Research Team
¹CÀ¸»P³Ð·s¬ì§Þ¬ã¨s¸s (GameIT SIG)
¤ýµú¥¿ |
terry8514¡¨at¡¨gmail.com |
¸ê°T±Ð¨|©Ò112ºÓ¤h¯Z ICE MA 2023 |
ªL©yÂÈ |
408730421¡¨at¡¨gms.tku.edu.tw |
¸ê°T±Ð¨|©Ò112ºÓ¤h¯Z ICE MA 2023 |
±iªéÞ± |
csjh81639¡¨at¡¨gmail.com |
¸ê°T±Ð¨|©Ò112ºÓ¤h¯Z ICE MA 2023 |
§dªÃÂE |
daniel24413603¡¨at¡¨gmail.com |
¸ê°T±Ð¨|©Ò112-2ºÓ¤h¯Z ICE MA 2024 |
¼Bi§¦ |
Julia.1211.liu¡¨at¡¨gmail.com |
¸ê°T±Ð¨|©Ò113ºÓ¤h¯Z ICE MA 2024 |
TBA |
|
|
ILT Graduates
³Õ¤h¯Z²¦·~¥Í (PhD Graduates): ù¤Ã¦õ (2017, 7¤ë). ½u¤W¶°¦X¦¡¤Ï«äµ¦²¤¹ï©ó¤j¾Ç¥Í¤Ï«ä§PÂ_¤§¼vÅT(Effects of online collective
reflection strategy on college students¡¦ reflective judgment), °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|©Ò
95³Õ¤h¯Z (ICE PhD 2006). ¿cÎrºö (2010, 7¤ë).
Web2.0 ª¾ÃѦ@ºcªÀ¸s¹ï¤j¾Ç¥ÍÃÀ³N³qÃѽҵ{¾Ç²ß¼vÅT¤§¬ã¨s (A study on the influence of Web 2.0
knowledge co-construction communities on undergraduates¡¦ arts general
curriculum learning), °ê¥ß¥xÆW®v½d¤j¾Ç¬ü³N¬ã¨s©Ò 95³Õ¤h¯Z (Fine Arts Doctoral Program
2006). ¤ýÄR§g (2010, 5¤ë). ÅéÅ禡¹CÀ¸µ¦²¤»PÓ§O®t²§¹ïªì¾ÇªÌµ{¦¡»y¨¥¾Ç²ß¤§±´°Q(The effects of experiential gaming strategies and
individual differences on novices¡¦ learning to
program), °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|©Ò 95³Õ¤h¯Z (ICE PhD 2006). §õ«T»ö (2009, 7¤ë). ¥H¹q¸£¹CÀ¸¬°±¡¹Ò¤ä´©«D¨Ò¦æ©Ê¼Æ¾Ç°ÝÃD¸Ñ¨MªºÃþ±À»P®ÖÃÒ(A computer game as a context for supporting
generalization and justification in non-routine mathematical problem
solving), °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò³Õ¤h¯Z(ICE PhD 2004). ÃCºa¬u (2007, 6¤ë). ¦æ°Ê¤Æ¼Æ¦ì¾Ç²ßÀô¹Ò¤¤¾Ç²ß¤Ï«ä»P¦^õX¹ï¸ê°T§Þ¯à°ÝÃD¸Ñ¨M¦¨®Ä¤§¼vÅT(The effects of reflection and feedback on information
technology problem-solving in a mobilized e-learning environment), °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò³Õ¤h¯Z(ICE PhD 1999). ºÓ¤h¯Z²¦·~¥Í (MA
Graduates): ¼B¨ÎªY (2023, 11¤ë). ARCS¿Ä¤JÂX¼W¹ê¹Ò^»y¾Ç²ß¤¤¾Ç²ß¶¶§Ç»P´£¥Üµ¦²¤¹ï°ê¤¤¥Í¦r·J¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT (Effects of learning sequence and
prompting strategy on junior high school students¡¦ vocabulary learning
performance, motivation, and attitude through ARCS-based contextualized
English learning), ¥xÆW®v¤j¸ê±Ð©Ò110-2ºÓ¤h¯Z (ICE MA
2022). ÃQ°ûÞ± (2023, 11¤ë). 5E¾Ç²ßÀô¿Ä¤J«e¾É²Õ´»P¤Þ¾Éµ¦²¤¹ï°ê¤p¥Í¼Æ¾ÇÅé¿n»Pªí±¿n¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT (Effects of integrating 5E
learning cycle with advance organizer and guidance strategy on elementary school
students' learning of math volume and surface area), ¥xÆW®v¤j¸ê±Ð©Ò110ºÓ¤h¯Z (ICE MA
2021). §õª³¼ä (2023, 4¤ë). ^»y¼Æ¦ìø¥»»P´£¥Üµ¦²¤¹ï°ê¤¤¥Í^»y¾Ç²ß¦¨®Ä¡B¾Ç²ß°Ê¾÷¤Î¼Æ¦ì±Ð§÷¨I®û·P¤§¼vÅT (The effects of types of digital
picture book and prompting strategy on junior high school students¡¦ English
learning performance, motivation, and immersion), ¥xÆW®v¤j¸ê±Ð©Ò110ºÓ¤h¯Z (ICE MA
2021). ¼B«a½n (2022, 8¤ë). °£¿ùµ¦²¤»P¤Þ¾Éµ¦²¤¹ï°ê¤¤¤K¦~¯Å¾Ç²ßªÌ¥HÂX¼W¹ê¹Ò»²§Uµ{¦¡°£¿ù¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT (Types of debugging strategies
and learning guidance on junior high school students¡¦ learning of program debugging
through AR-based learning), ¥xÆW®v¤j¸ê±Ð©Ò109ºÓ¤h¯Z (ICE MA 2020) ³¯©û¨° (2022, 8¤ë). «e¾É²Õ´»P¹CÀ¸³]pµ¦²¤¹ï°ê¤p¥ÍScratch¹CÀ¸µ{¦¡³]p¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT (Effects of advance organizer and game design strategy on
elementary students¡¦ Scratch game programming
learning), ¥xÆW®v¤j¸ê±Ð©Ò109ºÓ¤h¯Z (ICE MA 2020). ³¯¶{µY (2022, 8¤ë). ¼Æ¦ìµêÀÀ¹ê¹Ò¾Ç²ßÀô¹Ò¤Î¾Ç²ß¶¶§Ç¹ï°ê¤¤¥Í^»y±¡¹Ò¾Ç²ß¦¨®Ä¡BºA«×¤Î°Ê¾÷¤§¼vÅT (Effects of digital virtual reality learning environment
and learning sequence on junior high school students¡¦
learning performance, attitude and motivation through contextualized English
learning), ¥xÆW®v¤j¸ê±Ð©Ò109ºÓ¤h¯Z (ICE MA 2020). ¤è¬ý¤ª (2022, 8¤ë). «e¾É²Õ´»P´£¥Üµ¦²¤¹ï°ª§C¥ý³Æª¾ÃÑ°ê¤p¥Í¥HÂX¼W¹ê¹Ò»²§Umicro:bitµ{¦¡³]p¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§±´°Q (Effects of types of advance organizer, prompting and prior
knowledge on elementary students¡¦ micro:bit programming performance, motivation and attitude
through AR-assisted learning),¥xÆW®v¤j¸ê±Ð©Ò108ºÓ¤h¯Z (ICE MA 2019). ±i¹Å¤ß (2021, 8¤ë). ¾Ç²ß¶¶§Ç»PÆN¬[µ¦²¤¹ï°ª§C¥ý³Æª¾ÃѰꤤ¥Í¥HÂX¼W¹ê¹Ò»²§U¹q¬yºÏ®ÄÀ³¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT(Effects of learning sequence,
scaffolding strategy and prior knowledge on junior high school students¡¦
learning of electromagnetic effects through AR-based learning), ¥xÆW®v¤j¸ê±Ð©Ò108ºÓ¤h¯Z (ICE MA
2019). ®}¥É®Ñ (2021, 8¤ë). ÂX¼W¹ê¹Ò±¡¹Ò»P¾Ç²ß¤Þ¾Éµ¦²¤¹ï°ª§C¥ý³Æª¾ÃѰꤤ¥Í¼Æ¾Ç¬Û¦ü¤T¨¤§Î¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×¤§¼vÅT(Types of augmented reality,
learning guidance and levels of prior knowledge on junior high school
students¡¦ learning of similar triangles), ¥xÆW®v¤j¸ê±Ð©Ò108ºÓ¤h¯Z (ICE MA 2019). °ª§´@ (2020, 6¤ë). ±´°Q¼Æ¦ì´C¤¶»P¦r¹õ»²§U¹ï°ê¤¤¥Í^»y¦r·J¾Ç²ß¦¨®Ä¡B¾Ç²ßºA«×¡B¾Ç²ß°Ê¾÷¤Î¼Æ¦ì±Ð§÷¨I®û·P¤§¼vÅT(Types of digital media and
subtitle on junior high school students¡¦ contextualized English learning), ¥xÆW®v¤j¸ê±Ð©Ò107ºÓ¤h¯Z (ICE MA
2018). ²ø^µo (2020, 6¤ë). ±´¯Á¾Ç²ß¼Ò¦¡»P´£¥Üµ¦²¤¹ï°ê¤p¾Ç¥ÍÂX¼W¹ê¹Ò¹CÀ¸¦¡¾Ç²ß¤§¾Ç²ß¦¨®Ä¡B°Ê¾÷¤ÎºA«×ªº¼vÅT(The effects of types of
inquiry-based learning and prompting strategy on augmented reality game-based learning performance, motivation and attitude
for elementary school students), ¥xÆW®v¤j¸ê±Ð©Ò107ºÓ¤h¯Z (ICE MA 2018). ´^±ÓµØ (2020, 6¤ë). IJı¦^õX»PÆN¬[µ¦²¤¹ï°ê¤p¾Ç²ßªÌÂX¼W¹ê¹Ò¤¬°Ê¾Ç²ß¤§¼vÅT(The effects of haptic feedback
and scaffolding on elementary students¡¦ augmented reality-based learning), ¥xÆW®v¤j¸ê±Ð©Ò107ºÓ¤h¯Z (ICE MA
2018). ³¢®aºÕ (2020, 6¤ë). ±Ð¾Ç¤è¦¡»P¤Þ¾Éµ¦²¤¹ï°ê¤p¥|¦~¯Å¾Ç²ßªÌmicro:bitµ{¦¡³]p¾Ç²ß¦¨®Ä¤ÎºA«×¤§¼vÅT(The effects of types of teaching
strategy and guidance on elementary student¡¦s micro:bit programming performance and attitude), ¥xÆW®v¤j¸ê±Ð©Ò105ºÓ¤h¯Z (ICE MA
2016, ¦b¾¥Í). ¤ý¬F³Í (2020, 1¤ë). µêÀÀ¹ê¹Òµø¨¤»P¦^õXµ¦²¤¹ï°ª¤¤¥Í¹B¥ÎÂX¼W¹ê¹Ò¶i¦æ¤T¨¤´ú¶q°ÝÃD¸Ñ¨M¤§¦¨®Ä»P°Ê¾÷ªº¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò105ºÓ¤h¯Z (ICE MA 2016, 106-2¤J¾Ç, ¤½¶O®v°ö¥Í). ¤ý©É¤å (2019, 5¤ë) . ¥ý³Æª¾ÃÑ»P¦r¹õ»²§U¹ï°ê¤¤¥Í^»yAR±¡¹Ò¾Ç²ß¦¨®Ä»P°Ê¾÷¤§±´°Q,
¥xÆW®v¤j¸ê±Ð©Ò106ºÓ¤h¯Z (ICE MA 2017). §õ±m»ñ (2018, 5¤ë). ÆN¬[µ¦²¤»P´£¥Üµ¦²¤¹ï¤£¦P¥ý³Æª¾ÃѰꤤ¥Íµ{¦¡³]p½Òµ{¾Ç²ß¦¨®Ä»P°Ê¾÷¤§±´°Q, ¥xÆW®v¤j¸ê±Ð©Ò105ºÓ¤h¯Z (ICE MA 2016). ±i¾åÞ· (2018, 1¤ë). ¥Ø¼Ð³]©w»P¤Þ¾Éµ¦²¤¹ï¤£¦P¥ý³Æª¾ÃѰꤤ¥Í¥H´¼¼z²´Ã軲§U¾÷¾¹¤Hµ{¦¡³]p¾Ç²ß¤§¦¨®Ä¤Î°Ê¾÷±´°Q, ¥xÆW®v¤j¸ê±Ð©Ò104-2ºÓ¤h¯Z (ICE MA
2015-2). ±i®Ñ»¨ (2017, 6¤ë). ±´¯Á¾Ç²ß¼Ò¦¡»P´£¥Üµ¦²¤¹ï°ê¤¤¥Í^»y¥Í¦r»P¾\Ū²z¸ÑÂX¼W¹ê¹Ò¾Ç²ß¦¨®Ä»P°Ê¾÷¤§¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). ¿c°·Þ³ (2017, 6¤ë). ¼Æ¦ì¾Ç²ßÀô¹Ò»P¤Þ¾Éµ¦²¤¹ï°ª§C¥ý³Æª¾ÃÑ°ª¤¤¥Í¼Æ¾Ç»¼°j¾Ç²ß¦¨®Ä»P°Ê¾÷¤§¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). ®]¨Ø§¡ (2017, 6¤ë). °ÝÃD±¡¹Ò»P¦^õXµ¦²¤¹ï°ª¤¤¥Í¤T¨¤´ú¶qÂX¼W¹ê¹Ò¼Æ¦ì¹CÀ¸¾Ç²ß¦¨®Ä»P°Ê¾÷¤§¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). §f§ªY (2017, 6¤ë). ¤Þ¾Éµ¦²¤»P¾Ç²ß¶¶§Ç¹ï°ê¤p¾÷¾¹¤Hµ{¦¡³]p¾Ç²ß¦¨®Ä¤ÎºA«×¤§¼vÅT(Effects of learning guidance and learning sequence on
elementary students¡¦ programming performance and
attitude), ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). ÀB¬¥½Ë (2017, 6¤ë).ÂX¼W¹ê¹Ò¾Ç²ß»²§U¤Î¥ý³Æª¾ÃÑ°ª§C¹ï°ê¤¤¤K¦~¯Å¾Ç¥ÍScratch¹CÀ¸³Ð§@µ{¦¡³]p¾Ç²ßªí²{¤Î¾Ç²ß°Ê¾÷¤§¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). ¦ó«~¸© (2017, 6¤ë). À³¥ÎÂX¼W¹ê¹Ò¾Ç²ß»²§U»P±Ð¾Çµ¦²¤¹ï°ª§C¥ý³Æª¾ÃѰꤤ¥Í¾÷¾¹¤Hµ{¦¡³]p¾Ç²ß¦¨®Ä¤Î°Ê¾÷¤§¼vÅT, ¥xÆW®v¤j¸ê±Ð©Ò104ºÓ¤h¯Z (ICE MA 2015). ¬I¬f»¨ (2017, 7¤ë). ¤Ï«ä´£¥Üµ¦²¤»PÂX¼W¹ê¹Ò¾Ç²ß¶¶§Ç¹ï°ª¤¤¹q¬yºÏ®ÄÀ³·§©À¾Ç²ß¤§¼vÅT(Effects of reflection prompt and
learning sequence on senior high students¡¦ augmented reality learning of magnetic
effect of electric current), ¥xÆW®v¤j¸ê±Ð©Ò102ºÓ¤h¯Z (ICE MA 2013). §d©v¾Ç (2016, 1¤ë). ±Ð®v¨¤À»P¦^õX¼Ò¦¡¹ï±Ð®v®Õ¶é³Ð·s±À¼sµ¦²¤¼Æ¦ì¼ÒÀÀ¾Ç²ß¤§¼vÅT(Effects of Teacher¡¦s Identity
and Type of Feedback on Teachers¡¦ Learning of Innovation Diffusion Strategies
from Computer Simulation), ¥xÆW®v¤j¸ê±Ð©Ò102ºÓ¤h¯Z (ICE MA 2013). ¹ù¨¹±¶ (2014, 7¤ë). ÂX¼W¹ê¹Ò«¬ºA»P¾Ç²ß¤Þ¾Éµ¦²¤¹ï¹q¤Æ¾Ç½Òµ{¤§¾Ç²ß¦¨®Ä¤Î»{ª¾t²ü¤§¼vÅT(The Effects of Augmented Reality
Types and Guiding Strategies on Senior High School Students' Performance and
Motivation of Electrochemistry Course), ¥xÆW®v¤j¸ê±Ð©Ò101ºÓ¤h¯Z (ICE MA 2012). ¾G¹ÅÂE (2014, 7¤ë). ÂX¼W¹ê¹Ò»PÆN¬[¾Ç²ßµ¦²¤¹ï°ê¤¤¥Y³zÃ覨¹³³æ¤¸¾Ç²ß¦¨®Ä»P°Ê¾÷¤§¼vÅT(The Effects of Digital Learning
Environment and Scaffolding Strategies on Junior High School Students¡¦
Performance and Motivation of Learning Convex Lens Image Forming), ¥xÆW®v¤j¸ê±Ð©Ò101ºÓ¤h¯Z (ICE MA
2012). ªL«ä¦¼ (2014, 7¤ë). ÂX¼W¹ê¹Ò¹CÀ¸¦¡¾Ç²ß»P¸ê°T½s½Xµ¦²¤¹ï°ê¤p¾Ç¥Íºb±ìì²z¾Ç²ß¦¨®Ä¤§¼vÅT(The Effects of Augmented Reality
on Game-based Learning and Encoding Strategy in the Learning of Lever
Principle for Elementary Students), ¥xÆW®v¤j¸ê±Ð©Ò101ºÓ¤h¯Z (ICE MA 2012). ®}¤éÁ¨ (2014, 7¤ë). ¼Æ¦ì¾Ç²ßÀô¹Ò»P¾Ç²ß¤Þ¾Éµ¦²¤¹ï°ê¤p±Þ©]»P¥|©u½Òµ{¾Ç²ß¦¨®Ä¤§¼vÅT(The Effects of Digital Learning Environment and Learning
Guidance Strategy on Elementary Students¡¦
Performance in Learning of Day-night and Four Seasons Concept), ¥xÆW®v¤j¸ê±Ð©Ò101ºÓ¤h¯Z (ICE MA
2012). ªL©Ó«\ (2014, 7¤ë). ¤£¦P¼Æ¦ì¾Ç²ßÀô¹Ò¤§°ÝÃD¸Ñ¨Mµ¦²¤»P°ÝÃD¸Ñ¨M«H¤ß¹ï°ê¤¤¯à·½·§©À¾Ç²ß¤§¼vÅT(The Effects of Different Digital Learning Environments,
Problem Solving Strategies and Problem Solving Confidence on Junior High
Students¡¦ Learning of Energy Concepts), ¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA
2010). ½²©Óõ (2013, 7¤ë). ÂX¼W¹ê¹Ò»PÆN¬[±Ð¾Çµ¦²¤¹ï°ª¤¤¼Æ¾ÇªÅ¶¡³æ¤¸¾Ç²ß¦¨®Ä»P°Ê¾÷¤§¼vÅT(The Effects of Augmented Reality and
Scaffolding Strategies on Senior High School Students¡¦ Performance and
Motivation of Learning Spatial Lessons), ¥xÆW®v¤j¸ê±Ð©Ò100ºÓ¤h¯Z (ICE MA 2011). ·¨´ð»ö (2013, 7¤ë). ¾Ç²ß¤Þ¾Éµ¦²¤»P±Mª`¤Oµ{«×¹ï°ê¤pµn²¼ö¨¾ªv·§©ÀÂX¼W¹ê¹Ò¹CÀ¸¾Ç²ß¦¨®Ä¤§¼vÅT(The Effects of Learning Guidance
Strategy and Concentration on Elementary Students' Performances of Dengue
Prevention Learning), ¥xÆW®v¤j¸ê±Ð©Ò100ºÓ¤h¯Z (ICE MA 2011). ³¢¬M¦¼ (2013, 7¤ë). ´£¥Üµ¦²¤»P¾Ç²ß·®æ¹ï°ê¤¤¥ÍªO¶ô¹B°ÊÂX¼W¹ê¹Ò¾Ç²ß¤§¼vÅT(Effects of Prompting Strategies
and Learning Styles on Junior High School Students¡¦ Performances in Learning
Plate Tectonics Concepts), ¥xÆW®v¤j¸ê±Ð©Ò100ºÓ¤h¯Z (ICE MA 2011). ³\¿PªY (2013, 7¤ë). ¤£¦P¼Æ¦ì¼ÒÀÀ¹ï°ê¤p¹qºÏ§@¥Î³æ¤¸ÅéÅ禡¾Ç²ß¤§¦¨®Ä»P°Ê¾÷ªº¼vÅT (The Effect of Experiential Digital Simulation on
Elementary School Students¡¦ Performance in Learning
Electromagnetic Concepts), ¥xÆW®v¤j¸ê±Ð©Ò100ºÓ¤h¯Z (ICE MA 2011). ±i°»¯q (2013, 7¤ë). À³¥Î5E±´¯Á¦¡ÂX¼W¹ê¹Ò¹êÅç¹CÀ¸¹ï¤£¦P¾Ç²ß·®æ°ê¤¤¥Í¤Æ¾Ç¤ÏÀ³³æ¤¸¾Ç²ß¦¨®Ä¤§¼vÅT(Effects of 5E inquiry-based
augmented reality experimental game and learning styles on junior high school
students' learning of chemistry), ¥xÆW®v¤j¸ê±Ð©Ò100ºÓ¤h¯Z (ICE MA 2011). »¯¹t©É (2013, 7¤ë). ±´¨s¦¡¼Æ¦ì¹CÀ¸»P¾Ç²ß·®æ¹ï°ê¤p¾Ç¥Í¦a¾_¨¾¨a¾Ç²ß¤§¼vÅT(The effects of inquiry-based digital gaming and learning
style on sixth-graders¡¦ earthquake disaster
prevention), ¥xÆW®v¤j¸ê±Ð©Ò98ºÓ¤h¯Z (ICE MA 2009). ªô Ä_¸© (2013, 1¤ë). ¹CÀ¸¦¡±´¯Á¾Ç²ß¼Ò¦¡»P¾Ç²ß«¬ºA¹ï°ê¤p¥Í¥~¨ÓºØ¥Íª«·§©À¾Ç²ß¤§¼vÅT (The effects of type of game-based
inquiry learning and learning style on elementary students¡¦
learning of alien species)¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA 2010). ¼B¸Îªâ (2012, 7¤ë). ±´¯Á¦¡¹CÀ¸¾Ç²ßµ¦²¤»P¥ý³Æª¾Ãѹï°ê¤¤¥Íª«½è·§©À¾Ç²ß¤§¼vÅT (The effects of inquiry-based gaming strategies and prior
knowledge on seventh-graders¡¦ material concepts
learning)¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA 2010). ¥ôªYÎ] (2012, 7¤ë). ¼Æ¦ì¾Ç²ßÀô¹Ò¿Ä¤JÅéÅ禡¾Ç²ßµ¦²¤»P¥ý³Æª¾Ãѹï°ê¤p¾Ç¥Í½è¦]¼Æ·§©À¾Ç²ß¤§¼vÅT (The effects of digital learning environments jointed
experiential learning cycle on elementary school students¡¦
prime factor learning), ¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA 2010). §õ¨Ê¿« (2012, 7¤ë). ¼Æ¦ì¾Ç²ßÀô¹Ò¤§¦^õXµ¦²¤»P©Ê§O¹ï°ê¤¤¥Í¤Æ¾Ç»ÄÆP¤¤©M³æ¤¸¾Ç²ß¤§¼vÅT (The effects of types of learning environment and
feedback on learning chemical acid-base concepts), ¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA
2010). ù©É¦| (2012, 7¤ë).
). ÅéÅ禡¹CÀ¸µ¦²¤»P¼Æ¾Ç¾Ç²ß«H¤ß¹ï°ê¤¤¥Í¤ñ¨Ò¦¡½Òµ{¾Ç²ß¤§¼vÅT (The effects of experiential
gaming strategies and mathematics confidence on junior high school students¡¦ performance in learning proportional concepts), ¥xÆW®v¤j¸ê±Ð©Ò99ºÓ¤h¯Z (ICE MA
2010). ·¨µn´¼ (2011, 6¤ë). ÆN¬[µ¦²¤»P¦Û§Ú®Ä¯à¹ï°ê¤p¾Ç¥Í¬y·P¨¾ªv¤§¹CÀ¸¦¡¼Æ¦ì¾Ç²ß¦¨®Ä»PºA«×¤§¼vÅT(The effects of scaffolding and self-efficacy on
sixth-graders¡¦ performance and attitude of influenza
concepts learning), ¥xÆW®v¤j¸ê±Ð©Ò98ºÓ¤h¯Z (ICE MA 2009). ¯ÎÃý´@ (2011, 6¤ë). ¨¤¦â§êºt¹CÀ¸¿Ä¤J5E¾Ç²ßÀô¹ï°ê¤¤¤Æ¾Ç¦¡¬ÛÃö·§©À¾Ç²ß¤§¼vÅT(The effects of RPG jointed 5E
learning cycle on junior high school students¡¦ chemical formula
learning), ¥xÆW®v¤j¸ê±Ð©Ò98ºÓ¤h¯Z (ICE MA 2009). ¶Àµq§D (2011, 6¤ë). ¤£¦P±´¯Á¦¡¹CÀ¸¾Ç²ßµ¦²¤¹ï°ê¤p¬y·P¨¾ªv·§©À¾Ç²ß¤§¼vÅT(The effects of inquiry-based strategies and
self-regulation on sixth-graders' performances of learning influenza
prevention concepts), ¥xÆW®v¤j¸ê±Ð©Ò98ºÓ¤h¯Z (ICE MA 2009). ¥î§»Åï (2011, 6¤ë). ±Ð¾Çµ¦²¤»P¾Ç²ß¤u¨ã¹ïµ{¦¡»y¨¥ªì¾ÇªÌ¾Ç²ß¦¨®Ä¤Î¾Ç²ßºA«×¤§¼vÅT(The effects of instructional strategy and learning tool
on senior high students¡¦ programming
learning), ¥xÆW®v¤j¸ê±Ð©Ò97¼Æ¦ì¾Ç²ßºÓ¤h¯Z (e-Learning MA 2008). ³¯°û¹ç(2011, 1¤ë). ¥Ø¼Ð¾É¦V¦^õX»P°t¹ïµ{¦¡³]p¹ï°ê¤¤¥ÍAliceµ{¦¡³]p¾Ç²ß¤§¼vÅT(The effects of goal orientation
feedback and pair-programming on novices¡¦ learning
Alice programming), ¥xÆW®v¤j¸ê±Ð©Ò97ºÓ¤h¯Z (ICE MA 2008). Áú©y®X(2011, 1¤ë). ÆN¬[¤ä´©»P¦Û§Ú®Ä¯à¹ï°ê¤p¾Ç¥Íµ{¦¡³]p¾Ç²ßªí²{»P¾Ç²ßºA«×¤§¼vÅT(The effects of scaffolding and computer self-efficacy on
sixth-graders' performance and attitude of programming), ¥xÆW®v¤j¸ê±Ð©Ò97ºÓ¤h¯Z (ICE MA
2008). À¹¨¦¦{ (2011, 1¤ë). µøı¤Æ¤u¨ã¿Ä¤Jµ{¦¡»y¨¥±Ð¾Ç¹ïªì¾ÇªÌ¾Ç²ß¦¨®Ä»PºA«×¤§±´°Q(The effects of integrating visualization tool into
programming language course on novices¡¦ learning
performance and attitudes), ¥xÆW®v¤j¸ê±Ð©Ò97¼Æ¦ì¾Ç²ßºÓ¤h¯Z (e-Learning MA 2008). ³¯¸ÚëL (2010, 6¤ë). ¹CÀ¸¦¡¼Æ¦ì¾Ç²ßªÀ¸s¦¨û¤§»Ý¨D¤ÀªR(Needs
analysis of gamed-based learning community members), ¥xÆW®v¤j¤u§Þ©Ò96¤H¤O¸ê·½ºÓ¤h¯Z
(HR MA 2007). ½²©vÀM (2010, 6¤ë). ¤£¦P°ÝÃD¸Ñ¨M±Ð¾Çµ¦²¤¹ï°ê¤p¥Íµ{¦¡³]p¾Ç²ßªí²{¤Î¾Ç²ßºA«×¤§¼vÅT(The effect of instructional strategy on learners¡¦ performance and attitude of programming), ¥xÆW®v¤j¸ê±Ð©Ò97ºÓ¤h¯Z (ICE MA
2008). ³¯·¶µ® (2010, 6¤ë). ¤£¦P±´¯Á¦¡±Ð¾Ç¼Ò¦¡¹ï°ê¤¤¥Íµ{¦¡³]p·§©Àªº¾Ç²ß¦¨®Ä¤Î¾Ç²ßºA«×¤§¼vÅT(The effects of instructional approach and prior knowledge
on novices¡¦ learning programming concepts), ¥xÆW®v¤j¸ê±Ð©Ò97ºÓ¤h¯Z (ICE MA
2008). ªLõ¦t (2010, 6¤ë).
ARCS ¿Ä¤JÅéÅ禡¾Ç²ß¤§¾Ç²ß¬¡°Ê¤¤¥Ø¼Ð¾É¦V»P±Ð¾Çµ¦²¤¹ï°ê¤p¥Í¹q¸£§Þ¯à¾Ç²ß¤§¼vÅT(The effects of instructional strategies
and goal orientation on elementary school students within an ARCS integrated
experiential learning activity about ICT skill), ¥xÆW®v¤j¸ê±Ð©Ò97ºÓ¤h¯Z (ICE MA
2008). «J©ú½å (2010, 7¤ë). ¥ô°ÈÆN¬[µ¦²¤¦bºô¸ô¥DÃD±´¨s¾Ç²ß¤§¼vÅT(The effects of task scaffolding strategy on web-quest learning), ¥xÆW®v¤j¸ê±Ð©Ò93ºÓ¤h¯Z (ICE MA
2004). ¿½¶QÀ² (2009, 6¤ë). ¸ê°T¬ì§Þ¿Ä¤J¼Ò¦¡»P¾Ç²ß·®æ¹ï°ê¤pÃÀ³NŲ½à¾Ç²ß¤§±´¨s(The study of information and communication technology and
learning styles on arts appreciation with elementary school students), ¥xÆW®v¤j¸ê±Ð©Ò
96ºÓ¤h¯Z(ICE MA 2007). ´¿¦p¸Ö (2009, 6¤ë). À³¥Î5E¾Ç²ßÀôÆ[ÂI»²¥H¸ê°T¬ì§Þ¿Ä¤Jµ¼Ö³Ð§@±Ð¾Ç¤§¹ê¼x¬ã¨s¡Ð¥H°ê¥Á¤p¾Ç¤T¡B¤¦~¯Å¾Ç¥Í¬°¨Ò(A study on technology infusion in
music composition classes: A perspective of 5E learning cycle), ¥xÆW®v¤j¸ê±Ð©Ò
96ºÓ¤h¯Z(ICE MA 2007). ³\Þ³ªé (2009, 6¤ë). µêÀÀ±Ð¨ã¹ï°ê¤p¤¦~¯Å¾Ç¥Í¼Ë¦¡±À²z¾Ç²ß¦¨®Ä¤§¼vÅT(The effects of type of mathematical representation and
self-efficacy on fifth-graders¡¦ pattern
reasoning), ¥xÆW®v¤j¸ê±Ð©Ò 96ºÓ¤h¯Z(ICE MA 2007). ±iÄÖ¤ë (2009, 6¤ë). ¸ê°T³nÅé§Þ¯àÃþ¼Æ¦ì±Ð§÷±Ð¾Ç³]p«~½è½T«O·Ç«h¤§±´°Q(A study on instructional design guidelines for developing
quality e-courseware on computer software skills), ¥@·s¤j¾Ç
96¼Æ¦ì¾Ç²ß²£¾Ç¦X§@ºÓ¤h¯Z(e-Learning MA Shih-Hsin University , 2007). ¨¿´f´P (2008, 6¤ë). À³¥Î¹q¸£»²§U¾Ç²ßÆN¬[©ó°ê¤¤¦ÛµM»P¥Í¬¡¬ì§Þ¡u¤O¡v³æ¤¸¤§¾Ç²ß¦¨®Ä»PºA«×±´°Q(The application of computer-based scaffolding in junior
high school science and technology course), ¥xÆW®v¤j¸ê±Ð©Ò
95ºÓ¤h¯Z(ICE MA 2006). ½²¨|«F (2008, 6¤ë). ¾Ç²ß¤ä«ù»P½Ò«Ç¥Ø¼Ðµ²ºc¹ï¤j¾Ç¥Íµ{¦¡³]p¾Ç²ß¦¨®Ä»P¦Û§Ú½Õ¾ãµ¦²¤¤§¼vÅT(The effects of learning support
and goal structure on undergraduates' self-regulation and learning
performance in learning to program), ¥xÆW®v¤j¸ê±Ð©Ò 95ºÓ¤h¯Z(ICE MA 2006). ±i³¯©ú (2008, 6¤ë). ¥Ø¼Ð³]©w»P¦^õX¹ïºô¸ô¨Ï¥ÎªÌ¥ô°È°õ¦æ¦¨®Ä¤§¼vÅT(The effects of goal setting and feedback on e-learners'
task execution performance), ¥xÆW®v¤j¸ê±Ð©Ò 95ºÓ¤h¯Z(ICE MA 2006). ³¯¨q¦p (2008, 6¤ë). ¦h´CÅé±Ð¾Çµ¦²¤¹ï¥~Äy¥ÍµØ»y¤å¾Ç²ß¦¨®Ä¡B»{ª¾t²ü»P¾Ç²ß°Ê¾÷¤§¼vÅT¡Ð¥Hº~¦rµ§µe®Ñ¼g¤Î¸qÃþ¿ëÃѬ°¨Ò(The
Effects of instructional strategies on foreign students' cognitive load,
motivation and achievement in learning Chinese), ¥xÆW®v¤j¸ê±Ð©Ò
95ºÓ¤h¯Z(ICE MA 2006). ¾G¤d¦ö (2008, 6¤ë). µêÀÀ±Ð¨ã¹ï°ê¤p¾Ç¥Íµ¥È¤À¼Æ¼u©Ê«ä¦Òªí²{¤§¼vÅT(The effect of type of example and mathematics
self-efficacy on 5th-graders¡¦ flexible thinking and
mathematical attitudes), ¥xÆW®v¤j¸ê±Ð©Ò 95ºÓ¤h¯Z(ICE MA 2006). ©PÃýªÚ (2008, 6¤ë). ¼Æ¦ì¦h´CÅé±Ð§÷¤§°Ê¾÷µ¦²¤³]p¹ïºô¸ô¾Ç²ßªÌªº°Ê¾÷ªí²{»P¾Ç²ßµ¦²¤¹B¥Î¤§¼vÅT(The effects of motivational design of e-courseware on
e-learners' motivation and learning strategies), ¥xÆW®v¤j¸ê±Ð©Ò
95ºÓ¤h¯Z(ICE MA 2006). ¿½¶®¤ª (2008, 6¤ë). ¦b¾¤Hû¼Æ¦ì¾Ç²ß°Ê¾÷»P¾Ç²ßº¡·N«×¤§±´°Q-¥H¤¤¤p¥ø·~ºô¸ô¤j¾Ç®Õ¬°¨Ò(A study on in-service personnel¡¦s e-learning motivation and satisfaction), ¥xÆW®v¤j¸ê±Ð©Ò
94¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2005). ªLÀR´@ (2008, 6¤ë). ¼Æ¦ì¾Ç²ß½Òµ{«~½èµû¦ô·Ç«h¤§µo®i»P±´°Q(The development and research on the quality evaluation
standards for e-learning courseware), ¥xÆW®v¤j¸ê±Ð©Ò 94ºÓ¤h¯Z(ICE MA 2005). ±i¯ÂÞ³ (2008, 1¤ë). ¼Æ¦ì±Ð§÷¤§±Ð¾Ç¥N²z¤H³]p¬ã¨s(A
study on the design of pedagogical agents of e-learning courseware), ¥xÆW®v¤j¸ê±Ð©Ò
94ºÓ¤h¯Z(ICE MA 2005). ³¯°û©É (2008, 1¤ë). ¸ê°T¬ì§Þ¿Ä¤J±Ð¾Ç¼Ò¦¡¹ï¾Ç²ßªÌ¦Û§Ú½Õ¾ã¤Î°Ê¾÷¶É¦V¼vÅT¤§±´¨s¡Ð¥H¦ÛµM¬ì¾Ç½Òµ{¬°¨Ò(A study on type of technology
infusion on junior high students' self-regulation and motivation in a science
course), ¥xÆW®v¤j¸ê±Ð©Ò 94ºÓ¤h¯Z(ICE MA 2005). ³\±ö§g (2008, 1¤ë). ¤£¦Pºt½m½d¨Ò§e²{¹ï°ªÂ¾¥Íµ{¦¡³]p¾Ç²ß¤§¼vÅT(The effects of type of worked-example on vocational high
school students¡¦ learning to program), ¥xÆW®v¤j¸ê±Ð©Ò
93¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2004). ³¯ù׳® (2008, 1¤ë). ÆN¬[Ãþ«¬»P¥ý³Æª¾Ãѹﰪ¾¥Í¤A¯Å¹q¸£³nÅéÀ³¥ÎÀË©w½Òµ{¤§¦¨®Ä±´°Q(The effects of type of
scaffolding and prior knowledge on vocational high school students¡¦
performance in computer software application), ¥xÆW®v¤j¸ê±Ð©Ò
92¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2003). §E§ÓÂE (2007, 6¤ë). ¼Æ¦ì¤¸¾Ç²ß¤¬°Ê¼Ò¦¡¹ï¾Ç²ßªÌ¸ê°T§Þ¯à¾Ç²ß¦¨®Ä»PºA«×¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 93ºÓ¤h¯Z(ICE MA 2004). §d¤åµÓ (2007, 6¤ë). ¤£¦P¾Ç²ß¤ä«ù¹ï°ªÂ¾¥Íµ{¦¡³]p¾Ç²ß¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 93¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2004). ½²²M¤å (2007, 1¤ë). ¥ý³Æª¾ÃÑ»P¤£¦Pµ{«×½u¯Á¹ï©óµ{¦¡»y¨¥°}¦Cµ²ºc¤§¾Ç²ß¦¨®Ä±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 93¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2004). ÁÂÄR¬Â (2007, 1¤ë). °ê¤¤±Ð®v¸ê°T¬ì§Þ¿Ä¤J±Ð¾Ç¤§Ãö¤Á¶¥¼h±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 93¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2004). ³\¨}§ø (2007, 1¤ë). ¾Ç²ß¤Þ¾É¤Î½m²ßµ¦²¤¦b¹q´¹Å骽¬y°¾À£¤§ºô¸ô¾Ç²ß¦¨®Ä±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 92¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2003). ùª³¤å (2006, 6¤ë). ¦h´CÅé±Ð§÷¹B¥Î¤è¦¡¦b°ê¤¤¾ã¼Æ¥[´î¾Ç²ß¤§±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 92¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2003). ¼B©s·O (2006, 6¤ë). ¾Ç²ß¾É¤Þ³]p»P¾Þ§@«ü¤ÞÃþ«¬¦b¼Æ¦ì¾Ç²ßÀô¹Ò¤§¾A¥Î©Ê±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 93ºÓ¤h¯Z(ICE MA 2004). ¤ýÄR§g (2006, 1¤ë). °ê¤¤¸ê°T§Þ¯à±MÃD¾Ç²ß¤§±Ð¾Ç¼Ò¦¡±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 92¼Æ¦ì¾Ç²ßºÓ¤h¯Z(ICE e-Learning MA 2003). §d²Q¹a (2005, 6¤ë). ±Ð¾Ç²£¥Xµ¦²¤¹ï¦b¾±Ð®v¼Æ¦ì±Ð§÷»s§@¦¨®Ä¤§±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 92ºÓ¤h¯Z(ICE MA 2003). §d¬î»ö (2005, 6¤ë). The
effects of learning task and learning sequence on high school students'
programming learning. °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 91ºÓ¤h¯Z(ICE MA 2002). ±iã¤è (2005, 6¤ë). ¦h´CÅé±Ð¾Ç¹ï¦b¾±Ð®v¼Æ¦ì±Ð§÷»s§@¦¨®Ä¤§±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©Ò 91ºÓ¤h¯Z(ICE MA 2002). ÁéÀR©y (2004, 6¤ë). ±Ð¾Çµ¦²¤»P¾Ç²ß¤u¨ã¹ï°ª¤¤µ{¦¡»y¨¥¾Ç²ß¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ¶ÀÚG·ë (2003, 6¤ë). ³Ð³y©Ê«ä¦Ò¾Ç²ß¬¡°Ê¹ï°ª¤¤¥Íºô¶³]p³Ð³y¤Oªí²{¤Î°ÝÃD¸Ñ¨M¾Ç²ß¦¨®Ä¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ½²©ú¿« (2003, 6¤ë). ¦Û§Ú¤Ï«ä¬¡°Ê¹ï°ª¤¤¥Íµ{¦¡³]p¾Ç²ß¦¨®Ä»P³Ð³y¤O¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ùº~§ø (2003, 6¤ë). ¦Û§ÚºÊ±±¬¡°Ê¹ï°ª¤¤¥ÍIf±Ôzµ{¦¡³]p¾Ç²ß¦¨®Ä¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ªL^¤å (2002, 8¤ë). ½u¤W¦P¾«µû¶q¹ï°ê¤¤¾Ç¥Í ²³ø»s§@§Þ¯à¾Ç²ß¦¨®Ä¤§¬ã¨s, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ©s¥O¯] (2002, 8¤ë). ¹q¸£¤Æ¾Ç²ß¤è¦¡¹ï¤¤¤å¿é¤Jªk¦r®Ú¾Ç²ß¦¨®Ä¤§±´°Q, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. §d¤åÂE (2002, 6¤ë). ·§©À¼Ò«¬¤§§e²{¹ïµ{¦¡»y¨¥±±¨îµ²ºc¾Ç²ß¤§¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ªL¨|¸t (2002, 6¤ë). ¦Û§Ú¸ÑÄÀ¹ïµ{¦¡»y¨¥IF±Ôz¾Ç²ßªº¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ¼B·Ó®x (2002, 6¤ë). ¥Ø¼Ð¾É¦V¹ï¹q¸£§Þ¯à¾Ç²ßªº¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ·Å©ú¥¿ (2002, 1¤ë). §Ú°ê°ê¥Á¤p¾Ç±Ð¾Ç³nÅéÀ³¥Î»P¬ÛÃö±¹¬I½Õ¬d¬ã¨s, °ê¥ß»O¥_®v½d¾Ç°|°ê¥Á±Ð¨|¬ã¨s©Ò©ÒºÓ¤h½×¤å. ¾G¤å»« (2001, 6¤ë). ¹CÀ¸¦¡¹q¸£»²§U¾Ç²ß¤¤ªºÄvª§¦]¯À¹ï¾Ç²ß¦¨®Äªº¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ±i¶®µÓ (2000, 6¤ë). ºKnµ¦²¤¹ïºô¸ô¤Æ¾Ç²ß¦¨®Ä¤§¬ã¨s, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. Á餯¶Q (2000, 1¤ë). ·¢¼ÒÃþ«¬¹ï¹q¸£§Þ¯à¾Ç²ßªº¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. ²ø¨}Ä_ (2000, 1¤ë). ª¾ÃѹϾDz߬¡°Ê³]p¹ïºô¸ô¤Æ¾Ç²ßªº¼vÅT, °ê¥ß¥xÆW®v½d¤j¾Ç¸ê°T±Ð¨|¬ã¨s©ÒºÓ¤h½×¤å. |
[
Back to ILT ] | ILT Team | Projects | Publications |
Lab News | Courses |