References
- Alexander, S. V., Sevcik, R. S., Hicks, O. D., & Schultz, L. D. (2008). Elements—a card game of chemical names and symbols. Journal of Chemical Education, 85(4), 514–515. https://doi.org/10.1021/ed085p514
- Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (2009). Learning science in informal environments: People, places, and pursuits. National Academies Press.
- Boeker, M., Andel, P., Vach, W., & Frankenschmidt, A. (2013). Game-based e-learning is more effective than a conventional instructional method: A randomized controlled trial with third-year medical students. PloS One, 8(12), e82328. https://doi.org/10.1371/journal.pone.0082328
- Bottino, R. M., Ferlino, L., Ott, M., & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272–1286. https://doi.org/10.1016/j.compedu.2006.02.003
- Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge.
- Costa, M. J. (2007). Carbohydeck: A card game to teach the stereochemistry of carbohydrates. Journal of Chemical Education, 84(6), 977–978. https://doi.org/10.1021/ed084p977
- Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: Defining gamification. Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments, New York, NY: ACM, 28–30.
- Dieser, O., & Bogner, F. X. (2016). Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research, 22(7), 943–957. https://doi.org/10.1080/13504622.2015.1054265
- Feldman Burrett, L., & Russell, J. A. (1999). The structure of current affect: Controversies and emerging consensus. Current Directions in Psychological Science, 8(1), 10–14. https://doi.org/10.1111/1467-8721.00003
- Fraas, J. W., & Newman, I. (2005). The use of the Johnson-Neyman confidence bands and multiple regression models to investigate interaction effects: Important tools for educational researchers and program evaluators. Multiple Linear Regression Viewpoints, 24, 14–24.
- 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
- Giannakos, M. N. (2013). Enjoy and learn with educational games: Examining factors affecting learning performance. Computers & Education, 68, 429–439. https://doi.org/10.1016/j.compedu.2013.06.005
- Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1), 22–30. https://doi.org/10.21061/jte.v7i1.a.2
- Gokhale, A. A. (2012). Collaborative learning and critical thinking. Encyclopedia of the Sciences of Learning, 634–636. https://doi.org/10.1007/978-1-4419-1428-6_910
- Gong, X., & Bergey, B. W. (2020). The dimensions and functions of students’ achievement emotions in Chinese chemistry classrooms. International Journal of Science Education, 42, 835–856. https://doi.org/10.1080/09500693.2020.1734684
- Hartung, P. J. (2011). Barrier or benefit? Emotion in life-career design. Journal of Career Assessment, 19(3), 296–305. https://doi.org/10.1177/1069072710395536
- Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion (No. NAWCTSD-TR-2005-004). Naval Air Warfare Center, Training Systems Division.
- Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127. https://doi.org/10.1207/s15326985ep4102_4
- Hobbs, L. J., & Yan, Z. (2008). Cracking the walnut: Using a computer game to impact cognition, emotion, and behavior of highly aggressive fifth grade students. Computers in Human Behavior, 24(2), 421–438. https://doi.org/10.1016/j.chb.2007.01.031
- Hung, C. M., Huang, I., & Hwang, G. J. (2014). Effects of digital game-based learning on students’ self-efficacy, motivation, anxiety, and achievements in learning mathematics. Journal of Computers in Education, 1(2-3), 151–166. https://doi.org/10.1007/s40692-014-0008-8
- Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15, 010119. https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
- Iacobucci, D. (2010). Structural equations modeling: Fit indices, sample size, and advanced topics. Journal of Consumer Psychology, 20(1), 90–98. https://doi.org/10.1016/j.jcps.2009.09.003
- Jabbar, A. I. A., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740–779. https://doi.org/10.3102/0034654315577210
- Jayakanthan, R. (2002). Application of computer games in the field of education. The Electronic Library, 20(2), 98–102. https://doi.org/10.1108/02640470210697471
- Ke, F., & Abras, T. (2013). Games for engaged learning of middle school children with special learning needs. British Journal of Educational Technology, 44(2), 225–242. https://doi.org/10.1111/j.1467-8535.2012.01326.x
- Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5(4), 345–379. https://doi.org/10.1007/BF00992553
- Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
- Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall, Inc.
- Laukenmann, M., Bleicher, M., Fuss, S., Glaser-Zikuda, M., Mayring, P., & von Rhoneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489–507. https://doi.org/10.1080/09500690210163233
- Law, Y. K., Chan, C. K., & Sachs, J. (2008). Beliefs about learning, self-regulated strategies and text comprehension among Chinese children. British Journal of Educational Psychology, 78(1), 51–73. https://doi.org/10.1348/000709907X179812
- Li, C. J., Lin, P. C., & Hsiu, H. L. (2011). The relationships among adult attachment, social self-efficacy, distress self-disclosure, loneliness and depression of college students with romance. Bulletin of Educational Psychology, 43(1), 155–174.
- Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1–3. https://doi.org/10.1016/j.cedpsych.2010.11.004
- Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18(4), 307–314. https://doi.org/10.1007/s10648-006-9028-x
- Maria, F., Santos, T. D., & Mortimer, E. F. (2003). How emotions shape the relationship between a chemistry teacher and her high school students. International Journal of Science Education, 25(9), 1095–1110. https://doi.org/10.1080/0950069032000052216
- Mariscal, A. J. F., Martínez, J. M. O., & Márquez, S. B. (2012). An educational card game for learning families of chemical elements. Journal of Chemical Education, 89(8), 1044–1046. https://doi.org/10.1021/ed200542x
- McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. The Penguin Press.
- McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49.
- Morris, T. A. (2011). Go chemistry: A card game to help students learn chemical formulas. Journal of Chemical Education, 88(10), 1397–1399. https://doi.org/10.1021/ed100661c
- Mosher, M. D., Mosher, M. W., & Garoutte, M. P. (2012). Organic mastery: An activity for the undergraduate classroom. Journal of Chemical Education, 89(5), 646–648. https://doi.org/10.1021/ed200015v
- Ng, N., Bin, L., Pat, C. M., & Teo, S. (2007, May). Great achievement towards mathematics excellence (game): The use of card games to teach additional mathematics. Proceedings of the redesigning pedagogy: Culture, knowledge and understanding conference, Singapore, 28–30.
- Novak, J. D. (2010). Learning, creating, and using knowledge: Concept map as facilitative tools in schools and corporations. Routledge.
- Ogershok, P. R., & Cottrell, S. (2004). The pediatric board game. Medical Teacher, 26(6), 514–517. https://doi.org/10.1080/01421590410001711553
- O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 16(4), 455–474. https://doi.org/10.1080/09585170500384529
- Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C., & Molina-López, V. (2017). Positive emotions, autonomy support and academic performance of university students: The mediating role of academic engagement and self-efficacy. Journal of Psychodidactics, 22(1), 45–53. https://doi.org/10.1016/S1136-1034(17)30043-6
- Paas, F., & Sweller, J. (2012). An evolutionary upgrade of cognitive load theory: Using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24(1), 27–45. https://doi.org/10.1007/s10648-011-9179-2
- Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603–622. https://doi.org/10.1016/j.compedu.2009.04.001
- Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135. https://doi.org/10.1037/a0013383
- Pekrun, R., Frenzel, A., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13–36). Academic Press.
- Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
- Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https://doi.org/10.1111/cdev.12704
- Petsche, J. (2011). Engage and excite students with educational games. Knowledge Quest, 40(1), 43.
- Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
- Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1, 1–4. https://doi.org/10.1145/950566.950596
- Randel, J. M., Morris, B. A., Wetzel, C. D., & Whitehill, B. V. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23(3), 261–276. https://doi.org/10.1177/1046878192233001
- Rastegarpour, H., & Marashi, P. (2012). The effect of card games and computer games on learning of chemistry concepts. Procedia-Social and Behavioral Sciences, 31, 597–601. https://doi.org/10.1016/j.sbspro.2011.12.111
- Sadler, D. T., Romine, L. W., Stuart, E. P., & Merle-Johnson, D. (2013). Game based curricula in biology classes: Differential effects among varying academic levels. Journal of Research in Science Teaching, 50(4), 479–499. https://doi.org/10.1002/tea.21085
- Tan, L. J., Goh, H.-L. D., Ang, P. R., & Huan, S. V. (2013). Participatory evaluation of an educational game for social skills acquisition. Computers & Education, 64, 70–80. https://doi.org/10.1016/j.compedu.2013.01.006
- VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high-and low-achieving college students. Journal of College Student Development, 40, 54–60.
- Volet, S., Seghezzi, C., & Ritchie, S. (2019). Positive emotions in student-led collaborative science activities: Relating types and sources of emotions to engagement in learning. Studies in Higher Education, 44(10), 1734–1746. https://doi.org/10.1080/03075079.2019.1665314
- Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219–235. https://doi.org/10.1037/0033-2909.98.2.219
- Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841–873). New York: MacMillan.
- Welsh, M. J. (2003). Organic functional group playing card deck. Journal of Chemical Education, 80(4), 426–427. https://doi.org/10.1021/ed080p426
- Whittam, A. M., & Chow, W. (2017). An educational board game for learning and teaching burn care: A preliminary evaluation. Scars, Burns & Healing, 3, 1–5. https://doi.org/10.1177/2059513117690012
- Wichadee, S., & Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. Teaching English with Technology, 18(1), 77–92.
- Wrzesien, M., & Raya, M. A. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. Computers & Education, 55(1), 178–187. https://doi.org/10.1016/j.compedu.2010.01.003
- Wu, W. H., Hsiao, H. C., Wu, P. L., Lin, C. H., & Huang, S. H. (2012). Investigating the learning-theory foundations of game-based learning: A meta-analysis. Journal of Computer Assisted Learning, 28(3), 265–279. https://doi.org/10.1111/j.1365-2729.2011.00437.x
- Yang, Q. F., Chang, S. C., Hwang, G. J., & Zou, D. (2020). Balancing cognitive complexity and gaming level: Effects of a cognitive complexity-based competition game on EFL students’ English vocabulary learning performance, anxiety and behaviors. Computers & Education, 148. https://doi.org/10.1016/j.compedu.2020.103808
- Yip, M. C., & Chung, O. L. (2005). Relationship of study strategies and academic performance in different learning phases of higher education in Hong Kong. Educational Research and Evaluation, 11(1), 61–70. https://doi.org/10.1080/13803610500110414
- Zhang, L. (2016). Chinese college test takers’ individual differences and reading test performance: A structural equation modeling approach. Perceptual and Motor Skills, 122(3), 725–741. https://doi.org/10.1177/0031512516648131