رستگار، احمد (1396). ارائه مدل علی روابط نیاز به شناخت و درگیری شناختی با نقش واسطه‌ای اهداف پیشرفت و هیجانات تحصیلی. دوفصلنامه علمی- پژوهشی شناخت اجتماعی. سال ششم، شماره اول (پیاپی 11). بهار و تابستان 1396.
رستگار، احمد (1395). مدل علی روابط باورهای هوشی و پذیرش فناوری اطلاعات و ارتباطات: نقش واسطه‌ای اهداف پیشرفت، اضطراب رایانه و خودکارآمدی رایانه. فصلنامه علمی -پژوهشی پژوهش در یادگیری آموزشگاهی و مجازی. سال چهارم، شماره دوم (پیاپی چهارده)، پاییز 1395 (ص 81-91).
رضایی، اکبر (1396). بررسی شاخص‌های روان‌سنجی نسخه فارسی پرسش‌نامه هیجان‌های تحصیلی- ریاضی در جامعۀ دانش‌آموزان دوره متوسطه. فصلنامه علمی -پژوهشی پژوهش در یادگیری آموزشگاهی و مجازی. سال چهارم، شماره چهارم (پیاپی شانزده)، بهار 1396 (ص 85-95).
شریعت پناه، شکوفه؛ مشهدی، علی (1394). نقش جهت‌گیری اهداف در موفقیت تحصیلی دانش‌آموزان (مورد مطالعه: دانش‌آموزان دختر مقطع متوسطه دوم). فصلنامه علمی -پژوهشی پژوهش در یادگیری آموزشگاهی و مجازی. سال سوم، شماره یازدهم، (ص66-59).
قربان جهرمی، رضا، حجازی، الهه، اژه‌ای، جواد، خدایاری فرد، محمد (1394) نقش میانجی اهداف پیشرفت در رابطه بین نیاز به شناخت و درگیری شناختی: اثر بافت تعلل‌ورزی. مجله روانشناسی/ سال نوزدهم/ شماره 1/ بهار 1394.
Achim, N.A & ALKssim, A. (2015). Computer usage: the impact of computer anxiety and computer selfefficacy. Procedia - Social and Behavioral Sciences, 172 (2015) 701 – 708.
Admiraal, W., Huizenga, J., Akkerman, S., & ten Dam, G. (2011). The concept of flowin collaborative game-based learning. Computers in Human Behaviour, 27, 1185–1194. doi:10.1016/j.chb.-2010.12.013
All, A., Castellar, N. E. P., & Van Looy, J. (2013). A systematic literature review ofmethodology used to measure effectiveness in digital game-based learning. In P.Escudeiro & C. Vaz de Carvalho (Eds.), Proceedings of European conference ongame based learning (pp. 607–616). Reading, England: Academic Conferences, Publishing International.
https://biblio.-ugent.be/publication/4157899.
BAÑOS ,R.M, C. BOTELLA, M. ALCAÑIZ, V. LIAÑO, B. GUERRERO, and B. REY, M.S. (2004). Immersion and Emotion: Their Impact on the Sense of Presence. CYBERPSYCHOLOGY & BEHAVIOR Volume 7, Number 6, 2004© Mary Ann Liebert, Inc.
Becker, K. (2017). End game. In Choosing and Using Digital Games in the Classroom (pp. 335-340). Springer International Publishing.
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, 119,197-253.
Caspi, A. & Blau, I. (2008). Social presence in online discussion groups: Testing three conceptionsand their relations to perceived learning. Social Psychology of Education, 11, 323–346.
Caspi ,A, & Blau, I. (2011). Collaboration and psychological ownership:how does the tension between the two influence perceived learning? Soc Psychol Educ (2011) 14:283–298 DOI 10.1007/-s11218-010-9141-z.
Csikszentmihalyi, M. and Schneider, B. (2000). Becoming Adult: How Teenagers Prepare for the World of Work. New York: Basic Books.
Davidson, J. (2012). The Journal Project: Qualitative Computing and the Technology/ Aesthetics Divide in Qualitative Researc Volume 13, No. 2, Art. 15 – May 2012.
Deci, E. L., & Ryan, R. M. (2006) Intrinsic motivation and self-determination inhuman behaviour. New York, NY: Plenum. Deeks, J. J., Dinnes, J., D’Amico, R., Sowden, A. J., Sakarovitch, C., Song, F.
Dupeyrat, C. & Marine, C. (2005). “Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck's model with returning to school adults”. Contemporary Educational Psychology. 30(1), 43-59.
Dweck, C.S. & Leggett, E.L. (1988). “A social- cognitive approach to motivation personality”. Psychological Review, 95, 256-273.
Elliot, A. & McGregor, H. (2001). A2∗A2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509.
Fonseca ,diana. & Kraus. Martin. (2016). E_ect of Immersive (360_) Video on Attitude and Behavior Change. Haddock, G., Maio, G. R., Arnold, K., & Huskinson, T. (2008). Should persuasion beaffective or cognitive? The moderating effects of need for affect and need for cognition. Personality and Social Psychology Bulletin, 34, 769-778.
Hamari, J., et al. (2014). Does gamification work?--a literature review of empirical studies on gamification. Conference: the 47th Hawaii International Conference on System Sciences, At Hawaii, USA. DOI: 10.1109/ HICSS.2014.377.
Hornyak, D. A. (2007). “Utilizing cognitive information processing theory to assess the effectiveness of discover on college students’ carrier development Doctoral dissertation”. University of Pittsburgh.
Hsiao, H. S., & Chen, J. C. (2016). Using a gesture interactive game-based learning approach to improve preschool children's learning performance and motor skills. Computers & Education, 95, 151-162.
Huang, C. (2011). “Achievement goals and achievement emotions: a metaanalysis”. Ducational Psychology Review. 23(3), 359-388.
Hung, C. Y., Sun, J. C. Y., & Yu, P. T. (2015). The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190.
Juric, M. (2017). The role of the need for cognition in the university students’ reading behaviour In Proceedings of ISIC, the Information Behaviour Conference, Zadar, Croatia, 20-23 September, 2016: Part2.. vol. 22 no. 1, March, 2017.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and higher education, 8(1), 13-24.
Kolb, D. A. (1984). Experiential learning experience as a source of learning and developmentEnglewood Cliffs, NJ: Prentice Hall.
Liaw, S. S., & Huang, H. M. (2003). An investigation of user attitudes toward search engines as an information retrieval tool. Computers in Human Behavior, 19(6), 751– 765.
Li, Dahui and Browne, Glenn, "The Role of Need for Cognition in Online Flow Experience: An Empirical Investigation" (2004). AMCIS 2004 Proceedings. 386.
Lin ,Yang, M. Durbin, James, & S. Rancer, Andrew.(2016). Math Anxiety, Need for Cognition, and Learning Strategies in Quantitative Communication Research Methods Courses. Communication Quarterly Vol. 00, No. 00, 2016, pp. 1–20.
Luong ,Cäcilia, Strobel, Anja, Wollschläger, Rachel, Greiff ,Samuel, Vainikainen ,Mari-Pauliina, Preckel ,Franzis. (2017). Need for cognition in children and adolescents: Behavioral correlates and relations to academic achievement and potential, Learning and Individual Differences 53 (2017) 103–113
Mendonça, Raphael L.& N. Mustaro, Pollyana. (2012). Immertion: Immersion and Emotion in Digital Games. Universidade Presbiteriana Mackenzie, P.P.G.E.E., Brasil SBGames – Brasília – DF – Brazil, November 2nd - 4th,
Mouratidis, A.; Vansteenkiste, M.; Lens, W. & Vanden Auweele, Y. (2009). “Beyond positive and negative affect: Achievement goals and discrete emotions in the elementary physical education classroom”. Psychology of Sport and Exercise. 10(3), 336–343.
Nair, U. K., & Ramnarayan, S. (2000). Individual differences in need for cognition and complex problem solving. Journal of Research in Personality, 34, 305-328.
Prensky,M.(2001).Digital natives. Digital immigrants. Retrieved from http://-www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Dig-ital%20Immigrants%20-%20Part1.pdf.
Prensky, M. (2003). Digital game-based learning. Exploring the digital generation. Washington, DC: Educational Technology, U.S. Department of Education.
Pekrun, R. (2006). “The control–value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice”. Educational Psychology Review. 18(4), 315–341.
Pekrun, R. (2009). Emotions at school. In K. R. Wentzel & A. Wigfield (Eds.). Handbook of motivation at school (pp. 575-604). New York: Routledge.
Peltier, J. W., & Schibrowsky, J. A. (1994). Need for cognition, advertisement viewing time and memory for advertising stimuli. Advances in Consumer Research, 21, 244-250.
Sadler, D. T., Romine, L. W., Stuart, E. P., & Merle-Johnson, D. (2013). Gamebased curricula in biology classes:Differential effects among varying academiclevels. Journal of Research in Science Teaching, 50, 479–499. doi:10.1002/tea.21085
Shaffer,D.w,squire,k.R.,Halverson,R.,& Gree,J.P.(2014).video games and the future of learning. University of Wisconsin-Madison and Academic Distributed Learning Colaboratory: December. Retrieved from
www.academic-colab.org/resources/gapps-paper1.pdf
Simons, J.; Dewitte, S. & lens, W. (2004). “The role of different types of instrumentally in motivation, studystrategies, and performance: know why you learn, so you’ll know what you learn”. British Journal of Educational psychology. 74(PT3). 343-360.
Sung, H.-Y., & Hwang, G.-J. (2013). A collaborative game-based learning approach toimproving students’ learning performance in science courses. Computers & Education, 63, 43–51. doi:10.1016/j. compedu.-2011.05.022.
System Sciences (HICSS), 2014 47th Hawaii International Conference on, IEEE.
Tavares, Dionísia& Freire , Teresa. (2016). Flow experience, attentional control, and emotion regulation: contributions for a positive development in adolescents. Revista PSICOLOGIA, 2016, Vol. 30 (2), 77-94. doi: 10.17575/rpsicol.v30-i2.1119.
Tan, L. J., Goh, H.-L. D., Ang, P. R., & Huan, S. V. (2013). Participatory evaluation ofan educational game for social skills acquisition. Computers & Education, 64, 70–80. doi:10.1016/j.comp-edu.2013.01.006
Verplanken, B., Hazenberg, P. T., & Palenewen, G.R. (1992).Need for cognition and external information search effort. Journal of Research in Personalitty, 26, 128-136.
Visch ,Valentijn T. Tan, Ed S. and Dylan Molenaar.(2010). The emotional and cognitive effect of immersion in film viewing. Psychology Press, an imprint of the Taylor & Francis Group, an Informa business. 24 (8), 1439_1445.
Yee, N. (2006). Motivations for playing online games. Cyberpsychology & Behaviour, 9, 772–775.
)