本研究旨在探討將環景影像虛擬實境(SVVR)學習環境融入學科內涵與語言融合 學習(CLIL)視覺藝術課程，對國小三年級學生在學習成就、學習動機及成就情緒之影 響。本研究採準實驗法，以臺北市某國民小學三年級兩個班級的學生為研究對象，進 行一週兩節，為期12週的CLIL視覺藝術課程。實驗組採用環景影像虛擬實境學習環境 融入CLIL視覺藝術課程，而控制組則是進行一般的CLIL視覺藝術課程。本研究以自編 之視覺藝術學科知識測驗(以中文呈現)與視覺藝術主題相關之英語成就測驗為研究 工具，檢測學生的前後測學習狀況並作分析。視覺藝術學科知識成就測驗的目的在於 了解學生於視覺藝術知識上的學習成就，而視覺藝術主題相關之英語成就測驗則是了 解學生在視覺藝術知識相關的英語學習上之成就。另外，研究中也採用「學習動機量 表」及「成就情緒量表」以了解環景影像虛擬實境學習環境融入CLIL視覺藝術課程對 學生的學習動機及成就情緒之影響，並將量化資料的結果進行整理、 分析與歸納。 研 究結果如下:(1)環景影像虛擬實境學習環境導入CLIL課程能提升國小三年級學生 在視覺藝術知識上的學習成就，其結果優於一般的CLIL教學。(2)環景影像虛擬實 境學習環境導入CLIL課程能提升國小三年級學生在視覺藝術知識相關之英語學習成 就，其結果優於一般的CLIL教學。(3)SVVR融入CLIL視覺藝術課程後，能增加國小 三年級學生的「學習動機」，其表現也優於一般的CLIL教學。(4)環景影像虛擬實 境學習環境導入國小三年級CLIL課程能提升學生的正向成就情緒，並降低其負向成就 情緒，其結果也優於一般的CLIL教學。研究結果提供未來教學者進行雙語課程時的課 程設計參考。

This study investigates the effects of learning motivation, learning achievement, and achievement emotion on third-grade elementary school students by integrating a Spherical Video-based Virtual Reality (SVVR) learning environment into Content and Language Integrated Learning (CLIL) Visual Art lessons. This study adopts the Quasi-experimental method and takes two classes of students from an elementary school in Taipei, Taiwan as the research subject, with two CLIL Visual Art lessons per week for a total of twelve weeks. The experimental group takes lessons that integrate SVVR into CLIL, whereas the control group takes ordinary CLIL Visual Art lessons.
This study uses a Visual Art quiz in Mandarin Chinese and a Visual Art- related English achievement test as research tools to analyze the students’ learning progress before and after the experiment. The Visual Art quiz in Mandarin Chinese aims to evaluate the students’ learning achievement on Visual Art knowledge, whereas the Visual-Art related English achievement test aims to evaluate the students’ Visual Art-related English learning achievement.
Furthermore, this study adopts the Learning Motivation Scale and Achievement Emotion Scale to analyze the quantitative research results and understand the effects of integrating SVVR into CLIL Visual Art lessons on the students’ learning motivation and achievement emotion.
The research findings include: (1) Integrating SVVR into CLIL Visual Art lessons has positive results in the learning achievement of Visual Art knowledge of third-grade elementary school students, significantly better than ordinary CLIL lessons. (2) Integrating SVVR into CLIL Visual Art lessons also has positive results in the Visual Art-related English learning achievement of third-grade elementary school students, significantly better than ordinary CLIL lessons. (3) Integrating SVVR into CLIL Visual Art lessons has positive results in the learning motivations of third-grade elementary school students, achieving better results than ordinary CLIL lessons. (4) Integrating SVVR into CLIL Visual Art lessons also has positive results in the achievement emotion of third-grade elementary school students, achieving better results than ordinary CLIL lessons. The research findings provide teachers guidance for future bilingual lesson design.

參考文獻
王全興, & 楊喬鈞. (2015a). 國中生知覺數學教師期望, 數學學業情緒與數學學業成就之研究: 以臺南市為例. 教育學術彙刊(7), 71-112.
王全興, & 楊喬鈞. (2015b). 國中生知覺數學教師期望、數學學業情緒與數學學業成就之研究：以臺南市為例. [A Study of Teacher Expectations of the Mathematics Teachers Perceived by Junior High School Students, Mathematics Academic Emotions]. 教育學術彙刊(7), 71-112.
行政院. (2018). 2030雙語國家政策發展藍圖. Retrieved from https://www.ey.gov.tw/Page/448DE008087A1971/b7a931c4-c902-4992-a00c-7d1b87f46cea
余慧瑩. (2018). 虛擬實境與桌上遊戲對國小六年級學生 英語學習成就與學習態度影響之研究. (碩士). 國立清華大學, 新竹市. Retrieved from https://hdl.handle.net/11296/wk82yk
周文忠. (2005). 虛擬實境之意義與應用 資訊科學應用期刊, 第一卷(第一期), 121-127.
林子斌. (2020). 臺灣雙語教育的未來：本土模式之建構. 臺灣教育評論月刊, 9(10), 8-13.
林禹臻. (2020). CLIL教學法應用於國小三年級數學領域之行動研究. (碩士). 國立臺北教育大學, 台北市. Retrieved from https://hdl.handle.net/11296/335f8h
范庭毓. (2022). 在CLIL情境下發展合作學習以增進國小學生的數位說故事能力、英語口說能力及理財知識. (碩士). 國立臺灣科技大學, 台北市. Retrieved from https://hdl.handle.net/11296/bq8vgt
張佳琪. (2020). 成就情緒理論探討VR情境焦慮、VR情境興趣與學習遷移之相關研究. 國立臺灣師範大學, Available from Airiti AiritiLibrary database. (2020年)
張春興. (1995). 心理學概要. 臺北市: 東華書局.
張春興, & 林清山. (1981). 教育心理學. 臺北市: 東華書局.
張雅雯. (2019). 虛擬實境結合悅趣化數位學習對國小五年級學生數學體積單元學習成效、學習態度與學習動機之影響. 國立屏東大學, 屏東縣. Retrieved from https://hdl.handle.net/11296/r4mzzx
張齡心. (2021). 英語繪本運用於CLIL教學對國小二年級學生學習成就之影響. (碩士). 國立臺北教育大學, 台北市. Retrieved from https://hdl.handle.net/11296/eaxw6y
教育部. (2018). 十二年國民基本教育課程綱要：國民中小學暨普通型高級中等學校藝術領域. 臺北市: 教育部.
許家菁. (2020). CLIL取向雙語實驗課程發展與實施歷程之行動研究. (碩士). 國立臺北教育大學, 台北市. Retrieved from https://hdl.handle.net/11296/253gj4
許斯琪. (2002). 數學教師降低國中學生數學焦慮之行動研究. (碩士). 國立彰化師範大學, 彰化縣. Retrieved from https://hdl.handle.net/11296/66m9dt
陳巧芸. (2021). 國小六年級學生英語焦慮、英語閱讀態度與英語閱讀理解能力之相關研究. (碩士). 國立嘉義大學, 嘉義市. Retrieved from https://hdl.handle.net/11296/4ktm2v
陳建智. (2020). 台灣英語系學生之英語能力與英語焦慮和就業焦慮之相關性研究. (博士). 國立高雄師範大學, 高雄市. Retrieved from https://hdl.handle.net/11296/wtb684
陳啓明, & 邱政鋒. (2009). 成人參與高等回流教育學習動機之量表建構與現況之研究. [A Study of the Current Situation and Questionnaire Construction of Adults' Learning Motivation about Participating in Higher Recurrent Education]. 國立虎尾科技大學學報, 28(3), 93-109. doi:10.6425/JNHUST.200909.0093
陳翊鶴. (2006). 結合影像擷取虛擬實境技術建置國小英語互動學習系統. (碩士). 國立中央大學, 桃園縣. Retrieved from https://hdl.handle.net/11296/ajeqab
陸光雲. (2021). CLIL教學法應用於圖像式程式語言課程之評估研究. (碩士). 國立清華大學, 新竹市. Retrieved from https://hdl.handle.net/11296/kja3dk
琪康. (2019). The Influence of Multimedia Teaching on Adolescents’ Academic Emotions and Its Mechanism. Advances in Psychology, 09, 1709-1713. doi:10.12677/AP.2019.910207
黃小嵐. (2022). 應用CLIL教學法於生活領域課程以提升國小學生英語口說能力與國際環境教育素養. (碩士). 淡江大學, 新北市. Retrieved from https://hdl.handle.net/11296/7w93p2
黃安邦. (2019). 探討英語焦慮與先備知識對英語發音學習成效、獎章成效、遊戲成效、學習動機及遊戲心流之影響──以大型多人線上角色扮演遊戲為例. (碩士). 國立中央大學, 桃園縣. Retrieved from https://hdl.handle.net/11296/xzjc8b
黃雅晨. (2008). 運用虛擬實境數位學習於國小六年級兒童廟宇建築藝術認知之研究. (碩士). 國立新竹教育大學, 新竹市. Retrieved from https://hdl.handle.net/11296/27ejqu
黃暐婷. (2020). 應用虛擬實境與數位說故事於國際教育對於國小學生英語學習、跨文化溝通與批判思考能力之影響. (碩士). 國立臺中教育大學, 台中市. Retrieved from https://hdl.handle.net/11296/pfkvd6
臺北市教育局. (2022). 臺北市雙語教育白皮書. 臺北市: 教育局.
劉皓娟. (2013). 探究虛擬實境英語詞彙學習之效應. (碩士). 國立臺灣師範大學, 台北市. Retrieved from https://hdl.handle.net/11296/p2wg5h
蔡秉宸, & 靳知勤. (2004). 藉情境學習提昇民眾科學素養: 以科學博物館教育為例. 博物館學季刊. 質化.
鄭衣婷. (2007). 國中生學業情緒與學業成就之相關研究. (碩士). 國立成功大學, 台南市. Retrieved from https://hdl.handle.net/11296/5vcyy5
簡雅臻. (2019). Use CLIL for students to learn subjects in English. Retrieved from https://www.cet-taiwan.com/DrCET/detail.asp?serno=1248
Airey, J. (2020). The content lecturer and English-medium instruction (EMI): epilogue to the special issue on EMI in higher education. International Journal of Bilingual Education and Bilingualism, 23(3), 340-346. doi:10.1080/13670050.2020.1732290
Allcoat, D., & von Mühlenen, A. (2018). Learning in virtual reality: Effects on performance, emotion and engagement. Research in Learning Technology, 26.
Anfas, A., Sudarwo, R., Umasugi, M., Zainuddin, Z., & Widokarti, J. R. (2018). The influence of learning motivation with technology-based distance learning system. International Journal of Engineering Research and Technology, 11, 427-437.
Attard-Montalto, S., & Walter, L. (2021). THE CLIL4U GUIDEBOOK Retrieved from https://languages.dk/archive/clil4u/book/FINAL - THE UPDATED CLILSTORE GUIDEBOOK - DECEMBER 2021.pdf
Aurélie, M., Marie, R., & Thibault, R. (2017). Uptale [Computer Platform]. Paris,France: Uptale Inc. Retrieved from https://www.uptale.io/en/
Aziz, T., Chuadhry, M., Liaquat, S., & Ali, A. (2014). Need Assessment Of Inmates Of Prisons Through Distance Education. Turkish Online Journal of Distance Education, 15. doi:10.17718/tojde.86246
Bakar, R. (2014). The Effect of Learning Motivation on Student? s Productive Competencies in Vocational High School, West Sumatra. International Journal of Asian Social Science, 4(6), 722-732.
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2).
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586.
Bentley, K. (2010). The TKT Course: CLIL Module: Cambridge University Press.
Berlyne, D. E. (1962). Motivational problems raised by exploratory and epistemic behavior.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4): Longman New York.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Burdea, C. G., & Coiffet, P. (2003). Virtual reality technology (2nd ed.): Wiley-IEEE Press.
Busse, V. (2011). CLIL: Content and Language Integrated Learning. System, 39, 123-125. doi:10.1016/j.system.2011.01.001
Cakiroglu, U., Aydin, M., Ozkan, A., Turan, S., & Cihan, A. (2021). Perceived learning in virtual reality and animation-based learning environments: A case of the understanding our body topic. Education and Information Technologies, 26(5), 5109-5126. doi:10.1007/s10639-021-10522-2
Chang, C.-Y., Sung, H.-Y., Guo, J.-L., Chang, B.-Y., & Kuo, F.-R. (2019). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 1-17. doi:10.1080/10494820.2019.1661854
Chang, C. Y., Sung, H. Y., Guo, J. L., Chang, B. Y., & Kuo, F. R. (2022). Effects of spherical video-based virtual reality on nursing students' learning performance in childbirth education training. Interactive Learning Environments, 30(3), 400-416. doi:10.1080/10494820.2019.1661854
Chang, S. C., Hsu, T. C., Chen, Y. N., & Jong, M. S. Y. (2020). The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness. Interactive Learning Environments, 28(7), 915-929. Retrieved from https://doi.org/10.1080/10494820.2018.1548490
Chen, M. R. A., & Hwang, G. J. (2020). Effects of experiencing authentic contexts on English speaking performances, anxiety and motivation of EFL students with different cognitive styles. Interactive Learning Environments. doi:10.1080/10494820.2020.1734626
Chien, S. Y., & Hwang, G. J. (2022). A question, observation, and organisation-based SVVR approach to enhancing students' presentation performance, classroom engagement, and technology acceptance in a cultural course. British Journal of Educational Technology, 53(2), 229-247. doi:10.1111/bjet.13159
Chiu, M. C., Hwang, G. J., & Hsia, L. H. (2022). Promoting students' artwork appreciation: An experiential learning‐based virtual reality approach. British Journal of Educational Technology.
Choi, D. H., Dailey-Hebert, A., & Estes, J. S. (2016). Emerging Tools and Applications of Virtual Reality in Education.
Communities, C. o. t. E. (2003). Promoting language learning and language diversity:An action plan 2004-2006.
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(4), 715.
Coyle, Hood, & Marsh. (2010a). C.L.I.L. Content and language integrated learning. London, England: Cambridge University Press.
Coyle, Hood, & Marsh. (2010b). Content and Language Integrated Learning: Cambridge University Press.
Coyle, D. (2005). CLIL planning tools for teachers: Planning and monitoring CLIL
presenting 3 tools for teachers: University of Nottingham.
Das Carlo, M., Swadi, H., & Mpofu, D. (2003). Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture influence the outcome? Teaching and learning in medicine, 15(1), 59-64.
Davari, H., Karami, H., Nourzadeh, S., & Iranmehr, A. (2020). Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom. Journal of Multilingual and Multicultural Development, 1-14. doi:10.1080/01434632.2020.1766054
Dweck, C. S. (1986). Motivational processes affecting learning. American psychologist, 41(10), 1040.
Espinar Redondo, R., & Ortega Martín, J. L. (2015). Motivation: The road to successful learning. Profile Issues in TeachersProfessional Development, 17(2), 125-136.
Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Retrieved from http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf
Farısı, M. (2014). Students’ Performance At Tutorial Online Of 
Social Studies Through The Use Of Learning Cycle Model. Turkish Online Journal of Distance Education, 15 (4), 229-247. doi:10.17718/tojde.80809
Fazio, A., & Isidori, E. (2021). TECHNOLOGY-ENHANCED LEARNING AND CLIL FOR PHYSICAL EDUCATION. eLearning & Software for Education, 3.
Fernández-Costales, A. (2017). Subtitling in CLIL: promoting bilingual methodologies through audiovisual translation. Bilingual Education: Trends and Key Concepts, 185-196.
Filgona, J., Sakiyo, J., Gwany, D., & Okoronka, A. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10, 16-37. doi:10.9734/AJESS/2020/v10i430273
Garcia. (2008). Collaborating and learning a second language in a Wireless Virtual Reality Environment. Int. J. Mobile Learning and Organisation Int. J. Mobile Learning and Organisation, 2, 369-377. doi:10.1504/IJMLO.2008.020689
Gargrish, S., Mantri, A., & Singh, G. (2020). Measuring Students' Motivation towards Virtual Reality Game-Like Learning Environments. Paper presented at the 2020 Indo–Taiwan 2nd International Conference on Computing, Analytics and Networks (Indo-Taiwan ICAN).
Ghanbarzadeh, R., Ghapanchi, A. H., Blumenstein, M., & Talaei-Khoei, A. (2014a). A Decade of Research on the Use of Three-Dimensional Virtual Worlds in Health Care: A Systematic Literature Review. Journal of medical Internet research, 16(2), e47. doi:10.2196/jmir.3097
Ghanbarzadeh, R., Ghapanchi, A. H., Blumenstein, M., & Talaei-Khoei, A. (2014b). A decade of research on the use of three-dimensional virtual worlds in health care: a systematic literature review. Journal of medical Internet research, 16(2), e47-e47. doi:10.2196/jmir.3097
Govaerts, S., & Grégoire, J. (2008). Development and construct validation of an academic emotions scale. International Journal of Testing, 8(1), 34-54.
Gruzd, A., Staves, K., & Wilk, A. (2012). Connected scholars: Examining the role of social media in research practices of faculty using the UTAUT model. Computers in Human Behavior, 28(6), 2340-2350.
Harmer, J. (2007). The practice of English language teaching: Pearson longman.
Hassani, K., Nahvi, A., & Ahmadi, A. (2016). Design and implementation of an intelligent virtual environment for improving speaking and listening skills. Interactive Learning Environments, 24(1), 252-271. doi:10.1080/10494820.2013.846265
Heider, F., & Weiner, B. (2002). Attribution theory. The Motivation Handbook, 31.
Hendriks Vettehen, P. G. J., Wiltink, D., Huiskamp, M., Schaap, G. J., & Ketelaar, P. E. (2019). Taking the full view: How viewers respond to 360-degree video news. Computers in Human Behavior, 91, 24-32.
Hosseini, M., & Swaminathan, V. (2016). Adaptive 360 VR Video Streaming: Divide and Conquer.
Huang, H., Hwang, G.-J., & Jong, M. S.-Y. (2022). Technological solutions for promoting employees' knowledge levels and practical skills: An SVVR-based blended learning approach for professional training. Computers & Education, 189, 104593.
Huang, Y. P., Zheng, X. L., Chiu, C. K., Lei, J., Yang, G., Kim, H., & Wang, F. (2021). Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students. Sustainability, 13(21). doi:10.3390/su132112260
Hurajová, Ľ. (2015). Tertiary CLIL. In.
Jung, J., Kim, B., Lee, Y., J., B., K., & Lee, S. (2017). Robust upright adjustment of 360 spherical panoramas. The Visual Computer, 33(6–8), 737–747.
Kaplan, A., & Maehr, M. L. (1999). Achievement goals and student well-being. Contemporary educational psychology, 24(4), 330-358.
Kaplan-Rakowski, R., & Wojdynski, T. (2018). Students’ attitudes toward high-immersion virtual reality assisted language learning. Future-proof CALL: Language learning as exploration and encounters—short papers from EUROCALL, 124-129.
Keller. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2. doi:10.1007/BF02905780
Keller. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach.
Keller, J. (2009). Motivational design for learning and performance: the ARCS model approach: Springer Science & Business Media. In.
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of instructional development, 10(3), 2-10.
Koff, L., & Mullis, R. (2011). Nutrition education and technology: can delivering messages via new media technology effectively modify nutrition behaviors of preschoolers and their families? Journal of Nutrition Education and Behavior, 43(4), S40.
Lan, Y. J. (2020). Immersion into virtual reality for language learning. In K. D. Federmeier & H. W. Huang (Eds.), Adult and Second Language Learning (Vol. 72, pp. 1-26).
Lepper, M. R., & Greene, D. (2015). The hidden costs of reward: New perspectives on the psychology of human motivation: Psychology Press.
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62. doi:https://doi.org/10.1016/j.compedu.2018.03.019
Li, M., Chen, Y. T., Zhang, L. J., Wu, X. M., & Huang, C. Q. (2022). Investigating Learners' Engagement and Chinese Writing Learning Outcomes with Different Designs of SVVR-Based Activities. Sustainability, 14(8). doi:10.3390/su14084767
Lin, M. J. (2011). 3D virtual reality English learning. Kang Hsuan English News, 24. Retrieved from http://www.945enet.com.tw/epaper/contents/ha/100/03.htm
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect: An asymmetrical bidirectional model. Educational psychologist, 37(2), 69-78.
Loima, J., & Vibulphol, J. (2016). Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders. International Education Studies, 9(1), 31-43.
Lorenzo, G., Lledó, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Comput. Educ., 98, 192-205.
Marsh, C. J. (2000). Handbook for beginning teachers: Pearson Education Australia.
Marsh, D. (2009). CLIL: An interview with Professor David Marsh. IH Journal of Education and Development, 26.
Marsh, D., Enner, C., & Symund, D. (1999). Pursuing Plurilingualism. Jyväskylä: University of Jyväskylä.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008a). Uncovering CLIL : content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan Education.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008b). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education: Oxford: Macmillan Education, 2008.
Meinhardt, J., & Pekrun, R. (2003). Attentional resource allocation to emotional events: An ERP study. Cognition and Emotion, 17(3), 477-500.
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. doi:https://doi.org/10.1016/j.compedu.2013.07.033
Meyer, D. K., & Turner, J. C. (2002). Discovering emotion in classroom motivation research. Educational psychologist, 37(2), 107-114.
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., . . . Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary educational psychology, 23(2), 113-131.
Moulaert, V., Verwijnen, M. G., Rikers, R., & Scherpbier, A. J. (2004). The effects of deliberate practice in undergraduate medical education. Medical education, 38(10), 1044-1052.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In Flow and the foundations of positive psychology (pp. 239-263): Springer.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144.
Ortiz, M. G. (2020). Assessing the development of second language syntax in Content and Language Integrated Learning. Lfe-Revista De Lenguas Para Fines Especificos, 26(2), 111-130. Retrieved from <Go to ISI>://WOS:000619662100008
Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students' twenty-first century skills. Virtual Reality, 23(4), 425-436. doi:10.1007/s10055-018-0363-2
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language learning, 62(2), 571-594.
Parmaxi, A. (2020). Virtual reality in language learning: A systematic review and implications for research and practice. Interactive Learning Environments, 1-13.
Passig, D., Tzuriel, D., & Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308. doi:10.1016/j.compedu.2016.01.009
Pekrun. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18(4), 315-341.
Pekrun, 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.
Pekrun, Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
Pekrun, Murayama, K., Marsh, H. W., Goetz, T., & Frenzel, A. C. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotion. Journal of Personality and Social Psychology, 117(1), 166-185. doi:10.1037/pspp0000230
Pekrun, Reinhard, Stephens, & J., E. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238-255. doi:10.1111/j.1751-9004.2010.00259.x
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of educational psychology, 102(3), 531.
Pham, H. C., Dao, N.-N., Pedro, A., Le, Q. T., Hussain, R., Cho, S., & Park, C. (2018). Virtual Field Trip for Mobile Construction Safety Education Using 360-Degree Panoramic Virtual Reality. International Journal of Engineering Education, 34, 1174-1191.
Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40(1), 31-35.
Reeves, R., Elliott, A., Curran, D., Dyer, K., & Hanna, D. (2021). 360° Video virtual reality exposure therapy for public speaking anxiety: A randomized controlled trial. J Anxiety Disord, 83, 102451. doi:10.1016/j.janxdis.2021.102451
Ruiz, R. S., & Campillo, R. M. L. (2018). Towards Bilingual Primary Education: CLIL Activity Design for Arts and Social Sciences. Revista Electronica Interuniversitaria De Formacion Del Profesorado, 21(2), 127-139.
Sattar, M. U., Palaniappan, S., Lokman, A., Hassan, A., Shah, N., & Riaz, Z. (2019). Effects of Virtual Reality training on medical students' learning motivation and competency. Pak J Med Sci, 35(3), 852-857. doi:10.12669/pjms.35.3.44
Schutz, & Lanehart, S. L. (2002). Introduction: Emotions in education. Educational psychologist, 37(2), 67-68. doi:10.1207/S15326985EP3702_1
Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational psychologist, 37(2), 125-134.
Schwienhorst, K. (2002). Why Virtual, Why Environments? Implementing Virtual Reality Concepts in Computer-Assisted Language Learning. Simulation & Gaming, 33(2), 196-209. doi:10.1177/1046878102332008
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.
Shen, Y., Wang, Z. X., Li, M., Yuan, J., & Gu, Y. C. (2022). An Empirical Study of Geography Learning on Students' Emotions and Motivation in Immersive Virtual Reality. Frontiers in Education, 7. doi:10.3389/feduc.2022.831619
Simonton, K. L., & Garn, A. C. (2020). Negative emotions as predictors of behavioral outcomes in middle school physical education. European Physical Education Review, 26(4), 764-781.
Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(2), 275-298.
Smith, P. (1987). Lowenfeld Teaching Art: A European Theory and American Experience at Hampton Institute. Studies in Art Education, 29(1), 30-36. doi:10.2307/1320454
Spolsky, B. (2000). Anniversary article. Language motivation revisited. Applied Linguistics, 21(2), 157-169.
Steele, J. L., Slater, R. O., Li, J., Zamarro, G., Miller, T., & Bacon, M. (2018). Dual-language immersion education at scale: An analysis of program costs, mechanisms, and moderators. Educational Evaluation and Policy Analysis, 40(3), 420-445.
Sukmadinata, N. S. (2009). Landasan Psikologi Proses Pendidikan: Bandung. Remaja Rosdakarya.
Swain, M., & Lapkin, S. (2005). The evolving sociopolitical context of immersion education in Canada: some implications for program development 1. International Journal of Applied Linguistics, 15(2), 169-186.
Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary educational psychology, 39(4), 342-358.
Tsai, Y.-M., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. (2008). What Makes Lessons Interesting? The Role of Situational and Individual Factors in Three School Subjects. Journal of Educational Psychology - J EDUC PSYCHOL, 100. doi:10.1037/0022-0663.100.2.460
Urhahne, D. (2015). Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and teacher education, 45, 73-82.
Valencia, R. R. (1997). Conceptualizing the notion of deficit thinking. The evolution of deficit thinking: Educational thought and practice, 19(1), 1-12.
Valencia, R. R. (2004). Chicano school failure and success: Past, present, and future: Routledge.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246.
Watzinger-Tharp, J., Swenson, K., & Mayne, Z. (2018). Academic achievement of students in dual language immersion. International Journal of Bilingual Education and Bilingualism, 21(8), 913-928. doi:10.1080/13670050.2016.1214675
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573. doi:10.1037/0033-295X.92.4.548
Weiner, B. (1990). History of motivational research in education. Journal of educational psychology, 82(4), 616.
Weiner, B. (2007). Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. In Emotion in education. (pp. 75-88). San Diego, CA, US: Elsevier Academic Press.
Wu, J. N., Guo, R., Wang, Z., & Zeng, R. Q. (2021). Integrating spherical video-based virtual reality into elementary school students' scientific inquiry instruction: effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496-509. doi:10.1080/10494820.2019.1587469
Wu, W.-L., Hsu, Y., Yang, Q.-F., Chen, J.-J., & Jong, M. S.-Y. (2021). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 1-24. doi:10.1080/10494820.2021.1878231
Wu, Y. H. S., & Hung, S. T. A. (2022). The Effects of Virtual Reality Infused Instruction on Elementary School Students' English-Speaking Performance, Willingness to Communicate, and Learning Autonomy. Journal of Educational Computing Research. doi:10.1177/07356331211068207
Yang, J. C., Chen, C. H., & Chang Jeng, M. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. doi:https://doi.org/10.1016/j.compedu.2010.06.005
Yang, J. C., Chen, C. H., & Chang, J. M. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346-1356. doi:https://doi.org/10.1016/j.compedu.2010.06.005
Yeung, Y. Y. (2004). A Learner-Centered Approach for Training Science Teachers through Virtual Reality and 3D Visualization Technologies: Practical Experience for Sharing.
Zeidner, M. (2007). Test Anxiety in Educational Contexts. In (pp. 165-184).
Zhou, Y. T., Chen, J. J., & Wang, M. H. (2022). A meta-analytic review on incorporating virtual and augmented reality in museum learning. Educational Research Review, 36. doi:10.1016/j.edurev.2022.100454
Zhu, Y. (2019). Angel M. Y. Lin: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and Practice. Applied Linguistics, 40(6), 1012-1015. doi:10.1093/applin/amy063
Zuckerman, M. (1971). Dimensions of sensation seeking. Journal of consulting and clinical psychology, 36(1), 45.