旅宿服務技能的培訓著重程序性知識應用與複雜問題解決能力，隨著元宇宙技術的發展，以及遠距教學與線上協作的興起，傳統一對一師徒制的教學模式受到挑戰，虛實混成學習型態開始受到重視，全球旅宿業也積極推動虛擬實境在產業端與教育端的應用。本研究設計一款多維度鷹架的虛擬實境教育桌遊，透過虛擬實境中提供的探索式鷹架與動態評估鷹架，以及桌遊提供的同儕鷹架，幫助受試者學習旅宿服務知識與培養問題解決能力。
研究採準實驗設計法，研究對象為台灣北部某科技大學休閒餐旅相關領域的大學生共90位，分為混成學習組(VR鷹架結合桌遊協作，共30人)，桌遊學習組(卡牌鷹架結合桌遊協作，共30人)以及VR學習組(VR鷹架單人學習，共30人)。針對三組的學習成效、心流、接受度、活動焦慮、認知負荷，以及學習三階段的動機與情緒、鷹架有用性進行分析，並整合各依變項進行相關分析。
研究結果發現，三組皆有較高的心流、接受度與增生認知負荷，以及偏低的外在認知負荷；混成學習組在程序性知識與整體學習成效優於其他兩組，且混成學習組能提升學習中與學習後的正向情緒及學習動機，並降低學習中的負向無趣情緒，同時發現桌遊學習組的同儕鷹架有用性比混成學習組高。在相關分析部份，混成學習組的正向情緒、心流與學習動機彼此呈現正相關，無趣情緒與外在認知負荷呈現正相關，焦慮情緒與內在認知負荷呈現正相關。整體而言，虛實混成學習能夠幫助學習者在培養旅宿服務能力有較高的學習成效，虛擬實境的探索式鷹架與動態評估鷹架結合同儕鷹架能培養學習者在旅宿服務能力的程序性知識與情境問題解決能力，提供教學設計者一種整合虛實的多維度鷹架遊戲式學習模式。建議未來研究可以將多維度鷹架模式應用於其他程序性知識的學科，培養學習者問題解決的能力。

The training of hospitality skills emphasizes the application of procedural knowledge and the ability to solve complex problems. With the development of metaverse technology and the rise of distance learning and online collaboration, the traditional one-to-one mentorship model has been challenged, and hybrid virtual learning type has begun to be emphasized, and the global hospitality industry has also actively developed the application of virtual reality in both the industry and the education field. In this study, a virtual reality educational board game with multi-dimensional scaffolding is designed to assist participants in learning about hospitality and developing problem-solving skills through the exploratory scaffolding and dynamic evaluation scaffolding provided in the virtual reality, as well as the peer scaffolding provided by the board game.
The study was conducted in a quasi-experimental design with 90 university students in the field of leisure and hospitality, divided into a hybrid learning group (VR scaffolding combined with board game collaboration, totaling 30), a board game learning group (card scaffolding combined with board game collaboration, totaling 30), and a VR learning group (VR scaffolding single-player learning, totaling 30). The study analyzed the learning effectiveness, flow, acceptance, activity anxiety, and cognitive load of the three groups, as well as the motivation and emotion of the three stages of learning, and the usefulness of the scaffolding, and integrated the dependent variables for correlation analysis.
The results of the study showed that all three groups had higher flow, acceptance, and germane cognitive load, and lower extrinsic cognitive load; the hybrid learning group was better than the other two groups in procedural knowledge and overall learning effectiveness, and the hybrid learning group was able to increase positive emotion and motivation during and after learning, and decrease negative boredom emotion during learning. In the correlation analysis, positive emotions, flow, and learning motivation in the hybrid learning group were positively correlated with each other, boredom was positively correlated with extrinsic cognitive load, and anxiety was positively correlated with intrinsic cognitive load.
Overall, the hybrid virtual learning model is able to help learners to develop the hospitality service skills. In the future, it is suggested that learners can apply the hybrid virtual learning model to other procedural knowledge subjects (e.g., technical vocational subjects) to develop their problem-solving skills.

洪久賢 (2003)。從美澳餐旅教育發展模式反思台灣餐旅教育之發展。師大學報: 教育類，48(2)，125-150。
Acovelli, M., & Gamble, M. (1997). A coaching agent for learners using multimedia simulations. Educational Technology, 37(2), 44-48. https://www.jstor.org/stable/44429163
Ahmad, N. F., & Iksan, Z. H. (2021). Penerapan Kemahiran Proses Sains melalui Pembelajaran Sains Berasaskan Permainan Digital. Jurnal Sains Insani.
Ahmed, W., Van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of educational psychology, 105(1), 150. https://doi.org/10.1037/a0030160
Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, 104154. https://doi.org/10.1016/j.compedu.2021.104154
Alhalabi, W. (2016). Virtual reality systems enhance students’ achievements in engineering education. Behaviour & Information Technology, 35(11), 919–925. https://doi.org/10.1080/0144929X.2016.1212931
Andersen, M. S., & Makransky, G. (2021). The validation and further development of a multidimensional cognitive load scale for virtual environments. Journal of Computer Assisted Learning, 37(1), 183-196. https://doi.org/10.1111/jcal.12478
Anderson, L. W.,Krathwohl, D. R.,Airasian, P. W.,Cruikshank, K. A.,Mayer, R. E.,Pintrich, P. R.,Raths, J.,Wittrock, M. C.(2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom`s taxonomy of educational objectives. New York: Longman.
Andreatta, M., & Pauli, P. (2021). Contextual modulation of conditioned responses in humans: A review on virtual reality studies. Clinical Psychology Review, 90, 102095. https://doi.org/10.1016/j.cpr.2021.102095
Ardianto, D., & Rubini, R. (2016). Comparison of students' scientific literacy in integrated science learning through model of guided discovery and problem based learning. Jurnal Pendidikan IPA Indonesia, 5(1), 31–37.
Atmatzidou, S., & Demetriadis, S. (2017). A didactical model for educational robotics activities: A study on improving skills through strong or minimal guidance. In Educational Robotics in the Makers Era 1 (pp. 58-72). Springer International Publishing.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986 (23-28).
Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning. Early Childhood Education Journal, 51(4), 717-732. https://doi.org/10.1007/s10643-022-01332-3
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Barbara, J. (2017). Measuring user experience in multiplayer board games. Games and Culture, 12(7-8), 623-649. https://doi.org/10.1177/155541201559341
Barbosa, M. W., & de Ávila Rodrigues, C. (2020). Project Portfolio Management teaching: Contributions of a gamified approach. The International Journal of Management Education, 18(2), 100388. https://doi.org/10.1016/j.ijme.2020.100388
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. (2020). The landscape of research on the use of digital game-based learning apps to nurture creativity among young children: A review. Thinking Skills and Creativity, 37, 100666. https://doi.org/10.1016/j.tsc.2020.100666
Bell, A., & Morris, G. (2009). Engaging professional learning in online environments. Australasian Journal of Educational Technology, 25(5). https://doi.org/10.14742/ajet.1116
Belland, B. R. (2014). Scaffolding: Definition, Current Debates, and Future Directions. In Spector, J., Merrill, M., Elen, J. & Bishop, M. (Eds.). Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_39
Benjamin, S., & Kline, C. (2019). How to yes-and: Using improvisational games to improv (e) communication, listening, and collaboration techniques in tourism and hospitality education. Journal of Hospitality, Leisure, Sport & Tourism Education, 24, 130-142. https://doi.org/10.1016/j.jhlste.2019.02.002
Bhagat, K. K., & Huang, R. (2018). Improving learners’ experiences through authentic learning in a technology-rich classroom. Authentic learning through advances in technologies, 3-15. https://doi.org/10.1007/978-981-10-5930-8_1
Bieleke, M., Gogol, K., Goetz, T., Daniels, L., & Pekrun, R. (2021). The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemporary Educational Psychology, 65, 101940. https://doi.org/10.1016/j.cedpsych.2020.101940
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. Assessment and teaching of 21st century skills, 17-66. https://doi.org/10.1007/978-94-007-2324-5_2
Bland, A. J., Topping, A., & Tobbell, J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper. Nurse education today, 34(7), 1112-1118. https://doi.org/10.1016/j.nedt.2014.03.009
Boghian, I., Cojocariu, V. M., Popescu, C. V., & Mâţӑ, L. (2019). Game-based learning. Using board games in adult education. Journal of Educational Sciences & Psychology, 9(1), 51-57.
Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment computing, 2(2), 69-74. https://doi.org/10.1016/j.entcom.2010.12.002
Brosch, T., Scherer, K., Grandjean, D., & Sander, D. (2013). The impact of emotion on perception, attention, memory, and decision-making. Swiss Medical Weekly, 143(1920). https://doi.org/10.4414/smw.2013.13786
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Burdea, G. C., & Coiffet, P. (2003). Virtual reality technology. John Wiley & Sons.
Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2020). Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes. Interactive Learning Environments, 28(5), 560-573. https://doi.org/10.1080/10494820.2019.1696839
Çakiroğlu, Ü., & Gökoğlu, S. (2019). Development of fire safety behavioral skills via virtual reality. Computers & Education, 133, 56-68. https://doi.org/10.1016/j.compedu.2019.01.014
Carter M., Gibbs M., Harrop M. (2014). Drafting an army: The playful pastime of warhammer 40,000. Games and Culture, 9(2), 122–147. https://doi.org/10.1177/1555412013513349
Champney, R. K., Stanney, K. M., Milham, L., Carroll, M. B., & Cohn, J. V. (2017). An examination of virtual environment training fidelity on training effectiveness. International Journal of Learning Technology, 12(1), 42-65. https://doi.org/10.1504/IJLT.2017.083997
Chan, C. S., Chan, Y. H., & Fong, T. H. A. (2020) Game-based e-learning for urban tourism education through an online scenario game. International Research in Geographical and Environmental Education, 29:4, 283-300. https://doi.org/10.1080/10382046.2019.1698834
Chan, H. Y., Liu, S. W., & Hou, H. T. (2023). Interacting with real-person non-player characters to learn history: development and playing behavior pattern analysis of a remote scaffolding-based situated educational game. Interactive Learning Environments, 1-21.
Chang, C. C., Liang, C., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227. https://doi.org/10.1016/j.chb.2017.01.031
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., 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
Chang, C. Y., Kao, C. H., Hwang, G. J., & Lin, F. H. (2020). From experiencing to critical thinking: a contextual game-based learning approach to improving nursing students’ performance in Electrocardiogram training. Educational Technology Research and Development, 68, 1225–1245. https://doi.org/10.1007/s11423-019-09723-x
Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758. https://doi.org/10.1016/j.compedu.2019.103758
Chang, S. C., & Hwang, G. J. (2017). Development of an effective educational computer game based on a mission synchronization-based peer-assistance approach. Interactive Learning Environments, 25(5), 667-681. https://doi.org/10.1080/10494820.2016.1172241
Chalmers, P. A. (2003). The role of cognitive theory in human–computer interface. Computers in Human Behavior, 19, 593–607. https://doi.org/10.1016/S0747-5632(02)00086-9
Charsky, D., & Ressler, W. (2011). “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Computers & Education, 56(3), 604-615. https://doi.org/10.1016/j.compedu.2010.10.001
Chen, C. H., & Bradshaw, A. C. (2007). The effect of web-based question prompts on scaffolding knowledge integration and ill-structured problem solving. Journal of Research on Technology in Education, 39(4), 359-375.
Chen, C. H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212. https://doi.org/10.1016/j.chb.2015.03.010
Chen, M. F., Chen, Y. C., Zuo, P. Y., & Hou, H. T. (2023). Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning. Education and Information Technologies, 1-27. https://doi.org/10.1007/s10639-023-11708-6
Chen, P. C. (2010). New trend of electronic textbooks. Educ. Mon, 516, 36-40.
Chen, T. L., Shen, C. C., & Gosling, M. (2018). Does employability increase with internship satisfaction? Enhanced employability and internship satisfaction in a hospitality program. Journal of Hospitality, Leisure, Sport & Tourism Education, 22, 88-99. https://doi.org/10.1016/j.jhlste.2018.04.001
Cheng, M. T., Chen, J. H., Chu, S. J., & Chen, S. Y. (2015). The use of serious games in science education: a review of selected empirical research from 2002 to 2013. Journal of computers in education, 2, 353-375. https://doi.org/10.1007/s40692-015-0039-9
Cheng, P. H., Yeh, T. K., Tsai, J. C., Lin, C. R., & Chang, C. Y. (2019). Development of an issue-situation-based board game: A systemic learning environment for water resource adaptation education. Sustainability, 11(5), 1341. https://doi.org/10.3390/su11051341
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research, 90(4), 499-541. https://doi.org/10.3102/0034654320933544
Chien, C. C., Ho, Y. T., & Hou, H. T. (2023). Integrating Immersive Scenes and Interactive Contextual Clue Scaffolding Into Decision-Making Analysis Ability Training Game. Journal of Educational Computing Research, 0(0). https://doi.org/10.1177/07356331231205058
Chien, C. C., Huang, S. T., & Hou, H. T. (2022) Design and Evaluation of a Contextual Distance Management Training Game With Real-person Non-player Character Mechanism. In Proceedings of the 14th Asian Conference on Education (ACE2022), Tokyo, Japan (Vol. 28).
Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751. https://doi.org/10.1016/j.compedu.2019.103751
Chin, K. Y., & Wang, C. S. (2023). The effectiveness of a VR-based mobile learning system for university students to learn geological knowledge. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2023.2196790
Choate, K., Goldhaber, D., & Theobald, R. (2021). The effects of COVID-19 on teacher preparation. Phi Delta Kappan, 102(7), 52-57. https://doi.org/10.1177/00317217211007340
Choi, D. H., Dailey-Hebert, A., & Simmons Estes, J. (Eds.). (2016). Emerging Tools and Applications of Virtual Reality in Education. IGI Global. https://doi.org/10.4018/978-1-4666-9837-6
Chou, Y. S., Hou, H. T., Chang, K. E., & Su, C. L. (2023). Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns. Interactive Learning Environments, 31(5), 3285-3302. https://doi.org/10.1080/10494820.2021.1926287
Chung, K. Y. (2000). Hotel management curriculum reform based on required competencies of hotel employees and career success in the hotel industry. Tourism Management, 21(5), 473-487. https://doi.org/10.1016/S0261-5177(99)00102-8
Coban, M., Bolat, Y. I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 36, 100452. https://doi.org/10.1016/j.edurev.2022.100452
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. https://doi.org/10.1016/j.compedu.2012.03.004
Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27(3), 291-315.
Cross, S., Wolfenden, F., & Adinolfi, L. (2022). Taking in the complete picture: Framing the use of 360-degree video for teacher education practice and research. Teaching and Teacher Education, 111, 103597. https://doi.org/10.1016/j.tate.2021.103597
Cunha, C. R., Martins, C., & Mendonça, V. (2023). Using Extended Reality in Experiential Learning for Hospitality Management Education. Procedia Computer Science, 219, 634-641. https://doi.org/10.1016/j.procs.2023.01.333
Cutumisu M., Patel S. D., Brown M. R. G., Fray C., von Hauff P., Jeffery T., Schmölzer G. M. (2019). RETAIN: A board game that improves neonatal resuscitation knowledge retention. Frontiers in Pediatrics, 7(13), 1–7. https://doi.org/10.3389/fped.2019.00013
Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10–32. https://doi.org/10.1111/j.1467-8535.2009.01038.x
Damar, M. (2021). Metaverse shape of your life for future: A bibliometric snapshot. Journal of Metaverse, 1(1), 1-8.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Davis, K., & Singh, S. (2015). Digital badges in afterschool learning: Documenting the perspectives and experiences of students and educators. Computers & Education, 88, 72–83. https://doi.org/10.1016/j.compedu.2015.04.011
De Corte, E. (2003). Transfer as the productive use of acquired knowledge, skills, and motivations. Current Directions in Psychological Science, 12(4), 142-146. https://doi.org/10.1111/1467-8721.01250
De Lorenzis, F., Pratticò, F. G., Repetto, M., Pons, E., & Lamberti, F. (2023). Immersive Virtual Reality for procedural training: Comparing traditional and learning by teaching approaches. Computers in Industry, 144, 103785. https://doi.org/10.1016/j.compind.2022.103785
Deale, C. S. (2015). Hospitality and tourism education in the international classroom: A case study. Journal of Teaching in Travel & Tourism, 15(4), 301–324. https://doi.org/10.1080/15313220.2015.1096474
DeLozier, S., & Rhodes, M. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9
Demissie, D. W. (2018). Peer scaffolding and its effects on reading comprehension: Evidence from Ethiopia. International Journal of Research in Social Sciences and Humanities, 8(3), 1-16.
Dennen, V. P. (2004). Cognitive Apprenticeship in Educational Practice: Research on Scaffolding, Modeling, Mentoring, and Coaching As Instructional Strategies (pp. 813–828). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
Downing, K., Kwong, T., Chan, S. W., Lam, T. F., & Downing, W. K. (2009). Problem-based learning and the development of metacognition. Higher Education, 57, 609-621. https://doi.org/10.1007/s10734-008-9165-x
Doyle, W. (1986). Classroom organization and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed, pp. 392-431). New York: Macmillan.
Drake, M., & Kauppinen, R. (2021). Developing Virtual Reality-based training materials in collaboration with higher education institutions and companies. EDULEARN21 Proceedings. https://doi.org/10.21125/edulearn.2021.0725
Du, J., Zhou, M., & Xu, J. (2016). African American female students in online collaborative learning activities: The role of identity, emotion, and peer support. Computers in Human Behavior, 63, 948-958. https://doi.org/10.1016/j.chb.2016.06.021
Dubovi, I. (2022). Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology. Computers & Education, 183, 104495.
Eby, L. T., & Robertson, M. M. (2020). The psychology of workplace mentoring relationships. Annual Review of Organizational Psychology and Organizational Behavior, 7, 75-100. https://doi.org/10.1146/annurev-orgpsych-012119-044924
Edwards, T. C., Patel, A., Szyszka, B., Coombs, A. W., Liddle, A. D., Kucheria, R., ... & Logishetty, K. (2021). Immersive virtual reality enables technical skill acquisition for scrub nurses in complex revision total knee arthroplasty. Archives of Orthopaedic and Trauma Surgery, 141(12), 2313-2321. https://doi.org/10.1007/s00402-021-04050-4
Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: can change in teacher education during the COVID-19 pandemic be seen as innovation? European Journal of Teacher Education, 43(4), 559-572. https://doi.org/10.1080/02619768.2020.1821186
Enz, C. A., Renaghan, L. M., & Geller, A. N. (1993). Graduate-level education: a survey of stakeholder. Cornell Hotel and Restaurant Administration Quarterly, 34(4), 90-95. https://doi.org/10.1177/001088049303400417
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167. https://doi.org/10.1016/j.compedu.2013.02.019
Estriegana, R., Medina-Merodio, J. A., & Barchino, R. (2019). Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model. Computers & Education, 135, 1-14. https://doi.org/10.1016/j.compedu.2019.02.010
Fassbender, E., Richards, D., Bilgin, A., Thompson, W. F., & Heiden, W. (2012). VirSchool: The effect of background music and immersive display systems on memory for facts learned in an educational virtual environment. Computers & Education, 58(1), 490-500. https://doi.org/10.1016/j.compedu.2011.09.002
Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students' motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148. https://doi.org/10.1016/j.compedu.2014.02.008
Fraser, K. L., Ayres, P., & Sweller, J. (2015). Cognitive load theory for the design of medical simulations. Simulation in Healthcare, 10(5), 295-307.
Fredrickson, B. L. (2004). The broaden–and–build theory of positive emotions. Philosophical transactions of the royal society of London. Series B: Biological Sciences, 359(1449), 1367-1377. https://doi.org/10.1098/rstb.2004.1512
Freina, L., & Ott, M. (2015, April). A literature review on immersive virtual reality in education: state of the art and perspectives. In The international scientific conference elearning and software for education (Vol. 1, No. 133, pp. 10-1007).
Falloon, G. W. (2019). Using simulations to teach young students science concepts: An experiential learning theoretical analysis. Computers & Education, 135, 138–159. https://doi.org/10.1016/j.compedu.2019.03.001
Frederiksen, J. G., Sørensen, S. M. D., Konge, L., Svendsen, M. B. S., Nobel-Jørgensen, M., Bjerrum, F., & Andersen, S. A. W. (2020). Cognitive load and performance in immersive virtual reality versus conventional virtual reality simulation training of laparoscopic surgery: a randomized trial. Surgical endoscopy, 34, 1244-1252. https://doi.org/10.1007/s00464-019-06887-8
Gadelha, R. (2018). Revolutionizing education: The promise of virtual reality. Childhood Education, 94(1), 40–43. https://doi.org/10.1080/00094056.2018.1420362
Ganier, F., Hoareau, C., & Tisseau, J. (2014). Evaluation of procedural learning transfer from a virtual environment to a real situation: A case study on tank maintenance training. Ergonomics, 57(6), 828–843. https://doi.org/10.1080/00140139.2014.899628
Ge, X., Planas, L. G., & Er, N. (2010). A cognitive support system to scaffold students’ problem-based learning in a web-based learning environment. Interdisciplinary Journal of Problem-based Learning, 4(1), 4. https://doi.org/10.7771/1541-5015.1093
Gee, J. P. (2009). Deep learning properties of good digital games: How far can they go?. In Serious games (pp. 89-104). Routledge.
Geng, Y., Gollier, J., Wheelwright, B., Peng, F., Sulai, Y., Lewis, B., ... & McEldowney, S. (2018, May). Viewing optics for immersive near-eye displays: pupil swim/size and weight/stray light. In Digital Optics for Immersive Displays (Vol. 10676, pp. 19-35). SPIE. https://doi.org/10.1117/12.2307671
Gent, E. (2022). Lessons from a second life > before meta, philip rosedale created an online universe. IEEE Spectrum, 59(1), 19-19.
Ghanbarzadeh, R., Ghapanchi, A. H., Blumenstein, M., & Talaei-Khoei, A. (2014). 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. https://doi.org/10.2196/jmir.3097.
Gibbons, P. (2015). Scaffolding language scaffolding learning: teaching English language learners in the mainstream classroom. (2nd ed.). Portsmouth, USA.
Gilman, R., & Huebner, E. S. (2006). Characteristics of adolescents who report very high life satisfaction. Journal of Youth and Adolescence, 35, 293-301.
Gonzalo-Iglesia J. L., Lozano-Monterrubio N., Prades-Tena J. (2018). Noneducational board games in university education. Perceptions of students experiencing game-based learning methodologies. Revista LUsófona de Educação, 41(41), 45–62. https://doi.org/10.24140/issn.1645-7250.rle41.03
Green, C., Eady, M., & Andersen, P. (2018). Preparing quality teachers: Bridging the gap between tertiary experiences and classroom realities. Teaching & Learning Inquiry, 6(1), 104-125. https://doi.org/10.20343/teachlearninqu.6.1.10
Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., Ortiz, M., & Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: Nomothetic and ideographic perspectives. Learning Disability Quarterly, 37(4), 204-217. https://doi.org/10.1177/0731948714526999
Gunn, T., Jones, L., Bridge, P., Rowntree, P., & Nissen, L. (2018). The use of virtual reality simulation to improve technical skill in the undergraduate medical imaging student. Interactive Learning Environments, 26(5), 613-620.
Hallin, C. A., & Marnburg, E. (2008). Knowledge management in the hospitality industry: A review of empirical research. Tourism management, 29(2), 366-381. https://doi.org/10.1016/j.tourman.2007.02.019
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow andimmersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models (Vol. II). Mahwah, NJ: Erlbaum.
Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64, 359-388. https://doi.org/10.1007/s11423-015-9420-7
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589-604. https://doi.org/10.1080/02697459.2020.1778859
Hatano, G., & Greeno, J. G. (1999). Commentary: Alternative Perspectives on Transfer and Transfer Studies. International Journal of Educational Research, 31(7), 645-54.
Hendrix N. M., Hojnoski R. L., Missall K. N. (2018). Promoting numeracy skills through board game play. Young Exceptional Children, 20(10), 1–12. https://doi.org/10.1177/1096250618814239
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. https://doi.org/10.1007/BF02319856
Hogle, J. G. (1996). Considering games as cognitive tools: In search of effective" edutainment.". ERIC Clearinghouse.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424-435. https://doi.org/10.1016/j.chb.2015.02.010
Hou, H. T. (2022). Augmented reality board game with multidimensional scaffolding mechanism: A potential new trend for effective organizational strategic planning training. Frontiers in Psychology, 13, 932328. https://doi.org/10.3389/fpsyg.2022.932328
Hou, H. T., Fang, Y. S., & Tang, J. T. (2023). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 31(7), 4346-4366. https://doi.org/10.1080/10494820.2021.1961810
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
Hou, H. T., & Li, M. C. (2014). Evaluating multiple aspects of a digital educational problem-solving-based adventure game. Computers in Human Behavior, 30, 29-38. https://doi.org/10.1016/j.chb.2013.07.052
Hou, H. T., & Lin, Y. C. (2017, July). The development and evaluation of an educational game integrated with augmented reality and virtual laboratory for chemistry experiment learning. In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 1005-1006). IEEE. https://doi.org/10.1109/IIAI-AAI.2017.14
Hou, H. T., Wu, C. S., & Wu, C. H. (2023). Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education, 10(2), 273-291. https://doi.org/10.1080/01443410.2023.2259139
Hsieh, Y. H., Yi-Chun, L., & Hou, H. T. (2015). Exploring elementary-school students' engagement patterns in a game-based learning environment. Journal of Educational Technology & Society, 18(2), 336.
Huang, H. L., Hwang, G. J., & Chang, C. Y. (2020). Learning to be a writer: A spherical video‐based virtual reality approach to supporting descriptive article writing in high school Chinese courses. British Journal of Educational Technology, 51(4), 1386-1405. https://doi.org/10.1111/bjet.12893
Huang, H. M., & Liaw, S. S. (2018). An analysis of learners' intentions toward virtual reality learning based on constructivist and technology acceptance approaches. The International Review of Research in Open and Distributed Learning, 19(1), 91–115. https://doi.org/10.19173/irrodl.v19i1.2503
Huang, H. M., Rauch, U., & Liaw, S. S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171-1182.
Huang, Y. C., Backman, S. J., McGuire, F. A., Backman, K. F., & Chang, L. L. (2013). Second life: The potential of 3D virtual worlds in travel and tourism industry. Tourism Analysis, 18(4), 471-477. https://doi.org/10.3727/108354213X13736372326154
Huang, Y. L., & Lin, C. T. (2010). Management trainee core competencies in the hospitality industry: Differences between managers and scholars. Journal of Human Resources in Hospitality & Tourism, 10(1), 1-13. https://doi.org/10.1080/15332845.2010.500166
Huang, Y., Lalopa, J. M., & Adler, H. (2016). An analysis of entry level management requirements: Are there differences in perceptions of hospitality recruiters versus hospitality students? Journal of Human Resources in Hospitality & Tourism, 15(3), 346–364. https://doi.org/10.1080/15332845.2016.1147980
Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students' cognitive and affective domain: A systematic review. Frontiers in psychology, 14, 1105806. https://doi.org/10.3389/fpsyg.2023.1105806
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, 1246–1256. https://doi.org/10.1016/j.compedu.2012.05.009
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
Jang, S., Vitale, J. M., Jyung, R. W., & Black, J. B. (2017). Direct manipulation is better than passive viewing for learning anatomy in a three-dimensional virtual reality environment. Computers & Education, 106, 150–165. https://doi.org/10.1016/j.compedu.2016.12.009
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23, 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
Ji, J. Y., Chen, Y. C., Kuo, C. C., & Hou, H. T. (2021, September). Designing an Educational Board Game-“Story of Court” for Training Chinese Reading Comprehension: Analysis of Learning Effects, flow, Acceptance and Anxiety. In ECGBL 2021 15th European Conference on Game-Based Learning (p. 370). Academic Conferences Limited.
Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28, 831-852. https://doi.org/10.1007/s10648-015-9352-0
Kamarudin, H., Abdul Malek, N. A., Ayub, S. A. A., Mohamad Ghazali, I., & Wan Mohamed, W. N. (2018). Powertoon clues. International Journal of Modern Languages and Applied Linguistics (IJMAL), 2(3), 30-34. https://doi.org/10.24191/ijmal.v2i3.7624
Kao, G. Y. M., Chiang, C. H., & Sun, C. T. (2017). Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity. Computers & Education, 113, 294-312. https://doi.org/10.1016/j.compedu.2017.05.022
Kaushal, V., & Srivastava, S. (2021). Hospitality and tourism industry amid COVID-19 pandemic: Perspectives on challenges and learnings from India. International Journal of Hospitality Management, 92, 102707. https://doi.org/10.1016/j.ijhm.2020.102707
Kay, C., & Russette, J. (2000). Hospitality-management competencies: Identifying managers' essential skills. Cornell Hotel and Restaurant Administration Quarterly, 41(2), 52-63. https://doi.org/10.1177/00108804000410021
Khairuddin, N. S., & Mailok, R. (2020). Pembelajaran Berasaskan Permainan Dalam Mata Pelajaran Sejarah Menggunakan Teknik Mnemonik: Game Based Learning in History Subjects Using Mnemonic Techniques. Journal of Information and Communication Technology in Education, 7(1), 9-15. https://doi.org/10.37134/jictie.vol7.1.2.2020
Kiili, K. (2006). Evaluations of an experiential gaming model. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2(2), 187–201. https://doi.org/10.17011/ht/urn.2006518
Kim, H., So, K. K. F., Mihalik, B. J., & Lopes, A. P. (2021). Millennials’ virtual reality experiences pre-and post-COVID-19. Journal of Hospitality and Tourism Management, 48, 200-209. https://doi.org/10.1016/j.jhtm.2021.06.008
Kim, H. J., & Jeong, M. (2018). Research on hospitality and tourism education: Now and future. Tourism Management Perspectives, 25, 119-122. https://doi.org/10.1016/j.tmp.2017.11.025
Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417. https://doi.org/10.1016/j.compedu.2010.08.024
Kimhi, E., Reishtein, J. L., Cohen, M., Friger, M., Hurvitz, N., & Avraham, R. (2016). Impact of simulation and clinical experience on self-efficacy in nursing students: Intervention study. Nurse Educator, 41(1), E1-E4. https://doi.org/10.1097/nne.0000000000000194.
Kivi, P. J., Namaziandost, E., Alamdari, E. F., Saenko, N. R., Inga-Arias, M., Fuster-Guillen, D., Sirirakpanich, D., & Nasirin, C. (2021). The comparative effects of teacher versus peer-scaffolding on EFL learners’ incidental vocabulary learning and readingcomprehension: A socio-cultural perspective. Journal of Psycholinguistic Research, 50, 1031-1047. https://doi.org/10.1007/s10936-021-09800-4
Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load. Frontiers in Psychology, 8, 1997. https://doi.org/10.3389/fpsyg.2017.01997
Knörzer, L., Brünken, R., & Park, B. (2016). Facilitators or suppressors: Effects of experimentally induced emotions on multimedia learning. Learning and Instruction, 44, 97-107. https://doi.org/10.1016/j.learninstruc.2016.04.002
Kollöffel, B., & De Jong, T. (2013). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393. https://doi.org/10.1002/jee.20022
Korozi M., Leonidis A., Ntoa S., Arampatzis D., Adami I., Antona M., Stephanidis C. (2018). Designing an augmented tabletop game for children with cognitive disabilities: The “Home game” case. British Journal of Educational Technology, 49(4), 701–716. https://doi.org/10.1111/bjet.12641
Kovaleva, М. N., Mrvich, N. V., Pakhonina, E. V., Sinitsyna, T. I., & Shibaev, D. V. (2021). On the issue of practice-oriented education in distance learning. In SHS Web of Conferences (Vol. 103, p. 02012). EDP Sciences. https://doi.org/10.1051/shsconf/202110302012
Krithika, L. B., & Lakshmi Priya, G. G. (2016). Student emotion recognition system (SERS) for e-learning improvement based on learner concentration metric. Procedia Computer Science, 85, 767-776. https://doi.org/10.1016/j.procs.2016.05.264
Kuo, C. C., Fang, Y. S., & Hou, H. T. (2021, September). The Development and Preliminary Evaluation of a Chinese Painting and Calligraphy Board Game with Situated Learning. In ECGBL 2021 15th European Conference on Game-Based Learning (p. 454). Academic Conferences Limited.
Kuo, C. C., Fang, Y. S., Lia, Y. Y., Wang, S. M., & Hou, H. T. (2020, September). A preliminary study of a business-management/strategic-planning board game with situated learning mechanisms. In ECGBL 2020 14th European Conference on Game-Based Learning (p. 331). Academic Conferences limited.
Kuo, C. C., & Hou, H. T. (2022). Designing a Library-use Instruction Educational Board Game with Situated History Story to Enhance Information Literacy Learning. IIAI Letters on Informatics and Interdisciplinary Research, 1. https://iaiai.org/letters/index.php/liir/article/view/14
Kusmaryono, I., Gufron, A. M., & Rusdiantoro, A. (2020). Effectiveness of scaffolding strategies in learning against decrease in mathematics anxiety level. Numerical Jurnal Matematika Dan Pendidikan Matematika. https://doi.org/10.25217/numerical.v4i1.770
Kwon, C. (2019). Verification of the possibility and effectiveness of experiential learning using HMD-based immersive VR technologies. Virtual Reality, 23(1), 101-118. https://doi.org/10.1007/s10055-018-0364-1
Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167. https://doi.org/10.1016/j.chb.2017.10.040
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lee, E. A. L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79, 49-58. https://doi.org/10.1016/j.compedu.2014.07.010
Lee, P. C., Wang, Z. X., & Hou, H. T. (2021). Designing an Online Simulation Board Game with Realistic Patients and Dynamic Electrocardiogram Situations for Learning First Aid Abilities. In The Asian Conference on Education 2021 Official Conference Proceedings. https://doi.org/10.22492/issn.2186-5892.2022.48
Lehtonen, E., Sahlberg, H., Rovamo, E., & Summala, H. (2016). Learning game for training child cyclists’ situation awareness. Accident and Analysis Prevention, 105, 72–83. Elsevier Science Direct. https://doi.org/10.1016/j.aap.2016. 07.036
Lei, H., & Cui, Y. (2016). Effects of academic emotions on achievement among mainland Chinese students: A meta-analysis. Social Behavior and Personality: an International Journal, 44(9), 1541-1553. https://doi.org/10.2224/sbp.2016.44.9.1541
Levinson, D. J. (1986). The Seasons of a Man's Life: The Groundbreaking 10-Year Study That Was the Basis for Passages!. Ballantine Books.
Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merriënboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072. https://doi.org/10.3758/s13428-013-0334-1
Li, C. T., Hou, H. T., & Lee, L. H. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research, 13621688221125903. https://doi.org/10.1177/13621688221125903
Li, C. T., Lee, L. H., & Hou, H. T. (2021, July). Designing an augmented reality educational board game learning activity with dual-scaffolding teaching strategy to enhance EFL reading comprehension. In 2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 926-927). IEEE.
Li, C. T., Keng, S. H., Li, Y. Y., Fang, Y. S., & Hou, H. T. (2018, November). The development and evaluation of an educational board game integrated with augmented reality, role-playing, and situated cases for anti-drug education. In ICCE International Conference on Computers in Education (ICCE2018).
Li, M. C., & Tsai, C. C. (2013). Game-based learning in science education: A review of relevant research. Journal of Science Education and Technology, 22, 877-898. https://doi.org/10.1007/s10956-013-9436-x
Liang, C. P., & She, H. C. (2023). Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: Evidence from eye movements. Interactive Learning Environments, 31(6), 3882-3897. https://doi.org/10.1080/10494820.2021.1943692
Liew, T. W., Tan, S. M., & Jayothisa, C. (2013). The Effects of Peer-Like and Expert-Like Pedagogical Agents on Learners’ Agent Perceptions, Task-Related Attitudes, and Learning Achievement. Journal of Educational Technology & Society, 16(4), 275–286. http://www.jstor.org/stable/jeductechsoci.16.4.275
Lin, Y. C., & Hou, H. T. (2022). The evaluation of a scaffolding-based augmented reality educational board game with competition-oriented and collaboration-oriented mechanisms: Differences analysis of learning effectiveness, motivation, flow, and anxiety. Interactive Learning Environments, 1-20. https://doi.org/10.1080/10494820.2022.2091606
Lin, Y. C., & Hou, H. T. (2023a). Designing a Strategic Analysis and Planning Skills Training Board Game Using Mobile Technology and a Dual-Scaffolding Mechanism. The Asia-Pacific Education Researcher, 1-15. https://doi.org/10.1007/s40299-023-00740-2
Lin, Y. C., & Hou, H. T. (2023b). Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion. Educational Psychology, 1-21. https://doi.org/10.1080/01443410.2023.2259139
Liu, P. H. E., & Tsai, M. K. (2013). Using augmented‐reality‐based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44(1), E1-E4. https://doi.org/10.1111/j.1467-8535.2012.01302.x
Lolli, J. C. (2013). Interpersonal communication skills and the young hospitality leader: Are they prepared? International Journal of Hospitality Management, 32, 295–298. https://doi.org/10.1016/j.ijhm.2012.02.010
Lomas, J. D., Koedinger, K., Patel, N., Shodhan, S., Poonwala, N., & Forlizzi, J. L. (2017, May). Is difficulty overrated? The effects of choice, novelty and suspense on intrinsic motivation in educational games. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 1028-1039). https://doi.org/10.1145/3025453.3025638
Lowell, V. L., & Yang, M. (2023). Authentic learning experiences to improve online instructor’s performance and self-efficacy: The design of an online mentoring program. TechTrends, 67(1), 112-123. https://doi.org/10.1007/s11528-022-00770-5
Luchi, K. C. G., Cardozo, L. T., & Marcondes, F. K. (2019). Increased learning by using board game on muscular system physiology compared with guided study. Advances in Physiology Education, 43(2), 149-154. https://doi.org/10.1152/advan.00165.2018
Magana, A. J., Hwang, J., Feng, S., Rebello, S., Zu, T., & Kao, D. (2022). Emotional and cognitive effects of learning with computer simulations and computer videogames. Journal of Computer Assisted Learning, 38(3), 875-891. https://doi.org/10.1111/jcal.12654
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. https://doi.org/10.1016/j.learninstruc.2017.12.007
Mandal, P., & Ambade, R. (2022). Surgery training and simulation using virtual and augmented reality for knee arthroplasty. Cureus, 14(9). https://doi.org/10.7759/cureus.28823
Martens, R., Burton, D., Vealey, R. S., Bump, L. A., & Smith, D. E. (1990). Development and validation of the competitive state anxiety inventory-2. Competitive Anxiety in Sport, 3(1), 117-190.
Maryam, B., Sören, H., & Gunilla, L. (2020). Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Education Journal, 48(1), 79-92. https://doi.org/10.1007/s10643-019-00971-3
Mayer, R. E. (2019). Computer games in education. Annual Review of Psychology, 70, 531-549.
Mazer, J. P., McKenna-Buchanan, T. P., Quinlan, M. M., & Titsworth, S. (2014). The dark side of emotion in the classroom: Emotional processes as mediators of teacher communication behaviors and student negative emotions. Communication Education, 63(3), 149-168. https://doi.org/10.1080/03634523.2014.904047
McFaul, H., & FitzGerald, E. (2020). A realist evaluation of student use of a virtual reality smartphone application in undergraduate legal education. British Journal of Educational Technology, 51(2), 572-589. https://doi.org/10.1111/bjet.12850
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.
Miller, P. (2011). Theories of developmental psychology (5th ed.). Worth Publishers.
Mitchell, K. M., Harrigan, T., Stefansson, T., & Setlack, H. (2017). Exploring self-efficacy and anxiety in first-year nursing students enrolled in a discipline-specific scholarly writing course. Quality Advancement in Nursing Education-Avancées En Formation Infirmière, 3(1), 4. https://doi.org/10.17483/2368-6669.1084
Mohsen, K., Abdollahi, S., & Omar, S. (2019). Evaluating the educational value of simulation games: Learners’ perspective. Innovations in Education and Teaching International, 56(4), 517-528. https://doi.org/10.1080/14703297.2018.1515646
Moore, T. J., Brophy, S. P., Tank, K. M., Lopez, R. D., Johnston, A. C., Hynes, M. M., & Gajdzik, E. (2020). Multiple representations in computational thinking tasks: a clinical study of second-grade students. Journal of Science Education and Technology, 29(1), 19-34. https://doi.org/10.1007/s10956-020-09812-0
O’Neil, H. F., Wainess, R., & Baker, E. L. (2005). Classification of learning outcomes: Evidence from the computer games literature. The Curriculum Journal, 1, 455–474. https://doi.org/10.1080/ 09585170500384529
Özhan, Ş. Ç., & Kocadere, S. A. (2020). The effects of flow, emotional engagement, and motivation on success in a gamified online learning environment. Journal of Educational Computing Research, 57(8), 2006-2031. https://doi.org/10.1177/0735633118823159
Özoğul, T., Sezerel, H., Aktaş, S. G., & Adıgüzel, Ö. (2020). Learning through creative drama in vocational hospitality education: Efficiency, retention, and attitudes. Tourism Management Perspectives, 36, 100728. https://doi.org/10.1016/j.tmp.2020.100728
Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28. https://doi.org/10.1016/j.cag.2005.10.004
Parong, J., & Mayer, R. E. (2021). Cognitive and affective processes for learning science in immersive virtual reality. Journal of Computer Assisted Learning, 37(1), 226-241. https://doi.org/10.1111/jcal.12482
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. https://doi.org/10.1207/S15326985EP3801_1
Park, S. M., & Kim, Y. G. (2022). A metaverse: Taxonomy, components, applications, and open challenges. IEEE Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
Passig, D., Tzuriel, D., & Eshel-Kedmi, G. (2016). Improving children’s cognitive modi fi ability by dynamic assessment in 3D immersive virtual reality environments. Computers & Education, 95, 296–308. https://doi.org/10.1016/j.compedu.2016.01.009
Patacsil, F. F., & Tablatin, C. L. S. (2017). Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis. Journal of Technology and Science education, 7(3), 347-368.
Pedersen, S., & Liu, M. (2002). The effects of modeling expert cognitive strategies during problem-based learning. Journal of Educational computing research, 26(4), 353-380. https://doi.org/10.2190/6NL3-HMED-J8HE-GD4T
Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506. https://doi.org/10.1016/j.learninstruc.2005.07.014
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9
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. https://doi.org/10.1037/a0013383
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., 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. https://doi.org/10.1207/S15326985EP3702_4
Peppler, K., Danish, J. A., & Phelps, D. (2013). Collaborative gaming: Teaching children about complex systems and collective behavior. Simulation & Gaming, 44(5), 683-705. https://doi.org/10.1177/1046878113501462
Perini, S., Luglietti, R., Margoudi, M., Oliveira, M., & Taisch, M. (2018). Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education–The Life Cycle Assessment (LCA) game. Computers in Industry, 102, 40-49. https://doi.org/10.1016/j.compind.2018.08.005
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533
Plass, J. L., & Kalyuga, S. (2019). Four ways of considering emotion in cognitive load theory. Educational Psychology Review, 31, 339-359. https://doi.org/10.1007/s10648-019-09473-5
Plucker, J. A., Makel, M. C., & Qian, M. (2010). Assessment of creativity. The Cambridge Handbook of Creativity, 48-73.
Prado, A. M., Arce, R., Lopez, L. E., García, J., & Pearson, A. A. (2020). Simulations versus case studies: Effectively teaching the premises of sustainable development in the classroom. Journal of Business Ethics, 161(2), 303-327.Available at: https://doi.org/10.1007/s10551-019-04217-5.
Poole, S. M., Maier, T. A., Wiss, B., & Smith, S. (2022). Game-Based Learning in Wine Education, Journal of Hospitality & Tourism Education, 34:3, 210-215, https://doi.org/10.1080/10963758.2020.1868310
Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50-58. https://doi.org/10.1016/j.chb.2016.05.023
Qiu, H., Li, Q., & Li, C. (2021). How technology facilitates tourism education in COVID-19: Case study of Nankai University. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100288. https://doi.org/10.1016/j.jhlste.2020.100288
Qu, H., Leung, X. Y., Huang, S. S., & He, J. (2021). Factors affecting hotel interns’ satisfaction with internship experience and career intention in China. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100311. https://doi.org/10.1016/j.jhlste.2021.100311
Radzi, S. H., Ying, T. Y., Abidin, M. Z. Z., Ahmad, P. A., & Zainol, A. Z. (2017). A board game architecture for soft skills development. In International Malaysia-Indonesia-Thailand Symposium on Innovation and Creativity (iMIT-SIC) (Vol. 3, pp. 867-873).
Raybould, M., & Wilkins, H. (2005). Over qualified and under experienced: Turning graduates into hospitality managers. International Journal of Contemporary Hospitality Management, 17(3), 203–216. https://doi.org/10.1108/09596110510591891
Reschly, A. L., Huebner, E. S., Appleton, J. J., & Antaramian, S. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning. Psychology in the Schools, 45(5), 419-431. https://doi.org/10.1002/pits.20306
Riley, M. (1991). Human resource management: a guide to personnel practice in the hotel and catering industries. Butterworth-Heinemann Ltd..
Ritter, B. A., Small, E. E., Mortimer, J. W., & Doll, J. L. (2018). Designing management curriculum for workplace readiness: Developing students’ soft skills. Journal of Management Education, 42(1), 80-103. https://doi.org/10.1177/1052562917703679
Rogerson M. J., Gibbs M. (2018). Finding time for tabletop: Board game play and parenting. Games and Culture, 13(3), 280–300. https://doi.org/10.1177/1555412016656324
Rosenshine, B. V., & Meister, C. (1992). The use of scaffolds for teaching less structured cognitive tasks. Educational Leadership, 49(7), 26–33.
Ruikar, D.D., Hegadi, R.S. & Santosh, K.C. (2018). A Systematic Review on Orthopedic Simulators for Psycho-Motor Skill and Surgical Procedure Training. J Med Syst 42, 168. https://doi.org/10.1007/s10916-018-1019-1
Rupp, A. A., Gushta, M., Mislevy, R. J., & Shaffer, D. W. (2010). Evidence-centered design of epistemic games: Measurement principles for complex learning environments. The Journal of Technology, Learning and Assessment, 8(4). https://ejournals.bc.edu/index.php/jtla/article/view/1623
Safadi, E., & Rababah, G. (2012). The effects of scaffolding instruction on reading comprehension skills. International Journal of Language Studies, 6(2), 1-38.
Salmina, N. G., & Tihanova, I. G. (2011). Psychological and Pedagogical Expertise of Board Games. Psychological Science & Education, 16, 18-25.
Sandwith, P. (1993). A hierarchy of management training requirements: The competency domain model. Public Personnel Management, 22(1), 43-62. https://doi.org/10.1177/009102609302200104
Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96. https://doi.org/10.1007/BF02505026
Schrader, C., & Bastiaens, T. J. (2012). The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games. Computers in Human Behavior, 28(2), 648-658. https://doi.org/10.1016/j.chb.2017.01.031
Schutz, P. A., & Pekrun, R. E. (2007). Emotion in education. Elsevier Academic Press.
Segura, R. J., del Pino, F. J., Ogáyar, C. J., & Rueda, A. J. (2020). VR‐OCKS: A virtual reality game for learning the basic concepts of programming. Computer Applications in Engineering Education, 28(1), 31-41.
Selzer, M. N., Gazcon, N. F., & Larrea, M. L. (2019). Effects of virtual presence and learning outcome using low-end virtual reality systems. Displays, 59, 9-15. https://doi.org/10.1016/j.displa.2019.04.002
Seo, J. H., Smith, B. M., Cook, M., Malone, E., Pine, M., Leal, S., ... & Suh, J. (2018). Anatomy builder VR: Applying a constructive learning method in the virtual reality canine skeletal system. In Advances in Human Factors in Training, Education, and Learning Sciences: Proceedings of the AHFE 2017 International Conference on Human Factors in Training, Education, and Learning Sciences, July 17-21, 2017, The Westin Bonaventure Hotel, Los Angeles, California, USA 8 (pp. 245-252). Springer International Publishing.
Seyitoğlu, F. (2019). Gastronomy students’ internship experience: benefits, challenges, and future career. Journal of Teaching in Travel & Tourism, 19(4), 285-301. https://doi.org/10.1080/15313220.2019.1566044
Seyitoğlu, F., & Yirik, S. (2015). Internship satisfaction of students of hospitality and impact of internship on the professional development and industrial perception. Asia Pacific Journal of Tourism Research, 20(sup1), 1414-1429. https://doi.org/10.1080/10941665.2014.983532
Shariff, N. M., Kayat, K., & Abidin, A. Z. (2014). Tourism and hospitality graduates competencies: Industry perceptions and expectations in the Malaysian perspectives. World Applied Sciences Journal, 31(11), 1992-2000. https://doi.org/10.5829/idosi.wasj.2014.31.11.718
Shin, S., Brush, T. A., & Glazewski, K. D. (2020). Patterns of peer scaffolding in technology-enhanced inquiry classrooms: Application of social network analysis. Educational Technology Research and Development, 68, 2321-2350. https://doi.org/10.1007/s11423-020-09779-0
Shute, V. J., D'Mello, S., Baker, R., Cho, K., Bosch, N., Ocumpaugh, J., ... & Almeda, V. (2015). Modeling how incoming knowledge, persistence, affective states, and in-game progress influence student learning from an educational game. Computers & Education, 86, 224-235. https://doi.org/10.1016/j.compedu.2015.08.001
Singley, M. K., & Anderson, J. R. (1989). The transfer of cognitive skill (No. 9). Harvard University Press.
Sipos, A., & Mironescu, I. D. (2009, October). Collaborative learning environment for bioprocess control. In 2nd International Conference on Engineering and Business Education.
Sisson, L. G., & Adams, A. R. (2013). Essential hospitality management competencies: The importance of soft skills. Journal of Hospitality & Tourism Education, 25(3), 131–145. https://doi.org/10.1080/10963758.2013.826975
Skillen J., Berner V., & Seitz-Stein K. (2018). The rule counts! Acquisition of mathematical competencies with a number board game. The Journal of Educational Research, 111(5), 554–563. https://doi.org/10.1080/00220671.2017.1313187
Smith E., & Golding L. (2018). Use of board games in higher education literature review. MSOR Connections, 16(2), 24–29. https://doi.org/10.21100/msor.v16i2.624
Smith, G., & Cooper, C. (2000). Competitive approaches to tourism and hospitality curriculum design. Journal of Travel Research, 39(1), 90-95. https://doi.org/10.1177/004728750003900112
Smith, S. M., & Vela, E. (2001). Environmental context-dependent memory: A review and meta-analysis. Psychonomic Bulletin & Review, 8, 203-220. https://doi.org/10.3758/BF03196157
Sobhanzadeh, M., Kalman, C. S., & Thompson, R. (2017). Labatorialsin introductory physics courses, European Journal of Physics, 38(6). https://doi.org/10.1088/1361-6404/aa8757
Song, H., Kim, T., Kim, J., Ahn, D., & Kang, Y. (2021). Effectiveness of VR crane training with head-mounted display: Double mediation of presence and perceived usefulness. Automation in Construction, 122, 103506. https://doi.org/10.1016/j.autcon.2020.103506
Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360-366. https://doi.org/10.1016/j.jbusres.2018.01.057
Stefaniak, J. (2015). Promoting learner-centered instruction through the design of contextually relevant experiences. The design of learning experience: Creating the future of educational technology, 49-62. https://doi.org/10.1007/978-3-319-16504-2_4
Steinmayr, R., Meiǹer, A., Weideinger, A. F., & Wirthwein, L. (2014). Academic achievement (pp. 9780199756810-0108). Oxford, UK: Oxford University Press.
Strachan, L. (2016). Teaching employability skills through simulation games. Journal of Pedagogic Development, 6(2), 8-17.
Suárez-Pellicioni, M., Núñez-Peña, M. I., & Colomé, À. (2016). Math anxiety: A review of its cognitive consequences, psychophysiological correlates, and brain bases. Cognitive, Affective, & Behavioral Neuroscience, 16, 3-22. https://doi.org/10.3758/s13415-015-0370-7
Sun, F. R., Pan, L. F., Wan, R. G., Li, H., & Wu, S. J. (2018). Detecting the effect of student engagement in an SVVR school-based course on higher level competence development in elementary schools by SEM. Interactive Learning Environments, 29:1, 3-16. https://doi.org/10.1080/10494820.2018.1558258
Sun, J. C. Y., Kuo, C. Y., Hou, H. T., & Lin, Y. Y. (2017). Exploring learners’ sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Journal of Educational Technology & Society, 20(1), 45-60. https://www.jstor.org/stable/jeductechsoci.20.1.45
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7
Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296. https://doi.org/10.1023/A:1022193728205
Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. https://doi.org/10.1080/00461520701263426
Sysoev, I., Gray, J. H., Fine, S., Makini, S. P., & Roy, D. (2022). Child-driven, machine-guided: Automatic scaffolding of constructionist-inspired early literacy play. Computers & Education, 182, 104434.
Tesone, D. V., & Ricci, P. (2006). Toward a definition of entry-level job competencies: Hospitality manager perspectives. International Journal of Hospitality & Tourism Administration, 7(4), 65-80. https://doi.org/10.1300/J149v07n04_04
Tsai, C. Y., Lin, H. S., & Liu, S. C. (2020). The effect of pedagogical GAME model on students' PISA scientific competencies. Journal of Computer Assisted Learning, 36(3), 359-369. https://publons.com/publon/10.1111/jcal.12406
Tsai, J. C., Cheng, P. H., Liu, S. Y., & Chang, C. Y. (2019). Using board games to teach socioscientific issues on biological conservation and economic development in Taiwan. Journal of Baltic Science Education, 18(4), 634-645.
Tilhou, R., Taylor, V., Crompton, H. (2020). 3D Virtual Reality in K-12 Education: A Thematic Systematic Review. In: Yu, S., Ally, M., Tsinakos, A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-15-0618-5_10
Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers' behaviors predict students' enjoyment, hope, and pride?. Communication Education, 62(2), 191-209. https://doi.org/10.1080/03634523.2013.763997
Um, E., Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional design in multimedia learning. Journal of Educational Psychology, 104(2), 485. https://doi.org/10.1037/a0026609
Utkarsh, & Sigala, M. (2021). A bibliometric review of research on COVID-19 and tourism: Reflections for moving forward. Tourism Management Perspectives, 40, 100912. https://doi.org/10.1016/j.tmp.2021.100912
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade research. Educational Psychology Review, 22, 271-296. https://doi.org/10.1007/s10648-010-9127-6
van Merrrienboer, J. J. G. & Sweller, J. (2005). Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review, 17, 2, 147–177. https://doi.org/10.1007/s10648-005-3951-0
Vygotsky, L. S. (1967). Play and its role in the mental development of the child. Soviet Psychology, 5(3), 6-18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, P. Y., Lin, H. T., Wang, S. M., & Hou, H. T. (2019, May). The development and evaluation of an educational board game with augmented reality integrating contextual clues as multi-level scaffolding for learning ecosystem concepts. In 2019 IEEE International Conference on Consumer Electronics-Taiwan (ICCE-TW) (pp. 1-2). IEEE.
Wang, S. M., Chen, K. T., Hou, H. T., & Li, C. T. (2017). A science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies. In Workshop Proceedings of the 25th International Conference on Computers in Education (pp. 40-47).
Wang, Y. F., Chiang, M. H., & Lee, Y. J. (2014). The relationships amongst the intern anxiety, internship outcomes, and career commitment of hospitality college students. Journal of Hospitality, Leisure, Sport & Tourism Education, 15, 86-93. https://doi.org/10.1016/j.jhlste.2014.06.005
Weber, M. R., Crawford, A., Lee, J., & Dennison, D. (2013). An exploratory analysis of soft skill competencies needed for the hospitality industry. Journal of Human Resources in Hospitality & Tourism, 12(4), 313–332. https://doi.org/10.1080/15332845.2013.790245
Wolfe, K. L., Phillips, W. J., & Asperin, A. (2014). Using hotel supervisors’ emotional intelligence as a benchmark for hospitality students. Journal of Hospitality & Tourism Education, 26(1), 2–7. https://doi.org/10.1080/10963758.2013.826975
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Wu, C. H., Chen, C. C., Wang, S. M., & Hou, H. T. (2018, July). The design and evaluation of a gamification teaching activity using board game and QR code for organic chemical structure and functional groups learning. In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI) (pp. 938-939). IEEE.
Yang, F., & Goh, Y. M. (2022). VR and MR technology for safety management education: An authentic learning approach. Safety Science, 148, 105645. https://doi.org/10.1016/j.ssci.2021.105645
Yang, J. C., Quadir, B., Chen, N. S., & Miao, Q. (2016). Effects of online presence on learning performance in a blog-based online course. The Internet and Higher Education, 30, 11–20. https://doi.org/10.1016/j.iheduc.2016.04.002
Yu, H., Sirsat, S. A., & Madera, J. M. (2018). Enhancing hospitality students’ motivation to learn food safety knowledge using tablet personal computer (TPC)-based simulation game class activity. Journal of Hospitality, Leisure, Sport & Tourism Education, 23, 82-94. https://doi.org/10.1016/j.jhlste.2018.08.002.
Zuo, P. Y., Fang, Y. S., Kuo, C. C., Lin, H. T., & Hou, H. T. (2021, September). Development and Evaluation of an Educational Board Game-" 118 Job Bank" for Human Resource Training Courses. In European Conference on Games Based Learning (pp. 774-XXIII). Academic Conferences International Limited.