國立雲林科技大學，雲林。
張武昌、葉錫南、周碩貴、游毓玲、陳秋蘭、廖美玲（2007）。臺灣英語教育政策對英語教學影響調查研究。2007國際應用英語教學研討會暨工作坊論文集(頁672-686)。臺北市: 文鶴。
劉炳輝（1999）。國中學生認知風格與學習方法對學習判斷英語子句效果之研究（未出版之碩士論文）。國立中山大學教育，高雄市。
劉嘉茹（2009）。國內舉辦學術研討（習）會─腦神經認知與科學學習研討會。行政院國家科學委員會專題研究成果報告（編號：NSC98-2517-S017-002），未出版。
鄧鵬（2006）。心流：體驗生命的潛能和樂趣。遠程教育雜誌，2006（3），74-78。
鄭依琳（2013）。從知識結構的ACT-R模式論國小寫作教學的新方向。教育資料與研究雙月刊，112，133-149。
鄭麗玉（2006）。認知心理學：理論與應用。臺北市：五南。
修慧蘭譯（2006）。諮商與心理治療理論與實務（原作者：Gerald Corey）。臺北市：雙葉。
賴怡璇（2010）。從離散值分析學生認知型態與遊戲策略之相關研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
駱郁萱（2013）。臺北市國中生認知風格、後設認知能力與創造行為之關係研究（未出版之碩士論文）。國立臺灣師範大學，臺北市。
薛光廷（2009）。以心流理論探討微網誌之使用經驗（未出版之碩士論文）。臺中科技大學，臺中市。
魏雪峰、崔光佐、 段元美（2012）。問題解決認知模式及其教學啟示——以小學數學 “眾數” 教學為例。中國電化教育，11，135-139。

外文：
Acha, J. (2009). The effectiveness of multimedia programs in children’s vocabulary learning. British Journal of Educational Technology, 40(1), 23-31.
Angelova, T. G., & Lekova, B. C. (1995). A model of early childhood foreign language education through playing motoric games. Retrieved from ERIC database. (ED397957)
Anderson, J. R. (1993). Rule of the mind. Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J. R. (2005). Cognitive psychology and its implications. UK: Macmillan Publishers Ltd.
Ashraf, H., Motlagh, F. G., & Salami, M. (2014). The impact of online games on learning English vocabulary by Iranian (low-intermediate) EFL learners. Procedia - Social and Behavioral Sciences, 98, 286-291. doi: http://dx.doi.org/10.1016/j.sbspro.2014.03.418
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. The Psychology of Learning and Motivation, 2, 89-195.
Baddeley, A. D.(1986). Working memory. Oxford, England: Oxford University Press.
Baddeley, A. D. (1999). Essentials of human memory. NJ: Psychology Press.
Baddeley, A. D., & Hitch, G. (1974). Working memory. The Psychology of Learning and Motivation, 8, 47-89.
Baily, K. M. (1983). Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom-oriented research in second language acquisition (pp. 67-102). Rowley, MA: Newbury House.
Bannert, M., Schnotz, W., & Seufert, T. (2002). Towards an integrative view of text and picture comprehension: Visualization effects on the construction of mental models. The Psychology of Science Text Comprehension, 16, 385-416.
Broadbent, D. E. (1958). Perception and communication. NY: Pergamon Press.
Brown, H. D. (1976). Affective, cognitive and social factors in second language acquisition. Second- Language Acquisition, 26, 63-75.
Chen, H. (2006). Flow on the net–detecting Web users’ positive affects and their flow states. Computers in Human Behavior, 22(2), 221-233. doi: http://dx.doi.org/10.1016/j.chb.2004.07.001
Chen, H., Wigand, R. T., & Nilan, M. S. (1999). Optimal experiences of web activities. Computers in Human Behavior, 15(5), 585-608.
Chuang, H. Y. (2007). The study of foreign language anxiety, English learning motivation and strategies in the elementary school. (Unpublished master's thesis), National Chiayi University, Chiayi, Taiwan.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. San Francisco, CA: Jossey-Bass.
Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with
everyday life. NY: HarperCollins.
Cooper, G. (1998). Research into cognitive load theory and instructional design at UNSW. Retrieved from http://educationnew.arts.unsw.edu.au/staff/sweller/clt/
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
Ebbinghaus, H. (1985). Uber das gedachtnis. Leipzig: Duncker. NY: Teachers College Press, Columbia University.
Egbert, J. (2003). A study of flow theory in the foreign language classroom. The Modern Language Journal, 87, 499-518.
Egbert, J. (2005). Flow as a model for CALL research. In: J. L. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 129-140.) NJ: Lawrence Erlbaum
Associate Press.
Estes, Z., Verges, M., & Adelman, J. S. (2015). Words, objects, and locations: Perceptual matching explains spatial interference and facilitation. Journal of Memory and Language, 84, 167-189. doi: http://dx.doi.org/10.1016/j.jml.2015.06.002
Eysenck, M. W., Payne, S., & Derakshan, N. (2005). Trait anxiety, visuospatial processing, and working memory. Cognition & Emotion, 19, 1214-1228.
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: Attentional control theory. Emotion, 7, 336-353.
Faiola, A., Newlon, C., Pfaff, M., & Smyslova, O. (2013). Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning. Computers in Human Behavior, 29(3), 1113-1121.
Freeman, D. L. (2000). Techniques and principles in language teaching (2nd ed.). London, UK: Oxford University Press.
Gardner, R. C., & MacIntyre, P. D. (1992). A student’s contribution to second language learning. Part II, affective variables. Language Teaching, 26, 1-11.
Gardner, R. C. ＆ MacIntyre, P. D. (1993). A Student’s contribution to second language learning. PartⅠ, cognitive variables. Language Teaching, 25, 211-220.
Groot, P. J. M. (2000). Computer assisted second language vocabulary
acquisition. Language Learning and Technology, 4(1), 60-81.
Hansen, J., & Stansfield, C. (1981). The relationship of field dependent‐independent cognitive styles to foreign language achievement. Language Learning, 31(2), 349-367.
Hanton, S., Thomas, O., & Maynard, I. (2004). Competitive anxiety responses in the week leading up to competition: The role of intensity, direction, and frequency dimensions. Psychology of Sport and Exercise, 5, 169-181.
Harley, B. (1996). Introduction: Vocabulary learning and teaching in a
second language. The Canadian Modern Language Reνiew, 53(1), 3-11.
Harmer, J. (1991). The practice of English language teaching. London, England: Longman.
Highlights (2012). Hidden pictures puzzles, Vol(1). Taipei, Taiwan: Bookman Books, Ltd.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Hsu, J. M. (1986). Attitude, motivation and achievement in EFL: A case study of chinese junior high school students. Taipei: The Crane Publishing Co.
Keefe, J. W. (1987). Learning style theory and practice. Reston, VA: National Association of Secondary School Principals.
Jex, H. R. (1988). Measuring mental workload: Problems, progress, and promises. Advances in Psychology, 52, 5-39.
Jones, L. C. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items, Language Learning & Technology, 83, 122-143.
Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
Kolich, E. M. (1985). The effects of computer-assisted vocabulary training
on the vocabulary achievement of secondary school students (Unpublished
doctoral dissertation), the Pennsylvania State University, Pennsylvania, America.
Korkmaz, S. C. (2013). Language games as a part of edutainment. Procedia - Social and Behavioral Sciences, 93, 1249-1253. doi: http://dx.doi.org/10.1016/j.sbspro.2013.10.023
Kozhevnikov, M. (2007). Cognitive styles in the context of modern psychology: toward an integrated framework of cognitive style. Psychological Bulletin, 133(3), 464-481.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford, England: Oxford University Press.
Krashen, S. D. (1987). Principles and practice in secοnd language acquisition language anxiety scale. TESOL Quarterly, 20, 559-562.
Kuo, Y. L. (2008). The effect of games in fifth graders’ English speaking ability in an elementary school in Taipei County (Unpublished master's thesis). National Taipei University, Taipei, Taiwan.
Lebiere, C., & Anderson, J. R. (2008). A connectionist implementation of the ACT-R production system. (Research showcase). Carnegie Mellon University,
Pittsburgh, Pennsylvania, United States
Lee, C. H., & Kalyuga, S. (2011). Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 64(4), 1099-1118.
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding instruction. Journal of Educational Psychology, 88(1), 49-63.
Massimini, F., & Carli, M. (1992). The systematic assessment of flow in daily experience. In Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 266-287) Cambridge: Cambridge University Press.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mayer, R. E. (2001). Multimedia Learning. NY: Cambridge University Press.
Mellalieu, S. D., Hanton, S. & O’Brien, M. (2004). Intensity and direction of competitive anxiety as a function of sport type and experience. Scandinavian Journal of Medicine & Science in Sports, 14, 326-334.
Messick, S. (1976). Personality consistencies in cognition and creativity. In Messick, S. (Eds.), Individuality in learning (pp. 4-22). San Francisco, CA: Jossey-Bass.
Messick, S. (1994). The matter of style: Manifestations of personality in cognition, learning, and teaching. Educational Psychologist, 29(3), 121-136.
Novak, T. P., Hoffman, D. L., &; Yung, Y. F. (2000). Measuring the customer experience in Online environments: A structural modeling approach. Marketing Science, 19(1), 22-42.
Oei, A. C., & Patterson, M. D. (2013). Enhancing cognition with video games: a multiple game training study. PLOS One, 8(3),e58546 doi:10.1371/journal.pone.0058546
Paas, F., & Van Merrienboer, J. (1994). Instructional control of cognitive load in the training of complex cognitive tasks. Educational Psychology Review, 6(4), 351-371.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.
Paivio, A. (1986). Mental representation: A dual-coding approach. Oxford, UK: Oxford University Press.
Riding, R. J., & Rayner, S. (1998). Cognitive styles and learning strategies. London, England: David Fulton.
Ritter, S., Anderson, J. R., Koedinger, K. R., & Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255.
Robinson, P. (2001). Cognition and second language instruction: NY: Cambridge University Press.
Rodgers, T. S., & Richards, J. C. (2001). Approaches and methods in language teaching. NY: Cambridge University Press.
Saltus, R. (1997). Lost mice lead way to major find on memory. Brain in the news. NY: Dana Foundation
Saracho, O.N. (1998).Research directions for cognitive style and education. International Journal of Educational Research, 29, 287-290
Schmidt, R., & Savage, W. (1994). Challenge, skill, and motivation. University of Hawaii Working Papers in English as a Second Language, 12(2), 14-28.
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In R. L. Oxford (Eds.), Language learning motivation: Pathways to the new century(pp. 9-70). Honolulu, Hawaii: University of Hawaii Press.
Schmitt N. (2000). Vocabulary in language teaching. Cambridge: NY: Cambridge University Press.
Simon, H. A. (1996). Observations on the sciences of science learning. Paper presented at the Committee on Developments in the Science of Learning for the Sciences of Science Learning: An Interdisciplinary Discussion, Carnegie Mellon University, Department of Psychology, Washington, DC.
Spielberger, C. D. (1972). Anxiety: current trends in theory and research. NY: Academic Press.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory (STAI). PaloAlto, CA: Consulting Psychologists Press.
St Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59(4), 745-759.
Su, C. C. (2011). A study of flow in EFL classrooms through free online games. Hwa Kang English Journal, 17(1), 95-123.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychologist Review, 22(2), 123-138.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. NY: Springer.
Sweller, J., Van Menienboer, J.J., & Paas, F.G. (1998). Cognitive architecture and
instructional design. Educational Psychology Review, 10(3), 251-296.
Taatgen, N. A., Lebiere, C., & Anderson, J. R. (2006). Modeling paradigms in ACT-R. In Sun, R. (Eds.), Cognition and multi-agent interaction: From cognitive modeling to social simulation (pp. 29-52). NY: Cambridge University Press.
Tuan, L. T., & Doan, N. T. M. (2010). Teaching English grammar through games. Studies in Literature and Language, 1(7), 61.
Turgut, Y., & Irgin, P. (2009). Young learners’ language learning via computer games. Procedia-Social and Behavioral Sciences, 1(1), 760-764.
Underwood, B. J. (1969). Attributes of memory. Psychological Review, 76(6), 559-573.
Wang, Y. J., Shang, H. F., & Briody, P. (2011). Investigating the impact of using games in teaching children English. International Journal of Learning and Development, 1(1), 127-141.
Weinberg, R. S., & Gould, D. (1999). Personality and sport. In R. S. Weinberg & D. Gould (Eds.), Foundations of sport and exercise psychology (pp. 25-46). Champaign, IL: Human Kinetics.
Wilkins, D. A. (1972). Linguistics in language teaching. London, UK: Edward Arnold.
Witkin, H. A. (1967). A cognitive style approach to cross culture perspective. International Journal of Psychology, 2, 233-250.
Witkin, H. A., & Goodenough, D. R. (1977). Field dependence and interpersonal behavior. Psychological Bulletin, 84(4), 661-689.
Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: Essence and origins. NY: International Universities Press.
Wu, G. C. (2002). Foreign language anxiety of EFL elementary school learners: A case study in Taipei County (Unpublished master’s thesis). National Taipei Teachers College, Taipei, Taiwan.
Yip, F. W., & Kwan, A. C. (2006). Online vocabulary games as a tool for teaching and learning English vocabulary. Educational Media International, 43(3), 233-249.
Young, D. J. (1991). Creating a low-anxiety classroom environment. What does language anxiety research suggest? Modern Language Journal, 75, 426-439.
Zangwill, W.I. (1969). A backlogging model and a multi-echelon model of a dynamic economic lot size production system – a network approach. Management Science, 15, 506-527.
Zeng, S. W. (2005). The study of foreign language anxiety and English learning strategies in the elementary school (Unpublished master’s thesis), National Taichung University, Taichung, Taiwan.
Zhu, Y. (2005). Effects of voided-pronunciation and stroke sequence animation on production of characters by beginners of Chinese as a foreign language (Unpublished master's thesis). Purdue University. Ann Arbor, Michigan.