隨著網路科技所帶來的便利性，漸漸地影響學生的學習方式，本研究主要探討在跨媒體學習環境中，全面/序列型認知風格、內在動機對自我調制學習、資訊問題解決之影響。研究對象為北部（台北市、新北市、宜蘭縣）公立高中職學生共89名參與研究，且受試學生多半就讀高職工業類群，並以質性與量化的研究方法進行統計分析。採用問卷調查法了解學生之認知風格、內在動機、自我調制學習及資訊問題解決，輔以螢幕錄影系統紀錄實際搜尋歷程，進一步以內容分析法檢測實際搜尋歷程之品質。
本研究結果顯示：(1)全面型認知風格對自我調制學習、資訊問題解決及實際搜尋歷程品質不具預測力，但全面型對實際搜尋歷程品質中的網頁適切性具有正向顯著預測力，對多元性及可信度則不具預測力。(2)序列型認知風格對自我調制學習、資訊問題解決及實際搜尋歷程整體品質具有顯著的預測力。(3)內在動機對自我調制學習、資訊問題解決及實際搜尋歷程整體品質具有顯著的預測力。(4)自我調制學習對資訊問題解決及學習表現具顯著預測，對實際搜尋歷程品質未具預測力，但高自我調制學習者搜尋網頁之適切性較低自我調制學習組佳。(5)資訊問題解決及整體資訊搜尋歷程品質對學習表現不具預測力，但高學習表現者比低學習表現者更能運用較好的資訊問題解決技巧，且實際搜尋歷程品質中適切性對學習表現達顯著預測，而多元性及可信度則不具預測力。最後，本研究根據研究結果進行討論，並對教師教學設計與後續研究提出相關建議。

With the convenience brought by Internet technology, which gradually affects students’ learning, this study investigated the role of global/ sequential cognitive style, intrinsic motivation, self-regulated learning, information problem solving and learning performance in the transmedia learning environment. A total of 89 national Taiwanese senior vocational high school students participated in this study, most of them are in the engineering major. Qualitative and quantitative methods were applied for data analysis. The questionnaires were used to analyze students’ cognitive styles, intrinsic motivation, self-regulated learning, and information problem solving in the transmedia learning environment. Also, screen recorder system was utilized to investigate students’ searching process. In addition, the quality of students’ searching process in the transmedia learning environment was analyzed via content analysis. The results showed that (1) Students’ cognitive style of global did not significantly predict their self-regulated learning, information problem solving, quality of searching process. However, global cognitive styles positively predicted the appropriateness of searching process, but did not predict diversity and reliability of searching process. (2) Students’ with sequential style significantly predicted their self-regulated learning, information problem solving and the whole quality of searching process. (3) Students’ intrinsic motivation significantly predicted their self-regulated learning and information problem solving. (4) Students’ self-regulated learning significantly predicted their information problem solving and learning performance, but it did not predict the whole quality of searching process. However, high self-regulated learning students had searched more appropriate information than those in low self-regulated learning. (5) Information problem solving and students’ overall information search process did not predict the learning performance, but high learning performance students used better information problem solving skills than those in low learning performance. In addition, the appropriateness of information searching significantly predicted their learning performance, but diversity and reliability of information searching did not. Finally, the instructional design, suggestions and future research were provided.

(一) 中文文獻
王文科、王智弘（2017）。教育研究法（17版）。台北：五南。
邱皓政（2006）。量化研究與統計分析-SPSS中文視窗版資料分析範例解析（3版）。台北：五南。
張春興（2013）。教育心理學–三化取向的理論與實踐（二版）。台北：東華。
郭奕龍、曾敬梅、吳武典（2011）。教師工作偏好量表修訂之研究。測驗學刊，58（2），317-341
游美惠（2000）。內容分析、文本分析與論述分析在社會研究的應用。
蔡幸秀（2017）。以眼動儀輔測全面/序列認知風格在網路學習環境中之自我效能、線上搜尋行為、線上閱讀行為及學習表現之影響。國立台灣科技大學數位學習與教育研究所碩士論文，未出版，台北市。
簡薇紋（2012）。圖/文認知風格與圖/文搜尋情境之適配性對自我效能、線上搜尋行為及表現之影響。國立台灣科技大學數位學習與教育研究所碩士論文，未出版，台北市。
(二) 英文文獻
Afzal, H., Ali, I., Aslam Khan, M., & Hamid, K. (2010). A study of university students’ motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88
Alghamdi, J., & Holland, C. (2017). Game-play: effects of online gamified and game-based learning on dispositions, abilities and behaviours of primary learners. In IFIP World Conference on Computers in Education (pp. 55-63). Cham, Springer.
Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: assessing intrinsic and extrinsic motivational orientations. Journal of personality and social psychology, 66(5), 950.
Argelagós, E., & Pifarré, M. (2012). Improving information problem solving skills in secondary education through embedded instruction. Computers in Human Behavior, 28(2), 515-526.
Argelagós, E., & Pifarré, M. (2016). Key Information-Problem Solving Skills to Learn in Secondary Education: A Qualitative, Multi-Case Study. Journal of Education and Learning, 5(4), 1-14.
Azevedo, R., Johnson, A., & Burkett, C. (2015). Does Training of Cognitive and Metacognitive Regulatory Processes Enhance Learning and Deployment of Processes with Hypermedia?. In Cognitive Science Society , 4, 136-141.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:10.1016/j.edurev.2010.06.001
Bajraktarevic, N., Hall, W., & Fullick, P. (2003). Incorporating learning styles in hypermedia environment: Empirical evaluation. In Proceedings of the workshop on adaptive hypermedia and adaptive web-based systems (No. 1999, pp. 41-52).
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distributed Learning, 11(1), 61-80.
Barton, R., & Foster, J. (2016). Is a Virtual Learning Environment a One-Size-Fits-All Solution? A Survey of Cognitive Styles Within a University Student Population. In International Workshop on Learning Technology for Education in Cloud (pp. 301-308). Springer International Publishing.
Berelson, B. (1952). Content analysis in communication research. Glencoe, IL: Free Press.
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers & Education, 55(2), 714-722.
Brand-Gruwel, S., & Stadtler, M. (2011). Solving information-based problems: Evaluating sources and information. Learning and Instruction, 21, 175-179. doi:10.1016/j.learninstruc.2010.02.008
Brand-Gruwel, S., & Wopereis, I. (2006). Integration of the information problem-solving skill in a curriculum: The effects of learning with authentic tasks. Technology, Instruction, Cognition and Learning, 4, 243-263.
Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53(4), 1207-1217.
Broadbent, J., & Fuller-Tyszkiewicz, M. (2018) Profiles in self-regulated learning and their correlates for online and blended learning students. Educational Technology Research and Development, 1-21.
Buck, T. L. (2004). An investigation of field dependence-independence and cognitive abilities in a non-linear distance learning environment. (Doctoral dissertation, Walden University).
Cassidy, S. (2011). Self-regulated learning in higher education: Identifying key component processes. Studies in Higher Education, 36(8), 989-1000.
Chandra, V., & Watters, J. J. (2012). Re-thinking physics teaching with web-based learning. Computers & Education, 58(1), 631-640. doi:10.1016/j.compedu.2011.09.010.
Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction—An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
Chen, C. H. (2010). Promoting college students’ knowledge acquisition and ill-structured problem solving: web-based integration and procedure prompts. Computers & Education, 55(1), 292-303.
Chen, F. S., & Hsiao, Y. W. (2010). Using Webquest as a creative teaching tool at a science and technology university in Taiwan. World Transaction on Engineering and Technology Education, 8(2).
Chen, S. Y., & Liu, X. (2011). Mining students' learning patterns and performance in Web-based instruction: a cognitive style approach. Interactive Learning Environments, 19(2), 179-192.
Chen, S. Y., & Macredie, R. D. (2002). Cognitive styles and hypermedia navigation: Development of a learning model. Journal of the Association for Information Science and Technology, 53(1), 3-15.
Cheng, K.-H., Liang, J.-C., & Tsai, C.-C. (2013). University students' online academic help seeking: The role of self-regulation and information commitments. The Internet and Higher Education, 16, 70-77.
Chiu, Y. L., Liang, J. C., & Tsai, C. C. (2013). Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and learning, 8(3), 235-260.
Clewley, N., Chen, S. Y., & Liu, X. (2010). Cognitive styles and search engine preferences: Field dependence/independence vs holism/serialism. Journal of Documentation, 66(4), 585-603.
Clewley, N., Chen, S. Y., & Liu, X. (2011). Mining learning preferences in web-based instruction: Holists vs. serialists. Educational Technology & Society, 14(4), 266-277.
David, P., Song, M., Hayes, A., & Fredin, E. S. (2007). A cyclic model of information seeking in hyperlinked environments: The role of goals, self-efficacy, and intrinsic motivation. International Journal of Human-Computer Studies, 65(2), 170-182.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dubnjakovic, A. (2017). Information Seeking Motivation Scale development: a self-determination perspective. Journal of Documentation, 73(5), 1034-1052.
DÜnser, A., & Jirasko, M. (2005). Interaction of hypertext forms and global versus sequential learning styles. Journal of Educational Computing Research, 32(1), 79-91.
Eom, S. B. (2015). The effects of student motivation and self-regulated learning strategies on student's perceived e-learning outcomes and satisfaction. In Proceedings of Association for Information Systems Special Interest Group for Education (AIS SIGED: IAIM) Conference. Fort Worth, Texas: Association for Information Systems. Paper (No. 12).
Eseryel, D., Law, V., Ifenthaler, D., Ge, X., & Miller, R. (2014). An investigation of the interrelationships between motivation, engagement, and complex problem solving in game-based learning. Journal of Educational Technology & Society, 17(1).
Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681.
Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: an empirical study of learning and teaching styles. British Journal of Educational Technology, 32(1), 5-22.
Ford, N., Wilson, T., Foster, A., Ellis, D., & Spink, A. (2002). Information seeking and mediated searching. Part 4. Cognitive styles in information seeking. Journal of the Association for Information Science and Technology, 53(9), 728-735.
Frerejean, J., van Strien, J. L. H., Kirschner, P. A., & Brand‐Gruwel, S. (2018). Effects of a modelling example for teaching information problem solving skills. Journal of Computer Assisted Learning.1-13
Georgas, H. (2014). Google vs. the library (Part II): student search patterns and behaviors when using Google and a federated search tool. portal: Libraries and the Academy, 14(4), 503-532.
Gerjets, P. (2017). Learning and Problem-Solving with Hypermedia in the Twenty-First Century: From Hypertext to Multiple Web Sources and Multimodal Adaptivity. In The Psychology of Digital Learning (pp. 61-88). Cham, Springer.
Gokalp, M. (2013). The effect of students' learning styles to their academic success. Educational Research and Reviews, 8(17), 1634.
Goldman, S. R., Braasch, J. L., Wiley, J., Graesser, A. C., & Brodowinska, K. (2012). Comprehending and learning from Internet sources: Processing patterns of better and poorer learners. Reading Research Quarterly, 47(4), 356-381.
Graf, S., Viola, S. R., Leo, T., & Kinshuk. (2007). In-depth analysis of the Felder-Silverman learning style dimensions. Journal of Research on Technology in Education, 40(1), 79-93.
Grangeia, T. D. A. G., de Jorge, B., Franci, D., Santos, T. M., Setubal, M. S. V., Schweller, M., & de Carvalho-Filho, M. A. (2016). Cognitive load and self-determination theories applied to E-learning: impact on students' participation and academic performance. PloS one, 11(3), e0152462.
Grimes, D. J., & Boening, C. H. (2001). Worries with the Web: A look at student use of Web resources. College & Research Libraries, 62(1), 11-22.
Hsu, C. Y., Tsai, M. J., Hou, H. T., & Tsai, C. C. (2014). Epistemic beliefs, online search strategies, and behavioral patterns while exploring socio scientific issues. Journal of Science Education and Technology, 23(3), 471-480.
Hwang, G. J., & Kuo, F. R. (2011). An information-summarising instruction strategy for improving the web-based problem solving abilities of students. Australasian Journal of Educational Technology, 27(2), 290-306.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers & Education, 59(4), 1246-1256.
Jenkins, H (2010). Transmedia Education: the 7 Principles Revisited. Retrieved Oct. 10, 2017 from http://henryjenkins.org/blog/2010/06/transmedia_education_the_7_pri.html
Jenkins, H., Purushotma, R., Weigel, M., Clinton, K., & Robison, A. J. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. London: MIT Press.
Jeske, D., Stamov Roßnagel, C., & Backhaus, J. (2014). Learner characteristics predict performance and confidence in e-learning: an analysis of user behaviour and self-evaluation. Journal of Interactive Learning Research (JILR), 25(4), 509-529.
Kaplan, A., Katz, I., & Flum, H. (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. APA educational psychology handbook, 2, 165-194.
Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438. doi:10.1016/j.nedt.2014.11.001
Kim, K. S., & Allen, B. (2002). Cognitive and task influences on Web searching behavior. Journal of the Association for Information Science and Technology, 53(2), 109-119.
Kinley, K., Tjondronegoro, D., Partridge, H., & Edwards, S. (2014). Modeling users' web search behavior and their cognitive styles. Journal of the Association for Information Science and Technology, 65(6), 1107-1123.
Klašnja-Milićević, A., Vesin, B., Ivanović, M., & Budimac, Z. (2011). E-Learning personalization based on hybrid recommendation strategy and learning style identification. Computers & Education, 56(3), 885-899.
Kong, J. S.-L., Kwok, R. C.-W., and Fang, Y. (2012). "The Effects of Peer Intrinsic and Extrinsic Motivation on Mmog Game-Based Collaborative Learning," Information & Management, 49(1), 1-9.
Kousha, K., & Thelwall, M. (2017). Are Wikipedia citations important evidence of the impact of scholarly articles and books? Journal of the Association for Information Science and Technology, 68(3), 762-779.
Kozhevnikov, M., Evans, C., & Kosslyn, S. M. (2014). Cognitive style as environmentally sensitive individual differences in cognition: A modern synthesis and applications in education, business, and management. Psychological Science in the Public Interest, 15(1), 3-33
Kuo, F. R., Hwang, G. J., Chen, S. C., & Chen, S. Y. (2012). A cognitive apprenticeship approach to facilitating web-based collaborative problem solving. Journal of Educational Technology & Society, 15(4), 319-331.
Ladbrook, J., & Probert, E. (2011). Information skills and critical literacy: Where are our digikids at with online searching and are their teachers helping? Australasian Journal of Educational Technology, 27(1), 105-121.
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140.
Larson, R. W., & Rusk, N. (2011). Intrinsic motivation and positive development. In Advances in child development and behavior, 41, 89-130
Lawanto, O., Santoso, H. B., Lawanto, K. N., & Goodridge, W. (2017). Self-regulated learning skills and online activities between higher and lower performers on a web-intensive undergraduate engineering course. Journal of Educators Online, 11(3), n3.
Lee, C. H. M., Sudweeks, F., Cheng, Y. W., & Tang, F. E. (2010). The Role of Unit Evaluation, Learning and Culture dimensions related to student cognitive style in hypermedia learning. Proceedings Cultural Attitudes Towards Communication and Technology 2010, Murdoch University, Australia, 400-419.
Lee, S. W.-Y., & Tsai, C.-C. (2011). Students' perception of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27(2), 905-914.
Lee, Y. H., & Wu, J. Y. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Computers & Education, 67, 168-177.
Legault, L. (2017). Self-determination theory. Encyclopedia of Personality and Individual Differences, 1-9.
Lin, C. W., Kao, M. C., & Chang, K. I. (2010). Is more similar, better? Interacting effect of the cognitive‐style congruency and tacitness of knowledge on knowledge transfer in the mentor–protégé dyad. Asian journal of social psychology, 13(4), 286-292.
Mampadi, F., Chen, S. Y., Ghinea, G., & Chen, M. P. (2011). Design of adaptive hypermedia learning systems: A cognitive style approach. Computers & Education, 56(4), 1003-1011.
Mason, L., Boldrin, A., & Ariasi, N. (2010). Searching the Web to learn about a controversial topic: are students epistemically active? Instructional Science, 38(6), 607-633.
Park, Y., & Black, J. B. (2007). Identifying the impact of domain knowledge and cognitive style on web-based information search behavior. Journal of Educational Computing Research, 36(1), 15-37.
Pask, G. (1976). Styles and strategies of learning. British journal of educational psychology, 46(2), 128-148.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational psychology review, 16(4), 385-407.
Radwan, N. (2014). An adaptive learning management system based on learner’s learning style. International Arab Journal of e-Technology, 3(4), 7.
Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82-94. doi: 10.1016/j.compedu.2011.11.010
Reeve, J., Ryan, R., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Motivation and self-regulated learning: Theory, research, and applications, 223-244.
Riding, R. & Rayner, S. G. (1998). Cognitive styles and learning strategies. London: David Fulton.
Riding, R., & Cheema, I. (1991). Cognitive styles—an overview and integration. Educational psychology, 11(3-4), 193-215.
Riding, R., & Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. London: David Fulton
Rieh, S. Y. (2010). Participatory Web Users’ Information Activities and Credibility Assessment. Journal of the Korean Society for Library and Information Science, 44(4), 155-178.
Roy, M., & Chi, M. T. (2003). Gender differences in patterns of searching the web. Journal of educational computing research, 29(3), 335-348.
Ruttun, R. (2009). The effects of visual elements and cognitive styles on students’ learning in hypermedia environment. World Academy of Science, Engineering and Technology, 49, 963-971.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Savolainen, R. (2018). Self-determination and expectancy-value: comparison of cognitive psychological approaches to motivators for information seeking about job opportunities. Aslib Journal of Information Management, (just-accepted), 00-00.
Scheiter, K., & Gerjets, P. (2007). Learner control in hypermedia environments. Educational Psychology Review, 19(3), 285-307. doi:10.1007/s10648-007-9046-3
Scheiter, K., Fillisch, B., Krebs, M. C., Leber, J., Ploetzner, R., Renkl, A., ... & Zimmermann, G. (2017). How to Design Adaptive Information Environments to Support Self-Regulated Learning with Multimedia. In Informational Environments (pp. 203-223). Cham, Springer.
Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: Time-series analyses of diary data. Contemporary Educational Psychology, 31, 64-96.
Schunk, D., & Zimmerman, B. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. Mahwah: Erlbaum Associates.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.
She, H. C., Cheng, M. T., Li, T. W., Wang, C. Y., Chiu, H. T., Lee, P. Z., ... & Chuang, M. H. (2012). Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies. Computers & Education, 59(2), 750-761.
Sun, Carolyn (2014).Transmedia and Education: How Transmedia Is Changing the Way We Learn. School Library Journal. Retrieved Oct. 10, 2017 from http://www.thedigitalshift.com/2014/06/featured/many-ways-tell-story-transmedia-transforming-education-classrooms/
Sun, H. C., & Chen, C. M. (2016, June). Assessing Effects of Information Architecture of Digital Museums on Supporting e-learning. In ICEL2016-Proceedings of the 11th International Conference on e-Learning: ICEl2016 (p. 247). Academic Conferences and publishing limited.
Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional instruction on self-regulated learning. The journal of educational research, 99(5), 307-320.
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. doi:10.1016/j.cedpsych.2014.08.002
Teske, P. R., & Horstman, T. (2012, October). Transmedia in the classroom: Breaking the fourth wall. In Proceeding of the 16th International Academic MindTrek Conference (pp. 5-9). ACM.
Timmers, C. F., & Glas, C. A. (2010). Developing scales for information-seeking behaviour. Journal of Documentation, 66(1), 46-69.
Tsai, M. J., Hsu, C. Y., & Tsai, C. C. (2012). Investigation of high school students’ online science information searching performance: the role of implicit and explicit strategies. Journal of Science Education and Technology, 21(2), 246-254.
Tseng, S. C., Liang, J. C., & Tsai, C. C. (2014). Students' self-regulated learning, online information evaluative standards and online academic searching strategies. Australasian Journal of Educational Technology, 30(1).
van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588. doi:10.1016/j.chb.2017.03.010
Waheed, M., Kaur, K., Ain, N., & Hussain, N. (2016). Perceived learning outcomes from Moodle: An empirical study of intrinsic and extrinsic motivating factors. Information Development, 32(4), 1001-1013.
Walhout, J., Oomen, P., Jarodzka, H., & Brand‐Gruwel, S. (2017). Effects of task complexity on online search behavior of adolescents. Journal of the Association for Information Science and Technology, 68(6), 1449-1461. doi: 10.1002/asi.23782
Waller, V. (2011). Not just information: Who searches for what on the search engine Google? Journal of the American Society for Information Science and Technology, 62, 761-775. doi: 10.1002/asi.21492
Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. (2008). Information-problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24(3), 623-648.
Walraven, A., Brand-Gruwel, S., & Boshuizen, H. P. (2009). How students evaluate information and sources when searching the World Wide Web for information. Computers & education, 52(1), 234-246.
Winne, P. H. (2018). Theorizing and researching levels of processing in self‐regulated learning. British Journal of Educational Psychology, 88(1), 9-20.
Winne, P. H., Vytasek, J. M., Patzak, A., Rakovic, M., Marzouk, Z., Pakdaman-Savoji, A., ... & Liaqat, A. (2017). Designs for learning analytics to support information problem solving. In Informational Environments (pp. 249-272). Cham, Springer.
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429-444.
Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The effect of embedded instruction on solving information problems. Computers in Human Behavior, 24(3), 738-752.
Wu, S. Y., & Hou, H. T. (2015). How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis. Journal of Educational Computing Research, 52(2), 277-298.
Yang, T. C., Hwang, G. J., & Yang, S. J. H. (2013). Development of an adaptive learning system with multiple perspectives based on students' learning styles and cognitive styles. Journal of Educational Technology & Society, 16(4), 185.
Yeh, Y. F., Hsu, Y. S., Chuang, F. T., & Hwang, F. K. (2014). Middle-school students' online information problem solving behaviors on the information retrieval interface. Australasian Journal of Educational Technology, 30(2).
Young-Jin, L. (2012). Developing an efficient computational method that estimates the ability of students in a web-based learning environment. Computers & Education, 58(1), 579-589. doi:10.1016/j.compedu.2011.09.008.
Yuan, X., Zhang, X., Chen, C., & Avery, J. M. (2011). Seeking information with an information visualization system: a study of cognitive styles. Information Research: An International Electronic Journal, 16(4), n4.
Zaveri, A., Rula, A., Maurino, A., Pietrobon, R., Lehmann, J., & Auer, S. (2016). Quality assessment for linked data: A survey. Semantic Web, 7(1), 63-93.
Zhao, F., Sun, Z., & Jin, H. (2015). Topic-centric and semantic-aware retrieval system for internet of things. Information Fusion, 23, 33-42.
Zhao, L., Lu, Y., Wang, B., & Huang, W. (2011). What makes them happy and curious online? An empirical study on high school students’ Internet use from a self-determination theory perspective. Computers & Education, 56(2), 346-356.
Zhou, M. (2013). A systematic understanding of successful web searches in information‐based tasks. Educational Technology & Society, 16, 321-331.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39).
Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.