حسینی، فریده سادات و مرتضی لطیفیان (1388). پنج عامل بزرگ شخصیت ساز و نیاز به شناخت. فصلنامه روان‌شناسان ایرانی، 6(21)، 61-68.
دهقان زاده، حسین؛ علی آبادی، خدیجه؛ دهقان زاده، حجت (1395). تدوین چهارچوب طراحی بازی‌های رایانه‌ای آموزشی موضوعات شناختی در سطح خرد با روش تحلیل محتوا استقرایی و بررسی میزان اثربخشی آن در یادگیری مفاهیم.
فصلنامه پزوهش در یادگیری آموزشگاهی و مجازی، دوره4، شماره 13، تابستان 1395، ص7-20
رستگار، احمد (1396). ارائه مدل علی روابط نیاز به شناخت و درگیری شناختی با نقش واسطه‌ای اهداف پیشرفت و هیجانات تحصیلی. دو فصلنامه علمی- پژوهشی شناخت اجتماعی، 6(1)، 9-26.
زارع، حسین؛ رستگار، احمد (1394). بررسی ویژگی‌های روان سنجی فرم کوتاه پرسش‌نامه نیاز به شناخت (NCS) در دانش‌آموزان دبیرستانی. دوفصلنامه علمی- پژوهشی شناخت اجتماعی، 4(1)، 53-66.
صیف، محمد حسن (1394). ارائه الگوی روابط علی جهت‌گیری هدف تحصیلی و درگیری شناختی: نقش واسطه‌ای هیجان‌های تحصیلی و خودکارآمدی تحصیلی. دوفصلنامه علمی- پژوهشی شناخت اجتماعی، 4(2)، 7-21.
مهنا، سعید؛ طالع پسند، سیاوش؛ رستمی، شهلا (1399). هویت تحصیلی، انگیزش درونی و خودکارآمدی به عنوان پیش بینی کننده‌های درگیری شناختی عمیق. فصلنامه پژوهش در نظام‌های آموزشی، 14(48)، 7-22.
مؤمنی، خدامراد و فرناز رادمهر (1397). پیش بینی درگیری تحصیلی بر اساس سازه‌های خودکارآمدی و خود ناتوان سازی تحصیلی دانشجویان علوم پزشکی. فصلنامه پژوهش در آموزش علوم پزشکی، 11(4)، 41-50.
Ampatzidou, C., Gugerell, K., Constantinescu, T., Devisch, O.,Jauschneg, M. & Berger, M. (2018) All work and no play? Facilitating serious games and gamified applications in participatory urban planning and governance. Urban Planning, 3(1), 34–46. Available from:
https://doi.org/10.17645/up.v3i1.1261
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427–445. doi:10.1016/j.jsp.2006.04.002
Arbaugh, J. B. (2007). An empirical verification of the community of inquiry frame-work. Journal of Asynchronous Learning Networks, 11(1), 73-85.
Arbaugh, J. B., & Benbunan-Fich, R. (2006). An investigation of epistemological and social dimensions of teaching in online learning environments.
AcademyofManagementLearning&Education,
5,435–447.
https://doi.org/10.5465/amle.2006.23473204
Bangert, A. (2008). The Influence of Social Presence and Teaching Presence on the Quality of Online Critical Inquiry. Journal of Computing in Higher Education, 20(1), 34-61. Doi: 10.1007/BF03033431
Bergeron, B.P. (2008) Learning & retention in adaptive serious games. Studies in Health Technology and Informatics, 132, 26–30.
Boncu, Ș., Candel, O.‐S. & Popa, N.L. (2022) Gameful Green: a systematic review on the use of serious computer games and gamified mobile apps to foster pro‐environmental information, attitudes and behaviors. Sustainability, 14(16),10400
Breuer, J.S. & Bente, G. (2010) Why so serious? On the relation of serious games and learning. Eludamos: Journal for Computer Game Culture, 4, 7–24
Cacioppo, J. T., Petty, R. E., Feinstein, J. A. & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition.
Psychological Bulletin,
119(2), 197-253. DOI:
10.1037/0033-2909.119.2.197
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
Crawford, E. R., LePine, J. A., & Rich, B. L. (2010). Linking job demands and resources to employee engagement and burnout: A theoretical extension and metaanalytic test. Journal of Applied Psychology, 95, 834-848. doi.org/10.1037/a0019364.
environmental education. Journal of Educational Computing Research, 60, 1942–1968
Eom, S. B., Ashill, N., & Wen, H. J. (2006). The determinants of students’ perceived learning outcome and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215–236. doi:10.1111/j.1540-4609.2006.00114.x
Fjællingsdal, K.S. & Klöckner, C.A. (2019) Gaming green: the educational potential of eco–a digital simulated ecosystem. Frontiers in Psychology, 10, 2846
Gaikwad, V.R.R.K.V. (2022) Serious Games Market by Gaming Platform (Smartphone, Console, PC, and Others), Application (Simulation and Training, Research and Planning, Advertising and Marketing, Human Resources, and Others), Industry Vertical (Education, Healthcare, Aerospace and Defense, Government, Retail, Media and Entertainment, and Others), and Region: Global Opportunity Analysis and Industry Forecast, 2021–2030. https://www.researchandmarkets.com/reports/5578328/serious‐games‐market‐by‐gaming‐platform[Accessed 15th January 2023].
Garneli, V., Patiniotis, K. & Chorianopoulos, K. (2021) Designing multiplayer serious games with science content. Multimodal Technologies and Interaction, 5(3), 8. Available from:
https://doi.org/10.3390/mti5030008
Girard, C., Ecalle, J. & Magnan, A. (2013) Serious games as new educational tools: how effective are they? A meta‐ analysis of recent studies: serious games as educational tools. Journal of Computer Assisted Learning, 29(3), 207–219.
Hallinger, P., Wang, R., Chatpinyakoop, C., Nguyen, V.‐T. & Nguyen, U.‐P. (2020) A bibliometric review of research on simulations and serious games used in educating for sustainability, 1997–2019. Journal of Cleaner Production, 256, 120358
Hatlevik, O. E., Throndsen, I., Loi, M., & Gudmundsdottir, G. B. (2018). Students’ ICT self-efficacy and computer and information literacy: Determinants and relationships. Computers & Education, 118, 107- 119.doi.org/10.1016/j.compedu.2017.11.011
Jimerson, J. B. (2014). Thinking about data: Exploring the development of mental models for “data use” among teachers and school leaders. Studies in Educational Evaluation, 42,5-14.
https://doi.org/10.1016/j.stueduc.2013.10.010
Keller,J. (2010). Motivational Design for Learning and Performance. Springer New York Dordrecht Heidelberg London, ISBN 978-1-4419-1249-7.
Kumar, V., Tissenbaum, M.B. & Kim, T. (2021) Procedural collaboration in educational games: supporting complex system understandings in immersive whole class simulations. Communication Studies, 72(6), 994–1016. Available from:
https://doi.org/10.1080/10510974.2021.2011363
Lenhart, A., Kahne, J., Middaugh, E., Macgill, A.R., Evans, C. & Vitak, J. (2018) Teens, video games, and civics teens' gaming experiences are diverse and include significant social interaction and civic engagement. Riverside, CA: CERG.
Leventhal, J. (2018) Autonomy in video games and gamification. San Jose, CA: San Jose State University.
Li, J. S., Xu, H., & Chen, S. S. (2012). The effect of flow and motivation on users’ learning outcomes in Second Life. Journal of Educational Technology Development and Exchange, 5(1), 95-108
Madani, K., Pierce, T.W. & Mirchi, A. (2017) Serious games on environmental management. Sustainable Cities and Society, 29, 1–11
Mahat, J., Ayub, A. F. M., Wong, S. L. (2012). An Assessment of Students’ Mobile Self-Efficacy, Readiness and Personal Innovativeness towards Mobile Learning in Higher Education in Malaysia. Procedia - Social and Behavioral Sciences, 64, 284 – 290. doi: 10.1016/j.sbspro.2012.11.033
Marconi, A., Schiavo, G., Zancanaro, M., Valetto, G. & Pistore, M. (2018) Exploring the world through small green steps: improving sustainable school transportation with a game‐ based learning interface. Proceedings of the 2018 International Conference on Advanced Visual Interfaces, 29 May
2018. New York United States, Association of Computing Machinery. pp. 1–9.
Molenda ,M., & Sallivan, M. (2001). Issus and trends in instructional technology : treading water. In M.A.
Morganti, L., Pallavicini, F., Cadel, E., Candelieri, A., Archetti, F. & Mantovani, F. (2017) Gaming for Earth: Serious games and gamification to engage consumers in pro‐environmental behaviours for energy efficiency. Energy Research & Social Science, 29, 95–102.
Newman, P. R. (1992). Conceptual models of student engagement. National Center of Effective Secondary Schools. University of Wisconsin.
Prensky, M. (2005). "Computer games and learning: Digital game-based learning." Handbook of computer game studies 18: 97-122
Ramachandran, S., Presnell, B. & Richards, R. (2016) Serious games for team training and knowledge retention for long‐ duration space missions. In: IEEE Aerospace Conference Proceedings, 5–12 March 2016, Big Sky, Montana. IEEE. pp. 1–11
Rau, P.L. P, Zheng,J., Guo, Z., & Li, J.(2018). Speed reading on virtual reality and augmented reality. Computers & Education,125,240-245.
Robertson, W.M. (2022) Increasing student engagement and comprehension of the global water cycle through game‐ based learning in undergraduate courses. Journal of Geoscience Education, 70(2), 161–175
Scurati, G.W., Ferrise, F. & Bertoni, M. (2020) Sustainability awareness in organizations through gamification and serious games: a systematic mapping. DS 101: Proceedings of NordDesign 2020, Lyngby, Denmark, 12th–14th August 2020, 1–10
She H. C., & Chen Y. Z. (2009). The impact of multimedia effect on science learning: Evidence from eye movements. Computers & Education, 53, 1297-1307. doi:10.1016/j.compedu.2009.06.012
Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model.
Computers & Education, 59, 316-326. DOI:
10.1016/j.compedu.2012.01.011
Shea, P., Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster “epistemic engagement” and “cognitive presence” in online education. Computers & education, 53(3), 543-553. doi.org/10.1016/j.compedu.2008.10.007
Stanitsas, M., Kirytopoulos, K. & Vareilles, E. (2019) Facilitating sustainability transition through serious games: A systematic literature review. Journal of Cleaner Production, 208, 924–93
Sun, P. C., Tsai, R. J., Finger, G., Chen, Y. Y., & Yeh,D. (2008). What drives a successful e-learning? An empirical investigation of the critical success factors influencing learner satisfaction. Computers&Education,50,1183–1202.doi: 10.1016/j.compedu.2006.11.007
Takeuchi, L.M. & Vaala, S. (2014) LeveL up Learning: a national survey on teaching with digital games. New York: The Joan Ganz Cooney Center.
Tu, C.-H. (2009). The measurement of social presence in an online learning environment. International Journal on E-Learning, 1(2), 34–45. https://doi.org/10.17471/2499-4324/421.
Väljataga, T. & Mettis, K. (2018) Turning zoos into smart learning ecosystems. IxD&A, 39, 114–133
Wan, Z., Wang, Y., & Haggerty, N. (2008). Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes. Information & Management, 45(8),513–521. doi:10.1016/j.im.2008.08.003
Wang, K., Tekler, Z.D., Cheah, L., Herremans, D. & Blessing, L. (2021) Evaluating the effectiveness of an augmented reality game promoting environmental action. Sustainability, 13912,(24)13.
Wang, X.‐M., Wang, S.‐M., Wang, J.‐N., Hwang, G.‐J. & Xu, S.(2022) Effects of a two‐tier test strategy on students' digital game‐based learning performances and flow experience in
Williams, E. A., Duray, R., & Reddy, V. (2006).Teamwork orientation, group cohesiveness and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30, 592–616. doi:10.1177/1052562905276740
Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Schaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14, 121-141.
http://dx.doi.org/10.1037/1072-5245.14.2.121.
Zhonggen, Y. (2019) A meta‐analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019, 1–8.
)