遊戲式學習是近年來新興的非傳統教學方式，強調透過玩遊戲達成教學目標。本研究旨在探討使用桌上型遊戲融入教學中，以探索自閉症學生自我優弱勢能力的認識，以增進其自我概念。
本研究採準實驗研究之不等組前後測設計，邀請30名桃園市高中階段資源班自閉症學生為研究對象（實驗組15位、控制組15位）。控制組為「講述式教學」教導自我概念之優弱勢；實驗組為「遊戲式學習」，以自編桌上遊戲作為介入工具，讓受試者透過玩桌上遊戲進行自我概念優弱勢的探索。最後，藉由量化分析方法探討自閉症學生的自我概念優弱勢學習成效、學習動機、心流狀態、遊戲接受度及以及教學的學習行為模式。
研究分析結果如下：實驗組與控制組兩組學生在研究中學習成效、學習動機、心流狀態、遊戲接受度等平均分數表現中皆顯著大於中位數。實驗組與控制組內學習成效前後測平均分數有達到顯著差異，代表兩組都有明顯的進步，但兩組組間學習成效、學習動機、心流狀態的平均分數未達顯著差異。其中，實驗組的學習成效平均分數與其他變項沒有關聯，但學習動機、心流狀態以及遊戲接受度之平均分數彼此有正向關聯。進一步從行為模式序列分析，發現實驗組學生在學習過程中，有著更明顯的共同注意力、更多的同儕互動與討論，以及更多的後設認知層次的發言表現。
整體而言，本研究顯示出遊戲式學習對高中資源班自閉症學生自我概念優弱勢探索及增進自我概念有正向的影響。

Game-based learning is a new and emerging non-traditional teaching method that emphasizes achieving educational goals through playing games. This study aims to explore the use of tabletop games integrated into teaching to investigate the self-awareness of strengths and weaknesses in students with autism, with the goal of enhancing their self-concept.
This study adopts a quasi-experimental research design with a non-equivalent pre-test and post-test. A total of 30 high school students with autism from resource classrooms in Taoyuan City were invited as participants (15 in the experimental group, 15 in the control group). The control group received "lecture-based teaching" on self-concept strengths and weaknesses, while the experimental group participated in "game-based learning," using a self-designed tabletop game as an intervention tool. Through playing the tabletop game, participants explored their self-concept strengths and weaknesses. Finally, quantitative analysis was used to examine the learning outcomes, learning motivation, flow state, game acceptance, and learning behavior patterns of students with autism.
The results of the analysis are as follows: Both the experimental and control groups showed significantly higher average scores in learning outcomes, learning motivation, flow state, and game acceptance compared to the median. There was a significant difference in the pre-test and post-test average scores of both groups in terms of learning outcomes, indicating significant progress in both groups. However, no significant differences were found between the groups regarding learning outcomes, learning motivation, or flow state. In the experimental group, learning outcomes were not correlated with other variables, but there was a positive correlation between learning motivation, flow state, and game acceptance. Further behavioral pattern sequence analysis revealed that students in the experimental group exhibited more joint attention, increased peer interaction and discussion, and more higher-order cognitive expressions during the learning process.
Overall, this study shows that game-based learning has a positive impact on the exploration of self-concept strengths and weaknesses and the enhancement of self-concept for high school students with autism in resource classrooms.

王玉麟（2004）。研究倫理的相關議題。教師之友，45(3)，85-93。https://doi.org/10.7053/TF.200406.0085
王南凱、吳岱穎、鄒國蘇、黃宜靜、郭冠良、吳逸帆、陳建志（2013）。淺談自閉症類群障礙。北市醫學雜誌，10(3)，173-181。https://doi.org/10.6200/TCMJ.2013.10.3.01
王姿淇、林彥廷（2022）。應用數位卡牌桌遊於國小質因數分解學習之科技接受度與心流研究。載於社團法人台灣工程教育與管理學會（主編），工程、技術與STEM教育研討會，（頁32-42）。社團法人台灣工程教育與管理學會。https://doi.org/10.29619/STEM.202205.0003
王美智、宋慶禾（2020）。高中職生對於AR反毒桌遊之評價。健康生活與成功老化學刊，12(1)，1-12。
王筱妮、梁淑坤（2018）。桌遊融入國小三年級數與計算課程之設計與反思。臺灣數學教師，39(2)，23-49。https://doi.org/10.6610/TJMT.201810_39(2).0002
王縈縈（2019）。桌遊團體輔導對國小四年級學生自我概念影響之行動研究。〔未出版之碩士論文〕。國立暨南國際大學，南投縣。
王鐙懋（2022）。國中學生性別刻板印象、學業自我概念與學習動機關係之研究—以中部三縣市為例。（未出版之博士論文）。國立彰化師範大學，彰化縣。
石裕惠、蔡文榮（2019）。桌上遊戲融入國中英語教學對學生學習投入之研究。師資培育與教師專業發展期刊，12(1)，127-161。https://doi.org/10.3966/207136492019041201006
朱庭葳（2019）。一位特殊教育學校高職部泛自閉症學生在參與桌上遊戲過程的社會互動變化及其類化情形。〔未出版之碩士論文〕。國立臺南大學，臺南市。
朱經明（1981）。國中學生自我概念，友伴關係及其相關因素之研究。〔未出版之碩士論文〕。國立台灣師範大學，台北市。
宋維村（2000）。自閉症學生輔導手冊。臺北：教育部特殊教育小組。
宋維村（2013）。DSM-5自閉症最新診斷準則及其影響。健康世界，(334)，16-22。
李嘉文、宋淑貞（2010）。探討聯繫型－分離型的自我基模、大學生電玩遊戲行爲與流暢經驗之關係研究。休閒與社會研究，(2)，45-56。https://doi.org/10.29947/LSR.201012.0004
沈姿蓉（2006）。遊戲融入英語字母教學之探究。〔未出版之碩士論文〕。國立臺北教育大學，台北市。
沈憶茹（2017）。國民中學普通班身心障礙學生自我概念與家長知覺學生人際關係之研究。〔未出版之碩士論文〕。銘傳大學，台北市。
周幼玲（2002）。國小學童自我對話與自我概念之相關研究。〔未出版之碩士論文〕。國立臺南大學，臺南市。
周愫嫻（2001）。蛻變的青春--青少年自我概念形成原因之兩性差異：The Impact of Gender on Youth Self-concept。臺北市立師範學院學報，32，375-369。
孟瑛如（2014）。資源教室方案：班級經營與補救教學。台北市：五南。
林宏熾、丘思平、江佩珊、吳季樺、林佩蓁（2003）。高職輕度智能障礙學生自我決策狀況之分析。東臺灣特殊教育學報，(5)，25-46。
林宏熾、林巾凱（2003）。高中職階段身心障礙青年生涯自我概念之研究。特殊教育學報，(17)，63-94。https://doi.org/10.6768/JSE.200309.0063
林怡汝（2014）。輕度自閉症青少年自我概念與多元智能相關研究。〔未出版之碩士論文〕。國立臺灣師範大學，臺北市。
林芬菲、蔡佳芬、黃怡真（2008）：普通班教師如何輔導自閉症學生。載於蔡明富（主編），「情」「行」有GO棒－情緒與行為問題學生輔導實戰手冊（頁37）。高雄市：高雄市政府教育局。
林律裕（2012）。探索高齡使用者對遊戲科技接受度之研究：以蘭花養成遊戲為例。〔未出版之碩士論文〕。國立成功大學，臺南市。
林美玲、吳訓生、林燕琪（2015）。自我概念與自我擁護模式在中度智能障礙學生自評與導師評量間結構恆等性之檢定。特殊教育研究學刊，40(2)，31-60。https://doi.org/10.6172/BSE.201507.4002002
林家屏（2002）。青少年自我概念與行為困擾之相關研究。〔未出版之碩士論文〕。國立成功大學，臺南市。
林寶貴、錡寶香（1993）。高職階段聽障學生制控信念與自我概念之研究。特殊教育研究學刊，(906)，51-72。
邱于平、江育融（2022）。以自我決定論探討遊戲化教學對於內在學習動機之影響。中科大學報，9(2)，19-41。https://doi.org/10.6902/JNTUST.202212_9(2).0002
邱皓政（2003）。青少年自我概念向度與成份雙維理論之效度檢驗與相關因素研究。教育與心理研究，26(1)，85-131
侯堂盛、楊孟華（2016）。大學生之身體意像，身體活動自我呈現自信心與身體自我概念之影響研究。運動知識學報，(13)，112-127。
侯惠澤（2016）。遊戲式學習：啟動自學 X 喜樂協作，一起玩中學！台北市：親子天下。
侯惠澤（2017）。以認知理論設計素養導向迷你教育遊戲：「微翻轉遊戲式學習模式」在教學現場的推廣與研究。教育研究月刊，(282)，26-42。https://doi.org/10.3966/168063602017100282002
施宇峰、譚子文（2011）。依附關係和我概念之關聯性研究。臺中教育大學學報：教育類，25(1)，1-27。https://doi.org/10.7037/JNTUE.201106.0001
柯鳳娟（2017）。運用桌上遊戲增進特殊需求幼兒數概念之行動研究。〔未出版之碩士論文〕。國立台中教育大學，臺中市。
胡春嬌、王緒中（2007）。從「心流狀態」-探討學童的電腦遊戲。學生輔導，(103)，23-33。
胡蘭沁、董秀珍（2012）。多元智能，父母管教方式對自我概念影響之階層線性模式分析--新移民子女與本籍生之比較。教育研究學報，46(1)，69-96。
康雲山（2012）。從自我心理學談自我。南台通識電子報，32，1-4。
張正芬（2014）。自閉症學生鑑定辦法說明。載於張正芬（主編）身心障礙及資賦優異學生鑑定辦法說明手冊。（頁12.1-12.27）。
張正芬、吳佑佑（2006）。亞斯柏格症與高功能自閉症早期發展與目前症狀之初探。特殊教育研究學刊，(31)，139-164。https://doi.org/10.6172/BSE200609.3101007
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。https://doi.org/10.6173/CJSE.2016.2403.01
張淑美（1995）。從自我概念談青少年的自我追尋與輔導。教育部訓委會編：學生輔導通訊，36，88-95。
章秉純、徐如維（2017）。簡述「自閉症類群障礙症」之診斷、臨床特徵與病因學研究。臨床醫學月刊，79(3)，158-162。https://doi.org/10.6666/ClinMed.2017.79.3.029
莫少依、張正芬（2014）。不共脈絡性：輕症自閉症學生的人際互動特徵。特殊教育研究學刊，39(2)，33-59。
連智源（2007）。兒童休閒認知與休閒參與特性之研究－以星星國小四年級學童為例。〔未出版之碩士論文〕。國立台灣師範大學，臺北市。
郭靜晃（譯）（2000）。兒童遊戲：兒童發展觀的詮釋（原作者： F. P. Hughes）。臺北市：洪葉文化。
陳介宇（2010）。從現代桌上遊戲的特點探討其運用於兒童學習的可行性。國教新知，57(4)，40-45。https://doi.org/10.6701/TEEJ.201012_57(4).0005
陳介宇、王沐嵐（2017）。臺灣桌上遊戲研究與文獻之回顧分析。取自網路: https://sites. google.com/site/taiwanbgstudy/home.
陳世曄、洪兆樂、黃天麒、張耀中、童證祐（2018）。擴增實境技術結合遊戲式學習模式提升學習英文字彙動機及成效之研究。載於社團法人台灣工程教育與管理學會（主編），工程、技術與科技教育學術研討會（頁189-201）。社團法人台灣工程教育與管理學會。https://doi.org/10.6571/SCETE.201805.0017
陳怡均（2021）。運用PaGamO遊戲平台與合作學習融入國中國文科教學之研究。〔未出版之碩士論文〕，佛光大學，臺北市。
陳南州（2006）。臺中市高中職學生自我概念與公民參與態度關係之研究。〔未出版之碩士論文〕。國立臺灣師範大學，臺北市。
陳禹君（2021）。桌上遊戲教學課程對國小學習障礙學生於社會技巧與自我概念影響之探討。〔未出版之碩士論文〕。國立清華大學，新竹市。
陳彩蓉、洪英志（2012）。數位遊戲學習系統對微積分學習成效之影響。數理學科教學知能，(3)，43-54。https://doi.org/10.6614/pck.2012.3.43
陳婷鳳（2013）。遊戲教學於發展遲緩兒童認知學習之應用。台東特教，(38)，9-13。
陳媖足（2018）。運用桌上遊戲提升國小學習障礙學生自我概念之行動研究。〔未出版之碩士論文〕。國立屏東大學，屏東縣。
陳筱璘（2015）。桌遊提升自閉症學生敘事能力之實務分享。桃竹區特殊教育，(25)，30-37。
陳曉萱（2019）。自閉症類群障礙症認知異質性：心智理論、執行功能、中心聚合能力。〔未出版之碩士論文〕。國立政治大學，臺北市。
曾盈琇（2018）。提升學生學習動機之策略。臺灣教育評論月刊，7(9)，138-142。
黃永和（2012）。激發學習活力－遊戲在教學上的應用。教師天地，179，23-28。
黃怡萍（2019）。探索桌上遊戲對精神科日間病房病友自我概念影響之研究。〔未出版之碩士論文〕。美和科技大學，屏東縣。
黃俊傑、王淑女（2001）。家庭、自我概念與青少年偏差行為。應用心理研究，(11)，45-68。
黃惠芳（2007）。身心障礙學生自我概念之探討。國小特殊教育，(43)，96-102。
黃暐純（2012）。台灣南部地區高職學生自我概念、同儕關係與生命意義感相關研究。〔未出版之碩士論文〕。國立高雄師範大學，高雄市。
黃麗珊（2014）。臺北市高中職泛自閉症學生自我概念與同儕關係之研究。〔未出版之碩士論文〕。國立彰化師範大學，彰化縣。
楊振玄（2020）。桌上遊戲融入高中生英語字彙學習的學習成效與心流狀態之研究。〔未出版之碩士論文〕。淡江大學，臺北市。
楊淨瑜（2018）。淺談高中職自閉症學生之學校適應情形。臺灣教育評論月刊，7(9)，143-146。
葉玉嫥（2012）。提升輕度智能障礙兒童自我概念的重要性。國小特殊教育，(53)，67-76。https://doi.org/10.7034/SEES.201206.0067
葉承峰、楊晰勛（2021）。運用虛擬實境與數位遊戲學習於國小學生的鄉土文化教學：以學習成效和鄉土認同觀點之實證研究。教育傳播與科技研究，(126)，1-19。https://doi.org/10.6137/RECT.202108_(126).0001
葉奕均（2019）。牌卡小團體輔導改善國中自閉症學生人際關係之行動研究。〔未出版之碩士論文〕。國立臺灣師範大學，臺北市。
葉炳煙（2013）。學習動機定義與相關理論之研究。屏東教大體育， (16)，285-293。
詹文宏（2005）。高中職學習障礙學生自我概念、因應策略、學校適應及其因果模式之研究。〔未出版之碩士論文〕。國立彰化師範大學，彰化縣。
詹孟傑（2020）。桌遊融入教學之省思。臺灣教育評論月刊，9(5)， 118-124。
詹惠雯、沈順治（2008）。線上學習成效影響因素模式之探討。中國行政，79，1-21。
廖宜萱（2022）。Super Skills 社交技巧課程對自閉症兒童的社交技巧與自我概念成效－以桃園某國小為例。〔未出版之碩士論文〕。銘傳大學，桃園市。
廖美玲、李秋碧、王銘涵（2012）。「你融、我融、歡樂融融」～融合教育中學前自閉症幼兒的課程調整。國教新知，59(2)，80-89。https://doi.org/10.6701/TEEJ.201206_59(2).0007
趙曉美（2001）。自我概念多層面階層結構之驗證暨增進自我概念課程之實驗效果。〔未出版之博士論文〕。國立臺灣師範大學，臺北市。
劉旭桓（2020）。高中普通班中重度身心障礙學生之自我概念、自我決策與生活適應關係。〔未出版之博士論文〕。國立臺灣師範大學，臺北市。
劉萌容（2008）。「自閉症光譜量表」─Autism-spectrum Quotient中文成人版之預測效度及相關因素分析。特殊教育研究學刊，33(1)，73-92。https://doi.org/10.6172/BSE200803.3301004
蔡佳靜（2001）。國小學童出生序與社會興趣、自我概念之相關研究。〔未出版之碩士論文〕。國立臺北師範學院，臺北市。
蔡華華、張雅萍（2007）。學習動機對學習成效之影響－以領導行為為干擾變數。中華管理學報，8(4)，1-17。https://doi.org/10.30053/CHJM.200712.0001
鄭芬蘭、陳曉筠（2018）。不同學習背景學童在貧窮文化、學習動機、社會關懷及自我概念之實徵研究。人文社會科學研究：教育類，12(2)，31-54。https://doi.org/10.6618/HSSRP.201806_12(2).2
盧秀琴、林毓哲（2018）。國小教師開發「昆蟲桌遊教具」以增強學童「沈浸經驗、科學過程技能」。課程與教學，21(1)，105-131。https://doi.org/10.6384/CIQ.201801_21(1).0005
盧欽銘（1979）。我國兒童及靑少年自我觀念的發展。教育心理學報，(12)，123-131。https://doi.org/10.6251/BEP.19790601.9
盧欽銘（1980）。我國國小及國中學生自我觀念發展之研究。教育心理學報，(13)，75-83。https://doi.org/10.6251/BEP.19800601.6
盧欽銘（1981）。我國兒童及青少年自我觀念縱貫三年發展之研究。教育心理學報，(14)，115-124。https://doi.org/10.6251/BEP.19810601.8
蕭瑋鈴(2023)。國中自閉症學生社會支持與生涯自我概念關係之研究。〔未出版之碩士論文〕。國立臺北教育大學，臺北市。
Aftab, M. J., Iqbal, M. N., Rehman, N. U., & Sani, R. (2021). Impact of peer relationship on the self-concept of children with multiple disabilities in Pakistan. Journal of Educational Sciences, 8(1), 218-232.
Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 101561. https://doi.org/10.1016/j.ijer.2020.101561
American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Pub.
Banihashem, S. K., Dehghanzadeh, H., Clark, D., Noroozi, O., & Biemans, H. J. (2024). Learning analytics for online game-based learning: A systematic literature review. Behaviour & Information Technology, 43(12), 2689-2716. https://doi.org/10.1080/0144929X.2023.2255301
Barnhill, G. P. (2001). Social attributions and depression in adolescents with Asperger syndrome. Focus on autism and other developmental disabilities, 16(1), 46-53. https://doi.org/10.1177/108835760101600112
Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in cognitive sciences, 6(6), 248-254. https://doi.org/10.1016/S1364-6613(02)01904-6
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”?. Cognition, 21(1), 37-46. https://doi.org/10.1016/0010-0277(85)90022-8
Barthelmäs, M., & Keller, J. (2021). Antecedents, boundary conditions and consequences of flow. In Advances in flow research (pp. 71-107). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-53468-4_3
Bawa, P., Watson, S. L., & Watson, W. (2018). Motivation is a game: Massively multiplayer online games as agents of motivation in higher education. Computers & Education, 123, 174-194. https://doi.org/10.1016/j.compedu.2018.05.004
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, S. A. (2023). A review of using digital game-based learning for preschoolers. Journal of Computers in Education, 10(4), 603-636. https://doi.org/10.1007/s40692-022-00240-0
Bodzin, A., Junior, R. A., Hammond, T., & Anastasio, D. (2021). Investigating engagement and flow with a placed-based immersive virtual reality game. Journal of science education and technology, 30, 347-360. https://doi.org/10.1007/s10956-023-10091-8
Bottein, L., & Hamilton, A. F. D. C. (2024). Patterns of gaze behavior during live interactions in adults and adolescents with autism or high autistic traits: a systematic review. Autism in Adulthood. https://doi.org/10.1089/aut.2023.0201
Buhrmester, D.(1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child development, 61(4), 1101-1111. https://doi.org/10.2307/1130878
Byrne, B. M., & Shavelson, R. J. (1987). Adolescent self-concept: Testing the assumption of equivalent structure across gender. American Educational Research Journal, 24(3), 365-385. https://doi.org/10.2307/1163115
Cámara-Martínez, A., Ruiz-Ariza, A., Suárez-Manzano, S., Cruz-Cantero, R. M., & Martínez-López, E. J. (2023). Effect of an integrated active lessons programme through playful maths games on self-concept, self-esteem and social skills in preschool children. Behavioral Sciences, 13(3), 260. https://doi.org/10.3390/bs13030260
Cameron, K., & Bizo, L. A. (2019). Use of the game-based learning platform KAHOOT! to facilitate learner engagement in Animal Science students. Research in Learning Technology, 27, 1-14. https://doi.org/10.25304/rlt.v27.2225
Chang, C. C., Warden, C. A., Liang, C., & Lin, G. Y. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.2961
Chang, C. H. S., Chen, C. Y., Kuo, C. C., & Hou, H. T. (2024). The design and evaluation of a multi-scaffolding game-based career education teaching module with mobile technology for high school students with mild intellectual disabilities. Educational Technology & Society, 27(4), 90-108. https://doi.org/10.30191/ETS.202410_27(4).RP06
Chang, C. H. S., Kuo, C. C., Hou, H. T., & Koe, J. J. Y. (2022). Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Computers in Human Behavior, 128, 107085. https://doi.org/10.1016/j.chb.2021.107085
Chen, Y. C., Hou, H. T., & Wu, C. H. (2023). Design and development of a scaffolding-based mindtool for gamified learning classrooms. Journal of Educational Computing Research, 61(1), 3-29. https://doi.org/10.1177/07356331221101081
Chepkirui, J., & Huang, W. (2021). A Path Analysis Model Examining Self-Concept and Motivation Pertinent to Undergraduate Academic Performance: A Case of Kenyan Public Universities. Educational Research and Reviews, 16(3), 64-71. https://doi.org/10.32629/rerr.v6i8.2523
Cicero, D. C. (2017). Self-concept clarity and psychopathology. In J. Lodi-Smith, & K. G. DeMarree (Eds.) Self-concept clarity: Perspectives on assessment, research, and applications, 219-242. https://doi.org/10.1007/978-3-319-71547-6_12
Cook, D. A., & Artino Jr, A. R.(2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014. https://doi.org/10.1111/medu.13074
Cooper, K., Loades, M. E., & Russell, A. (2018). Adapting psychological therapies for autism. Research in autism spectrum disorders, 45, 43-50. https://doi.org/10.1016/j.rasd.2017.11.002
Coutelle, R., Goltzene, M. A., Bizet, E., Schoenberger, M., Berna, F., & Danion, J. M. (2020). Self-concept clarity and autobiographical memory functions in adults with autism spectrum disorder without intellectual deficiency. Journal of autism and developmental disorders, 50, 3874-3882. https://doi.org/10.1007/s10803-020-04447-x
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety .The Jossey-Bass behavioral science series.
Damayanti, M., Wirakusumah, F. F., & Anwar, R. (2018). Reproductive health game (KEPO game) to the self-concept and adolescent reproductive health motivation. GMHC, 6(3), 162-8. https://doi.org/10.29313/gmhc.v6i3.2897
Damon, W., & Hart, D. (1982). The development of self-understanding from infancy through adolescence. Child development, 841-864. https://doi.org/10.2307/1129122
DeDonno, M. A., & Fagan, J. F. (2013). The Influence of Family Attributes on College Students' Academic Self-concept. North American Journal of Psychology, 15(1), 49-62..
Dieter, J., Hill, H., Sell, M., Reinhard, I., Vollstädt-Klein, S., Kiefer, F., Mann,K., & Leménager, T. (2015). Avatar’s neurobiological traces in the self-concept of massively multiplayer online role-playing game (MMORPG)addicts. Behavioral Neuroscience, 129(1), 8-17. https://doi.org/10.1037/bne0000025
Drummond, K. D. (2013). Self-concept, behavioural attributions and self-awareness in adolescents with Autism Spectrum Disorder: A mixed-methods approach. [Unpublished doctoral dissertation]. University of Toronto (Canada).
Elford, D., Lancaster, S. J., & Jones, G. A. (2022). Exploring the effect of augmented reality on cognitive load, attitude, spatial ability, and stereochemical perception. Journal of Science Education and Technology, 31(3), 322-339. https://doi.org/10.1007/s10956-022-09957-0
Epstein, S. (1973). The self-concept revisited: Or a theory of a theory. American psychologist, 28(5), 404-416. https://doi.org/10.1037/h0034679
Erkmen, G., & Asci, F. H. (2016). Relationships among perceived body appearance, social physique anxiety, physical self-concept, and dispositional flow state of exercise participants. Turkish Journal of Sport and Exercise, 18(1), 38-44. https://doi.org/10.15314/tjse.77952
Funk, J. B., Buchman, D. D., & Germann, J. N. (2000). Preference for violent electronic games, self‐concept, and gender differences in young children. American Journal of Orthopsychiatry, 70(2), 233-241. https://doi.org/10.1037/h0087738
Gao, Y., & Ali, F. (2024). Negative Self-Concept: Cross-Country Evidence of Its Importance for Understanding Motivation and Academic Achievement. Education Sciences, 14(11), 1203. https://doi.org/10.3390/educsci14111203
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467. https://doi.org/10.1177/1046878102238607
Ge, X., & Ifenthaler, D. (2018). Designing engaging educational games and assessing engagement in game-based learning. In Gamification in education: Breakthroughs in research and practice (pp. 1-19). IGI Global. https://doi.org/10.4018/978-1-5225-5198-0.ch001
Gecas, V. (1982). The self-concept. Annual review of sociology, 1-33. https://doi.org/10.1146/annurev.so.08.080182.000245
Georgescu, A. L., Kuzmanovic, B., Roth, D., Bente, G., & Vogeley, K. (2014). The use of virtual characters to assess and train non-verbal communication in high-functioning autism. Frontiers in human neuroscience, 8, 807. https://doi.org/10.3389/fnhum.2014.00807
Gernsbacher, M. A., Stevenson, J. L., Khandakar, S., & Goldsmith, H. H. (2008). Why does joint attention look atypical in autism?. Child Development Perspectives, 2(1), 38-45. https://doi.org/10.1111/j.1750-8606.2008.00039.x
Gichohi, J. K. (2020). Effects of Teams-Games-Tournaments Cooperative Learning Strategy on Students’ Mathematics Achievement, Self-Concept and Perception of Learning Environment in Public Secondary Schools in Nyeri Central Sub-County, Kenya. [Unpublished doctoral dissertation]. University of Egerton.
Girli, A., & Öztürk, H. (2017). Metacognitive Reading Strategies in Learning Disability: Relations between Usage Level, Academic Self-Efficacy and Self-Concept. International Electronic Journal of Elementary Education, 10(1), 93-102. https://doi.org/10.26822/iejee.2017131890
Grisdale, E. (2014). Dimensions of the Self-Concept in Autism Spectrum Disorder. [Unpublished doctoral dissertation]. University of Durham.
Gross, T. F. (2004). The perception of four basic emotions in human and nonhuman faces by children with autism and other developmental disabilities. Journal of abnormal child psychology, 32(5), 469-480. https://doi.org/10.1023/B:JACP.0000037777.17698.01
Haynes, N. M., Comer, J. P., Hamilton-Lee, M., Boger, J. M., & Rollock, D. (1987). An analysis of the relationship between children's self-concept and their teachers' assessments of their behavior: Implications for prediction and intervention. Journal of School Psychology, 25(4), 393-397. https://doi.org/10.1016/0022-4405(87)90041-0
He, Z., Liu, Y., Wang, X., Li, R., & Lv, N. (2023). Gamified entrepreneurship courses motivate college students’ satisfaction: An integrated flow framework. SAGE Open, 13(2), 21582440231177029. https://doi.org/10.1177/21582440231177029
Hollenstein, L., Rubie-Davies, C. M., & Brühwiler, C. (2024). Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics. Social Psychology of Education, 27(2), 567-586. https://doi.org/10.1007/s11218-023-09856-1
Hong, J. C., Hwang, M. Y., Tai, K. H., & Lin, P. H. (2021). 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, 34(3), 358-378. https://doi.org/10.1080/09588221.2019.1614068
Hong, J. C., Ye, J. N., Ye, J. H., & Kung, L. W. (2024). The entity belief of concentration ability predicts cognitive load, failure-attribution, and flow experience when using a virtual reality device. Interactive Learning Environments, 32(1), 34-51. https://doi.org/10.1080/10494820.2022.2076128
Hou, H. T., & Keng, S. H. (2021). A dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns. Journal of Educational Computing Research, 59(3), 547-573. https://doi.org/10.1177/0735633120969409
Huang, A. X., Hughes, T. L., Sutton, L. R., Lawrence, M., Chen, X., Ji, Z., & Zeleke, W. (2017). Understanding the self in individuals with autism spectrum disorders (ASD): A review of literature. Frontiers in psychology, 8, 1422. https://doi.org/10.3389/fpsyg.2017.01422
Huang, W. H. (2011). Evaluating learners’ motivational and cognitive processing in an online game-based learning environment. Computers in Human Behavior, 27(2), 694-704. https://doi.org/10.1016/j.chb.2010.07.021
Huseinović, L. (2024). The effects of gamification on student motivation and achievement in learning English as a foreign language in higher education. MAP Education and Humanities, 4, 10-36. https://doi.org/10.53880/2744-2373.2023.4.10
Hwang, G.-J., Hsu, T.-C., Lai, C.-L., & Hsueh, C.-J. (2017). Interaction of problem-based gaming and learning anxiety in language students’ English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42. https://doi.org/10.1016/j.compedu.2016.11.010
Ibrahim, R., Khalil, K., & Jaafar, A. (2011). Towards educational games acceptance model (EGAM): A revised unified theory of acceptance and use of technology (UTAUT). International Journal of Research and Reviews in Computer Science, 2(3), 839
Ibrahim, R., Masrom, S., Yusoff, R. C. M., Zainuddin, N. M. M., & Rizman, Z. I. (2017). Student acceptance of educational games in higher education. Journal of Fundamental and Applied Sciences, 9(3S), 809-829. https://doi.org/10.4314/jfas.v9i3s.62
Igbo, J. N., Okafor, R. A., & Eze, J. U. (2014). The role of socio-economic background on self-concept and academic achievement of in-school adolescents in Nigeria. International Journal of Research in Humanities, Arts and Literature, 2(2), 1-10.
Jääskä, E., & Aaltonen, K. (2022). Teachers’ experiences of using game-based learning methods in project management higher education. Project Leadership and Society, 3, 100041. https://doi.org/10.1016/j.plas.2022.100041
Jackson, S. A., Thomas, P. R., Marsh, H. W., & Smethurst, C. J. (2001). Relationships between flow, self-concept, psychological skills, and performance. Journal of applied sport psychology, 13(2), 129-153. https://doi.org/10.1080/104132001753149865
Jain, P., Kumar, H., & Rajput, A. K. (2024). The Impact of Digital Gaming Experience on the Self-Concept of Students of Delhi NCR. Indian Journal of Educational Technology, 6(I), 214-228.
James, M. (2020). The Impact of Game-Based Learning in a Special Education Classroom. [Unpublished doctoral dissertation]. University of Northwestern.
Jen, T. H., & Chien, C. L. (2008). The Influences of the academic self-concept on academic achievement: From a perspective of learning motivation (draft). The proceedings of IRC, 1-8.
Khajavi, D., & Ahmadi Noradinvand, N. (2024). The effects of active video games and selected movement games on physical literacy components and self-concept in 8-12-year-old children. Sport Sciences and Health Research, 16(1), 49-60.
Khan, A., & Pearce, G. (2015). A study into the effects of a board game on flow in undergraduate business students. The International Journal of Management Education, 13(3), 193-201. https://doi.org/10.1016/j.ijme.2015.05.002
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001
Klin, A., Jones, W., Schultz, R., Volkmar, F., & Cohen, D. (2002). Defining and quantifying the social phenotype in autism. American Journal of Psychiatry, 159(6), 895-908. https://doi.org/10.1176/appi.ajp.159.6.895
Koegel, L. K. (2000). Interventions to facilitate communication in autism. Journal of Autism and developmental Disorders, 30, 383-391. ttps://doi.org/10.1023/A:1005539220932
Kulakow, S. (2020). Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter?. Learning and Motivation, 70, 101632. https://doi.org/10.1016/j.lmot.2020.101632
Kylliäinen, A., & Hietanen, J. K. (2006). Skin conductance responses to another person’s gaze in children with autism. Journal of autism and developmental disorders, 36(4), 517-525. https://doi.org/10.1007/s10803-006-0091-4
Larche, C. J., & Dixon, M. J. (2020). The relationship between the skill-challenge balance, game expertise, flow and the urge to keep playing complex mobile games. Journal of behavioral addictions, 9(3), 606-616. https://doi.org/10.1556/2006.2020.00070
Leent, W. (2013). The continuum of autism Does having autistic traits influence social acting? [Unpublished doctoral dissertation]. University of Tilburg, Tilburg.
Lemmens, J. S., & von Münchhausen, C. F. (2023). Let the beat flow: How game difficulty in virtual reality affects flow. Acta Psychologica, 232, 103812. https://doi.org/10.1016/j.actpsy.2022.103812
Lievense, P., Vacaru, V. S., Kruithof, Y., Bronzewijker, N., Doeve, M., & Sterkenburg, P. S. (2021). Effectiveness of a serious game on the self-concept of children with visual impairments: A randomized controlled trial. Disability and Health Journal, 14(2), 101017. https://doi.org/10.1016/j.dhjo.2020.101017
Lin, Y. C., & Hou, H. T. (2024). Designing a Strategic Analysis and Planning Skills Training Board Game Using Mobile Technology and a Dual-Scaffolding Mechanism. The Asia-Pacific Education Researcher, 33(2), 431-445. https://doi.org/10.1007/s40299-023-00740-2
Lind, S. E. (2010). Memory and the self in autism: A review and theoretical framework. Autism, 14(5), 430-456. https://doi.org/10.1177/1362361309358700
Ma, L., Luo, H., & Xiao, L. (2021). Perceived teacher support, self-concept, enjoyment and achievement in reading: A multilevel mediation model based on PISA 2018. Learning and individual differences, 85, 101947. https://doi.org/10.1016/j.lindif.2020.101947
Maiano, C., Coutu, S., Morin, A. J., Tracey, D., Lepage, G., & Moullec, G. (2019). Self‐concept research with school‐aged youth with intellectual disabilities: A systematic review. Journal of Applied Research in Intellectual Disabilities, 32(2), 238-255. https://doi.org/10.1111/jar.12543
Mao, W., Cui, Y., Chiu, M. M., & Lei, H. (2022). Effects of game-based learning on students’ critical thinking: A meta-analysis. Journal of Educational Computing Research, 59(8), 1682-1708. https://doi.org/10.1177/07356331211007098
Markus, H., & Wurf, E. (1987). The dynamic self-concept: A social psychological perspective. Annual review of psychology, 38(1), 299-337. https://doi.org/10.1146/annurev.ps.38.020187.001503
Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of educational Psychology, 81(3), 417. https://doi.org/10.1037/0022-0663.81.3.417
Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of educational Psychology, 83(3), 377. https://doi.org/10.1037/0022-0663.83.3.377
Martin, A. J., Liem, G. A. D., Coffey, L., Martinez, C., Parker, P. P., Marsh, H. W., & Jackson, S. A. (2010). What happens to physical activity behavior, motivation, self-concept, and flow after completing school? A longitudinal study. Journal of Applied Sport Psychology, 22(4), 437-457. https://doi.org/10.1080/10413200.2010.495699
Martin, J. E., Huber Marshall, L., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16(1), 53-61. https://doi.org/10.1177/088572889301600105
Matsuba, M. K. (2006). Searching for self and relationships online. CyberPsychology & Behavior, 9(3), 275-284. https://doi.org/10.1089/cpb.2006.9.275
McGuire III, D. E. (2000). Child-centered group play therapy with children experiencing adjustment difficulties. [Unpublished doctoral dissertation]. University of North Texas.
McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J.(2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning (IJGBL), 7(1), 36-56. https://doi.org/10.4018/IJGBL.2017010103
Mei, C., Zahed, B. T., Mason, L., & Ouarles, J. (2018). Towards joint attention training for children with ASD-a VR game approach and eye gaze exploration. In 2018 IEEE Conference on Virtual Reality and 3D User Interfaces (VR) (pp. 289-296). IEEE. https://doi.org/10.1109/VR.2018.8446242
Miller, D. J., & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’programme on computation and self‐esteem. British Journal of Educational Technology, 41(2), 242-255. https://doi.org/10.1111/j.1467-8535.2008.00918.x
Monge, R. H. (1973). Developmental trends in factors of adolescent self-concept. Developmental Psychology, 8(3), 382-393. https://doi.org/10.1037/h0034336
Nasab, H. M., Mazaheri, M. A., Tafti, S. F., & Behzadpoor, S. (2019, December). The Effectiveness of the “Man-Man” Mobile Game on Children’s Self-Concept and Self-Esteem. In 2019 International Serious Games Symposium (ISGS) (pp. 119-123). IEEE. https://doi.org/10.1109/ISGS49501.2019.9047007
Nguyen, W., Ownsworth, T., Nicol, C., & Zimmerman, D. (2020). How I see and feel about myself: Domain-specific self-concept and self-esteem in autistic adults. Frontiers in psychology, 11, 913. https://doi.org/10.3389/fpsyg.2020.00913
Ninaus, M., Moeller, K., McMullen, J., & Kiili, K. (2017). Acceptance of game-based learning and intrinsic motivation as predictors for learning success and flow experience. International Journal of Serious Games, 4(3), 15-30. https://doi.org/10.17083/ijsg.v4i3.176
Parish, T. S., & McCluskey, J. J. (1993). Parenting styles, young adults' self-concepts, and evaluations of parents. School Community Journal, 3(2), 85-88.
Pelet, J. É., Ettis, S., & Cowart, K. (2017). Optimal experience of flow enhanced by telepresence: Evidence from social media use. Information & Management, 54(1), 115-128.
https://doi.org/10.1016/j.im.2016.05.001
Pérez-Fuster, P., Herrera, G., Kossyvaki, L., & Ferrer, A. (2022). Enhancing joint attention skills in children on the autism spectrum through an augmented reality technology-mediated intervention. Children, 9(2), 258. https://doi.org/10.3390/children9020258
Pivec, M.(2007). Play and learn: potentials of game‐based learning. British journal of educational technology, 38(3), 387-393. https://doi.org/10.1111/j.1467-8535.2007.00722.x
Rahardja, U., Hariguna, T., & Aini, Q. (2019). Understanding the Impact of Determinants in Game Learning Acceptance: An Empirical Study. International Journal of Education and Practice, 7(3), 136-145 https://doi.org/10.18488/journal.61.2019.73.136.145
Ramachandra, V., & Longacre, H. (2022). Unmasking the psychology of recognizing emotions of people wearing masks: The role of empathizing, systemizing, and autistic traits. Personality and Individual Differences, 185, 111249. https://doi.org/10.1016/j.paid.2021.111249
Renick, M. J., & Harter, S. (1989). Impact of social comparisons on the developing self-perceptions of learning disabled students. Journal of Educational Psychology, 81(4), 631. https://doi.org/10.1037/0022-0663.81.4.631
Rhodes, J., Roffman, J., Reddy, R., & Fredriksen, K. (2004). Changes in self-esteem during the middle school years: A latent growth curve study of individual and contextual influences. Journal of school psychology, 42(3), 243-261. https://doi.org/10.1016/j.jsp.2004.04.001
Richler, J., Bishop, S. L., Kleinke, J. R., & Lord, C.(2007). Restricted and repetitive behaviors in young children with autism spectrum disorders. Journal of autism and developmental disorders, 37(1), 73-85. https://doi.org/10.1007/s10803-006-0332-6
Rodríguez-Ardura, I., & Meseguer-Artola, A. (2021). Flow experiences in personalised e-learning environments and the role of gender and academic performance. Interactive Learning Environments, 29(1), 59-82. https://doi.org/10.1080/10494820.2019.1572628
Rubin,K.H., Fein,G.G., & Vandenberg,B. (1983)Play. In P. H.Mussen (Ed), Handbook, (IV, 693-759) New York: Jobn Wiley & Son.
Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of nontraditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences, 9(4), 273. https://doi.org/10.3390/educsci9040273
Schenkel, L. A. (2001). Optimal educational experiences and their relationship to self-concept and flow in adolescent high-ability and gifted learners. [Unpublished doctoral dissertation]. University of William and Mary in Virginia. https://dx.doi.org/doi:10.25774/w4-gxkn-6212
Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2016). Parent-reported repetitive behavior in toddlers on the autism spectrum. Journal of Autism and Developmental Disorders, 46(10), 3308-3316. https://doi.org/10.1007/s10803-016-2870-x
Shapka, J. D., & Keating, D. P. (2005). Structure and Change in Self-Concept During Adolescence. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 37(2), 83–96. https://doi.org/10.1037/h0087247
Shavelson, R. J., & Bolus, R. (1982). Self concept: The interplay of theory and methods. Journal of educational Psychology, 74(1), 3-16. https://doi.org/10.1037/0022-0663.74.1.3
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of educational research, 46(3), 407-441. https://doi.org/10.2307/1170010
Simonsmeier, B. A., Peiffer, H., Flaig, M., & Schneider, M. (2020). Peer feedback improves students’ academic self-concept in higher education. Research in Higher Education, 61, 706-724. https://doi.org/10.1007/s11162-020-09591-y
Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational psychology review, 34(1), 171-196. https://doi.org/10.1007/s10648-021-09624-7
Suits, B. (1967). What is a Game?. Philosophy of science, 34(2), 148-156. https://doi.org/10.1086/288138
Tai, K. H., Hong, J. C., Chen, K. F., & Lin, C. L. (2024). Practicing drum on VR to promote rhythm performance: Exploring the learning progress related to incremental belief of rhythm, gameplay anxiety, flow experience, and perceived learning value. Entertainment Computing, 48, 100607. https://doi.org/10.1016/j.entcom.2023.100607
Üstündag, S., & Özcan, G. (2018). Effect of Educational Games on Self-Concept Levels of Inclusive Students Studying in Secondary Schools. Journal of Education and Training Studies, 6(10), 183-192. https://doi.org/10.11114/jets.v6i10.3365
Vyas, S., & Choudhary, G. (2017). Relationship of socio economic status with frustration, self-concept, study habits and academic achievement of adolescents. International Journal of Advanced Research and Development, 2(3), 46-51.
Wang, M. T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wilgenbusch, T., & Merrell, K. W. (1999). Gender differences in self-concept among children and adolescents: A meta-analysis of multidimensional studies. School Psychology Quarterly, 14(2),101-120 https://doi.org/10.1037/h0089000
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
Yang, L., & Li, R. (2024). Contextualized game-based language learning: Retrospect and prospect. Journal of Educational Computing Research, 62(1), 357-375. https://doi.org/10.1177/07356331231189292
Yeung, M. K. (2022). A systematic review and meta-analysis of facial emotion recognition in autism spectrum disorder: The specificity of deficits and the role of task characteristics. Neuroscience & Biobehavioral Reviews, 133, 104518. https://doi.org/10.1016/j.neubiorev.2021.104518
Zhang, D., Cao, M., & Tian, Y. (2024). Avatar identification and internet gaming disorder among Chinese middle school students: The serial mediating roles of flow and self-concept clarity. International Journal of Mental Health and Addiction, 22(3), 1194-1208. https://doi.org/10.1007/s11469-022-00923-w
Zimmer–Gembeck, M. J., Hunter, T. A., & Pronk, R. (2007). A model of behaviors, peer relations and depression: Perceived social acceptance as a mediator and the divergence of perceptions. Journal of social and clinical psychology, 26(3), 273-302. https://doi.org/10.1521/jscp.2007.26.3.273
Zimmerman, D., Ownsworth, T., O’Donovan, A., Roberts, J., & Gullo, M. J. (2017). Associations between executive functions and mental health outcomes for adults with autism spectrum disorder. Psychiatry Research, 253, 360-363. https://doi.org/10.1016/j.psychres.2017.04.023