學者指出，在真實情境中學習是不可被取代的學習情境；唯有透過真實情境的觀察與體驗，學生才能獲得完整且正確的知識。同時，為了幫助學生解決在真實學習環境中遇到的問題，合作學習是常用的活動設計策略；透過同儕互動與知識分享，對於培養學生解決真實情境問題的能力有很大的幫助。然而，相關研究也發現，如果缺乏學習動機及對於學習任務的投入，合作學習活動可能無法達到預期的成果。針對解決這個問題，學者也指出，融入遊戲的元素，來提昇學生的學習動機與參與感，是一個值得嘗試的方式。因此，本研究設計及開發一款實境合作角色扮演遊戲並實際運用在小學六年級自然科學的教學上，以提升學生的學習成就、動機、關鍵能力及心流。同時，本研究將運用量化內容分析和序列分析來探討學生在無所不在學習活動的學習行為及線上討論的互動行為。
由實驗結果顯示，實境合作角色扮演遊戲能提升學生的學習成就、內在學習動機、群體效能及心流；同時，對於其團隊合作、溝通協調、複雜問題解決、獨立思辨等能力亦有明顯的助益。另外，值得注意的是，實境角色扮演遊戲激勵學生致力於無所不在學習環境中實際地觀察、比較和搜尋資料。

Previous research has illustrated that the process of acquiring knowledge may not be successful without the support of real contexts. While participating in an activity or a task in a real environment, individuals can meaningfully connect their prior knowledge with the real-world scenarios. Meanwhile, collaborative learning is an effective strategy for assisting students in conducting ubiquitous learning activities. Collaborative learning, which has been referred to as a form of peer interaction, is designed to assist students in collaboratively solving authentic problems. A well-designed collaborative learning activity can contribute to students’ learning effectiveness; however, without participants’ engagement, not all the effects of the collaborative activities are always as good as could be expected. In this study, a collaborative mobile role-playing game was developed to improve students’ learning effectiveness in a ubiquitous learning activity. An experiment was conducted on an elementary school nature science course to assess the effects of the proposed approach on students’ learning achievement, motivation, core competence and flow. Moreover, the students’ learning patterns and interactions were analyzed via quantitative content analysis and lag-sequential analysis. The experimental results indicate that the collaborative mobile role-playing game benefited the students’ learning achievement, intrinsic learning motivation, collective efficacy and flow; moreover, the students’ perceptions of their collaboration, communication, problem solving and critical thinking competence were significantly promoted as well. Furthermore, it was found that the collaborative mobile role-playing game stimulated the participants to actively engage in field observation, comparison and data searching in the collaborative ubiquitous learning activity.

Akcaoglu, M. (2014). Learning problem-solving through making games at the game design and learning summer program. Educational Technology Research and Development, 62(5), 583-600.
Alvarez, C., Salavati, S., Nussbaum, M., & Milrad, M. (2013). Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards. Computers & Education, 63, 368-379.
Ardito, C., Lanzilotti, R., Costabile, M. F., & Desolda, G. (2013). Integrating traditional learning and games on large displays: an experimental study. Educational Technology & Society, 16(1), 44-56.
Avouris, N. M., & Yiannoutsou, N. (2012). A Review of Mobile Location-based Games for Learning across Physical and Virtual Spaces. Journal of Universal Computer Science, 18(15), 2120-2142.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge university press.
Baran, E. (2014). A Review of Research on Mobile Learning in Teacher Education. Educational Technology & Society, 17 (4), 17–32.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.
Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348-379.
Brom, C., Buchtová, M., Šisler, V., Děchtěrenko, F., Palme, R., & Glenk, L. M. (2014). Flow, social interaction anxiety and salivary cortisol responses in serious games: A quasi-experimental study. Computers & Education, 79, 69-100.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Cakici, Y., & Bayir, E. (2012). Developing children's views of the Nature of Science through role play. International Journal of Science Education, 34(7), 1075-1091.
Chang, C. C., Liang, C., Yan, C. F., & Tseng, J. S. (2012). The Impact of College Students’ Intrinsic and Extrinsic Motivation on Continuance Intention to Use English Mobile Learning Systems. The Asia-Pacific Education Researcher, 22(2), 181-192.
Chang, C. Y., Sheu, J. P., & Chan, T. W. (2003). Concept and design of ad hoc and mobile classrooms. Journal of computer assisted Learning, 19(3), 336-346.
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.
Chen, C. C., & Huang, T. C. (2012). Learning in a u-Museum: Developing a context-aware ubiquitous learning environment. Computers & Education, 59(3), 873-883
Chen, C. H., & Hwang, G. J., & Tsai, C. H. (2014). A progressive prompting approach to conducting contextual ubiquitous learning activities for natural science courses. Interacting with Computers, 26(4), 348-359.
Chen, C. H., Liu, G. Z., & Hwang, G. J. (2015). Interaction between gaming and multistage guiding strategies on students' field trip mobile learning performance and motivation. British Journal of Educational Technology. doi: 10.1111/bjet.12270.
Chen, C. P., Shih, J. L., & Ma, Y. C. (2014). Using Instructional Pervasive Game for School Children’s Cultural Learning. Educational Technology & Society, 17(2), 169-182.
Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50(1), 77-90.
Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
Chu, H. C. (2014). Potential Negative Effects of Mobile Learning on Students’ Learning Achievement and Cognitive Load—A Format Assessment Perspective. Educational Technology & Society, 17 (1), 332–344.
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to developing location-aware mobile learning system for natural science course. Computers & Education, 55(4), 1618-1627.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Crook, C. (1998). Children as computer users: The case of collaborative learning. Computers & Education, 30(3), 237-247.
Conejo, R., Barros, B., Guzmán, E., & Garcia-Viñas, J. I. (2013). A web based collaborative testing environment. Computers & Education, 68, 440-457.
Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York: HarperPerennial.
Csikszentmihalyi, M. (1997). Flow and the Psychology of Discovery and Invention. New York: HarperPerennial.
Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous learning networks, 5(1), 21-34.
Dabbagh, N., & Dass, S. (2013). Case problems for problem-based pedagogical approaches: A comparative analysis. Computers & Education, 64, 161-174.
de Hei, M. S. A., Strijbos, J. W., Sjoer, E., & Admiraal, W. (2015). Collaborative learning in higher education: lecturers’ practices and beliefs. Research Papers in Education, 30(2), 232-247.
de Laat, M., & Lally, V. (2003). Complexity, theory and praxis: Researching collaborative learning and tutoring processes in a networked learning community. Instructional science, 31(1-2), 7-39.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of personality and Social Psychology, 18(1), 105-115.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156-167.
Eryilmaz, E., van der Pol, J., Ryan, T., Clark, P. M., & Mary, J. (2013). Enhancing student knowledge acquisition from online learning conversations. International Journal of Computer-Supported Collaborative Learning, 8(1), 113-144.
Fleiss, J. L. (1981) Statistical methods for rates and proportions. (2nd ed.). NY: John Wiley.
Furió, D., Juan, M. C., Seguí, I., & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), 189-201.
Gelmini-Hornsby, G., Ainsworth, S., & O’Malley, C. (2011). Guided reciprocal questioning to support children’s collaborative storytelling. International Journal of Computer-Supported Collaborative Learning, 6(4), 577-600.
Gu, X., Shao, Y., Guo, X., & Lim, C. P. (2015). Designing a role structure to engage students in computer-supported collaborative learning. The Internet and Higher Education, 24, 13-20.
Gunawardena, C., Lowe, C., & Anderson, T. (1997). Analysis of global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research 17(4), 397–431.
Hemmi, A., Narumi‐Munro, F., Alexander, W., Parker, H., & Yamauchi, Y. (2014). Co‐evolution of mobile language learning: Going global with games consoles in higher education. British Journal of Educational Technology, 45(2), 356-366.
Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Educational Multimedia and Hypermedia, 8(4), 401-422
Herrington, J., Reeves, T. C., Oliver, R., & Woo, Y. (2004). Designing authentic activities in web-based courses. Journal of Computing in Higher Education, 16(1), 3-29.
Hoffman, B., & Nadelson, L. (2010). Motivational engagement and video gaming: A mixed methods study. Educational Technology Research and Development, 58(3), 245-270.
Hou, H. T., Chang, K. E., & Sung, Y. T. (2008). Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern. Educational Technology & Society, 11 (1), 17-28.
Hsiao, H. S., Chang, C. S., Lin, C. Y., & Hu, P. M. (2014). Development of children's creativity and manual skills within digital game‐based learning environment. Journal of Computer Assisted Learning, 30, 377–395.
Hsu, Y. S., Wu, H. K., & Hwang, F. K. (2008). Fostering high school students’ conceptual understandings about seasons: The design of a technology-enhanced learning environment. Research in Science Education, 38(2), 127-147.
Huang, K., Lubin, I. A., & Ge, X. (2011). Situated learning in an educational technology course for pre-service teachers. Teaching and Teacher Education, 27(8), 1200-1212.
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789-797.
Huang, Y. M., Chiu, P. S., Liu, T. C., & Chen, T. S. (2011). The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning. Computers & Education, 57(4), 2291-2302.
Huang, Y. M., Liao, Y. W., Huang, S. H., & Chen, H. C. (2014). A Jigsaw-based Cooperative Learning Approach to Improve Learning Outcomes for Mobile Situated Learning. Educational Technology & Society, 17 (1), 128–140.
Hung, I., Yang, X. J., Fang, W. C., Hwang, G. J., & Chen, N. S. (2014). A context-aware video prompt approach to improving students' in-field reflection levels. Computers & Education, 70, 80-91.
Hung, P. H., Hwang, G. J., Lee, Y. H., & Su, I. (2012). A cognitive component analysis approach for developing game-based spatial learning tools. Computers & Education, 59(2), 762-773.
Hung, P. H., Hwang, G. J., Lee, Y. H., Wu, T. H., Vogel, B., Milrad, M., & Johansson, E. (2014). A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students. Journal of Educational Technology & Society, 17(4), 316-334.
Hung, P. H., Lin, Y. F., & Hwang, G. J. (2010). Formative Assessment Design for PDA Integrated Ecology Observation. Educational Technology & Society, 13(3), 33-42.
Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031.
Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Hwang, G. J., Kuo, F. R., Yin, P. Y., & Chuang, K. H. (2010). A heuristic algorithm for planning personalized learning paths for context-aware ubiquitous learning. Computers & Education, 54(2), 404-415.
Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning. British Journal of Educational Technology, 42(5), 778–789.
Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., & Huang, I. (2013). A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge. British Journal of Educational Technology, 44(2), 183-196.
Hwang, G. J., Tsai, C. C., & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931-947.
Hwang, G. J., Tsai, C. C., & Yang, S. J. H. (2008). Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning. Educational Technology & Society, 11 (2), 81-91.
Hwang, G. J., Tsai, C. C., Kinshuk., & Chen, C. Y. (2012). A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park. Australasian Journal of Educational Technology, 28(5), 931-947.
Hwang, G. J., Wu, P. H. & Ke, H. R. (2011). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers & Education, 57(4), 2272-2280.
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.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education, 53(2), 402-413.
Isotani, S., Mizoguchi, R., Isotani, S., Capeli, O. M., Isotani, N., De Albuquerque, A. R., ... & Jaques, P. (2013). A Semantic Web-based authoring tool to facilitate the planning of collaborative learning scenarios compliant with learning theories. Computers & Education, 63, 267-284.
Jamaludin, A., San Chee, Y., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53(2), 317-329.
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational psychologist, 45(1), 15-27.
Kalz, M., & Specht, M. (2014). Assessing the crossdisciplinarity of technology‐enhanced learning with science overlay maps and diversity measures. British Journal of Educational Technology, 45(3), 415-427.
Keller, J. M. (2010). Motivational design for learning and performance. New York, NY: Springer.
Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?. Metacognition and Learning, 1-21.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Kiili, K. (2006). Evaluations of an experiential gaming model. Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2(2), 187-201.
Kiili, K. (2007). Foundation for problem-based gaming. British Journal of Educational Technology, 38(3), 394-404.
Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810.
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.
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36.
Kirman, B., Linehan, C., & Lawson, S. (2012). Blowtooth: a provocative pervasive game for smuggling virtual drugs through real airport security. Personal and Ubiquitous Computing, 16(6), 767-775.
Kori, K., Pedaste, M., Leijen, Ä., & Mäeots, M. (2014). Supporting reflection in technology-enhanced learning. Educational Research Review, 11, 45-55.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in human behavior, 19(3), 335-353.
Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students' conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3/4), 276-291.
Lan, Y. F., Tsai, P. W., Yang, S. H., & Hung, C. L. (2012). Comparing the social knowledge construction behavioral patterns of problem-based online asynchronous discussion in e/m-learning environments. Computers & Education, 59(4), 1122-1135.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
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(6), 877-898.
Li, M., Ogata, H., Hou, B, Uosaki, N., & Mouri, K. (2013). Context-aware and Personalization Method in Ubiquitous Learning Log System. Educational Technology & Society, 16 (3), 362–373.
Liu, T. Y. (2009). A context-aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
Liu, T. Y., & Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630-643.
Looi, C. K., Sun, D., & Sun, W. (2015). Exploring Students’ Progression in an Inquiry Science Curriculum Enabled by Mobile Learning, IEEE Transactions on Learning Technologies, 8(1), 43-54.
Looi, C. K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., & Soloway, E. (2011). 1: 1 mobile inquiry learning experience for primary science students: A study of learning effectiveness. Journal of Computer Assisted Learning, 27(3), 269-287.
Magnisalis, I., Demetriadis, S., & Karakostas, A. (2011). Adaptive and intelligent systems for collaborative learning support: a review of the field. Learning Technologies, IEEE Transactions on, 4(1), 5-20.
Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76-85.
Moreno, J. (2012). Digital Competition Game to Improve Programming Skills. Educational Technology & Society, 15(3), 288-297.
Noroozi, O., Teasley, S. D., Biemans, H. J., Weinberger, A., & Mulder, M. (2013). Facilitating learning in multidisciplinary groups with transactive CSCL scripts. International Journal of Computer-Supported Collaborative Learning, 8(2), 189-223.
Noroozi, O., Weinberger, A., Biemans, H. J., Mulder, M., & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers & Education, 61, 59-76.
O’Neil, H. F., Chung, G. K., Kerr, D., Vendlinski, T. P., Buschang, R. E., & Mayer, R. E. (2014). Adding self-explanation prompts to an educational computer game. Computers in Human Behavior, 30, 23-28.
Papadopoulou, M. (2012). The ecology of role play: intentionality and cultural evolution. British Educational Research Journal, 38(4), 575-592.
Pearce, J. M., Ainley, M., & Howard, S. (2005). The ebb and flow of online learning. Computers in Human Behavior, 21(5), 745-771.
Peng, H., Su, Y. J., Chou, C., & Tsai, C. C. (2009). Ubiquitous knowledge construction: mobile learning re‐defined and a conceptual framework. Innovations in Education and Teaching International, 46(2), 171-183.
Pfeiffer, V. D., Gemballa, S., Jarodzka, H., Scheiter, K., & Gerjets, P. (2009). Situated learning in the mobile age: mobile devices on a field trip to the sea. Research in Learning Technology, 17(3). 187-199.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). MI: National Center for Research to Improve Postsecondary Teaching and Learning. (ERIC Document Reproduction Service No. ED 338122)
Prensky, M. (2007). Digital Game-Based Learning. New York: McGraw-Hill.
Reeves, T. C., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 53-65.
Ruchter, M., Klar, B., & Geiger, W. (2010). Comparing the effects of mobile computers and traditional approaches in environmental education. Computers & Education, 54(4), 1054-1067.
Russell, C., & Shepherd, J. (2010). Online role‐play environments for higher education. British Journal of Educational Technology, 41(6), 992-1002.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Şad, S. N., & Göktaş, Ö. (2014). Preservice teachers' perceptions about using mobile phones and laptops in education as mobile learning tools. British Journal of Educational Technology, 45(4), 606-618.
Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57(3), 1943-1952.
Sancho, P., Moreno-Ger, P., Fuentes-Fernández, R., & Fernández-Manjón, B. (2009). Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning. Journal of Educational Technology & Society, 12(4). 110–124.
Scheuer, O., Loll, F., Pinkwart, N., & McLaren, B. M. (2010). Computer-supported argumentation: A review of the state of the art. International Journal of Computer-Supported Collaborative Learning, 5(1), 43-102.
Schmitz, B., Klemke, R., & Specht, M. (2014). The impact of coupled games on the learning experience of learners at-risk: An empirical study. Pervasive and Mobile Computing, 14, 57-65.
Schmitz, B., Klemke, R., Walhout, J., & Specht, M. (2015). Attuning a mobile simulation game for school children using a design-based research approach. Computers & Education, 81, 35-48.
Sha, L., Looi, C. K., Chen, W., & Zhang, B. H. (2012). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28(4), 366-378.
Shapiro, S., & Leopold, L. (2012). A critical role for role-playing pedagogy. TESL Canada Journal, 29(2), 120.
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34(3), 177-193.
Sharples, M., Corlett, D., & Westmancott, O. (2002). The design and implementation of a mobile learning resource. Personal and Ubiquitous Computing, 6(3), 220-234.
Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn 2005, 1(1), 1-9.
Shih, K. P., Chen, H. C., Chang, C. Y., & Kao, T. C. (2010). The Development and Implementation of Scaffolding-Based Self- Regulated Learning System for e/m-Learning. Educational Technology & Society, 13 (1), 80–93.
Shin, S. C., Kuo, B. C., & Liu, Y. L. (2012). Adaptively Ubiquitous Learning in Campus Math Path. Journal of Educational Technology & Society, 15(2), 298-308.
Simpson, J. M., & Elias, V. L. (2011). Choices and Chances The Sociology Role-playing Game—The Sociological Imagination in Practice. Teaching Sociology, 39(1), 42-56.
Sims, E. M. (2007). Reusable, lifelike virtual humans for mentoring and role-playing. Computers & Education, 49(1), 75-92.
Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Phielix, C. (2010). Fostering complex learning-task performance through scripting student use of computer supported representational tools. Computers & Education, 55(4), 1707-1720.
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors. Computers & Education, 51(1), 318-336.
Stillman, G., Alison, J., Croker, F., Tonkin, C., & White, B. (1998). Situated learning as a model for the design of an interactive multimedia program on medication administration for nurses. Innovations in education and training international, 35(4), 329-336.
Strijbos, J. W. (2011). Assessment of (computer-supported) collaborative learning. Learning Technologies, IEEE Transactions on, 4(1), 59-73.
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286.
Sung, H. Y., & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students' learning performance in science courses. Computers & Education, 63, 43-51.
Sung, H. Y., Hwang, G. J., Liu, S. Y., & Chiu, I. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80-90.
Triantafyllakos, G., Palaigeorgiou, G., & Tsoukalas, I. A. (2011). Designing educational software with students through collaborative design games: The We! Design&Play framework. Computers & Education, 56(1), 227-242.
Tsai, C. C. (2001). The interpretation construction design model for teaching science and its applications to Internet-based instruction in Taiwan. International Journal of Educational Development, 21(5), 401-415.
Tsai, C. W. (2010). Do students need teacher’s initiation in online collaborative learning?. Computers & Education, 54(4), 1137-1144.
Tsai, P. S., Tsai, C. C., & Hwang, G. H. (2011). College students’ conceptions of context-aware ubiquitous learning: A phenomenographic analysis. The Internet and Higher Education, 14(3), 137-141.
van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and instruction, 10(4), 311-330.
Wang, L. C., & Chen, M. P. (2010). The effects of game strategy and preference‐matching on flow experience and programming performance in game‐based learning. Innovations in Education and Teaching International, 47(1), 39-52.
Wang, Q. (2010). Using online shared workspaces to support group collaborative learning. Computers & Education, 55(3), 1270-1276.
Wang, S. L., & Hwang, G. J. (2012). The role of collective efficacy, cognitive quality, and task cohesion in computer-supported collaborative learning. Computers & Education, 58(2), 679-687.
Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & education, 46(1), 71-95.
Wishart, J. M., Oades, C. E., & Morris, M. (2007). Using online role play to teach internet safety awareness. Computers & Education, 48(3), 460-473.
Woolf, N., & Quinn, J. (2009). Learners’ perceptions of instructional design practice in a situated learning activity. Educational Technology Research and Development, 57(1), 25-43
Wong, L. H., Hsu, C. K., Sun, J., & Boticki, I. (2013). How Flexible Grouping Affects the Collaborative Patterns in a Mobile-Assisted Chinese Character Learning Game. Educational Technology & Society, 16(2), 174-187.
Yang, S. J. H. (2006). Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning. Educational Technology & Society, 9 (1), 188-201.
Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
Yau, J. Y. K., Joy, M., & Dickert, S. (2010). A Mobile Context-aware Framework for Managing Learning Schedules – Data Analysis from a Diary Study. Educational Technology & Society, 13 (3), 22–32.
Zhang, J., Sung, Y. T., Hou, H. T., & Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178-188.
Zheng, L., Huang, R., &Yu, J. (2014). Identifying Computer-Supported Collaborative Learning (CSCL) Research in Selected Journals Published from 2003 to 2012: A Content Analysis of Research Topics and Issues. Educational Technology & Society, 17(4), 335–351.
Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & education, 42(3), 289-314.
Zurita, G., Baloian, N., & Frez, J. (2014). Using the cloud to develop applications supporting geo-collaborative situated learning. Future Generation Computer Systems, 34, 124-137.