Instructional design:
Ten steps to Complex Learning
Innovatief onderwijs ontwerpen (Dutch)
List of articles, books etc. At this stage this is the literature list I used for my master thesis. In time, when I come across interesting articles, I will add them.
Allison, C., Miller, A., Oliver, I., Michaelson, R., & Tiropanis, T. (2012). The web in education. Computer Networks. Retrieved from http://www.sciencedirect.com/science/article/pii/S1389128612003489
Auld, D. P. & Blumberg C.F.(2013). Breaking the Flow-Examining the Link between Flow and Learning in Computer-Mediated Learning Environments. In Proceedings of the 5th International Conference on Computer Supported Education, pages 461-468 DOI: 10.5220/0004414304610468
Baarda, B., Bakker, E., Hulst, M. van der., Julsing, M., Fisher, T., Vianen, R. van & Goede, M. van.(2012). Basisboek methoden en technieken: kwantitatief praktijkgericht onderzoek op wetenschappelijke basis. Groningen : Noordhoff Uitgevers.
Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. doi:10.1016/j.compedu.2013.08.003
Bruggen, W. van, & Dulm, P. van. (2009). Virtuele omgevingen, iets voor uw onderwijs? Stichting Kennisnet. Verkregen op 11 juni, 2013, van http://edugrid.opensim.nl/documents/Handboek-virtuele_omgevingen-iets_voor_uw_onderwijs.pdf
Chen, J. (2007). Flow in games (and everything else). Communications of the ACM, 50(4), 31–34. Verkregen op 16 februari 2015 van http://dl.acm.org/citation.cfm?id=1232769
Choi, D. H., Kim, J., & Kim, S. H. (2007). ERP training with a web-based electronic learning system: The flow theory perspective. International Journal of Human-Computer Studies, 65(3), 223–243. doi:10.1016/j.ijhcs.2006.10.002
Coppoolse, R. (2010). 75 modellen van het onderwijs. Groningen: Noordhoff.
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco: Jossey-Bass.
Donk, C. van der, & Lanen, B. van. (2012). Praktijkonderzoek in de school. Bussum: Coutinho.
Dussen, R.V. van der, & Kos, T. (2013). Rapport Open en online onderwijs en de toekomst van het Nederlandse hoger onderwijs. SURF. Verkregen op 14 december 2014, van https://www.surf.nl/kennis-en-innovatie/kennisbank/2013/rapport-open-en-online-onderwijs-en-de-toekomst-van-het-nederlandse-hoger-onderwijs.html
Esteban-Millat, I., Martínez-López, F. J., Huertas-García, R., Meseguer, A., & Rodríguez-Ardura, I. (2014). Modelling students’ flow experiences in an online learning environment. Computers & Education, 71, 111–123. doi:10.1016/j.compedu.2013.09.012
Fu, F.L., Su, R.C., & Yu, S.C. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101–112. doi:10.1016/j.compedu.2008.07.004
González, M. A., Santos, B. S. N., Vargas, A. R., Martín-Gutiérrez, J., & Orihuela, A. R. (2013). Virtual Worlds. Opportunities and Challenges in the 21st Century. Procedia Computer Science, 25, 330–337. doi:10.1016/j.procs.2013.11.039
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and emotion, 24(3), 175–213. Geraadpleegd op 25 maart 2015 van http://link.springer.com/article/10.1023/A:1005614228250
Gulikers, J.T. M., T. J. Bastiaens, & R. L. Martens. (2005) The surplus value of an authentic learning environment. Computers in Human Behavior 21, nr. 3. The Pedagogical Use of Information and Communication Technology in Education: A Dutch Perspective : 509–21. doi:10.1016/j.chb.2004.10.028.
Hz. (2013). HZ instellingsplan 2013-2017, brondocument. Vlissingen
Iqbal, A., Kankaanranta, M., & Neittaanmäki, P. (2010). Engaging learners through virtual worlds. Procedia-Social and Behavioral Sciences, 2(2), 3198–3205.
Jegers, K. (2009). Pervasive GameFlow: identifying and exploring the mechanisms of player enjoyment in pervasive games. Umeå.
Kapp, K. M., & O’Driscoll, T. (2010). Learning in 3D adding a new dimension to enterprise learning and collaboration. San Francisco, CA: Jossey-Bass.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.
Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. Handbook of research on effective electronic gaming in education, 1, 1–32.
Kiili, K., Lainema, T., de Freitas, S., & Arnab, S. (2014). Flow framework for analyzing the quality of educational games. Entertainment Computing, 5(4), 367–377. doi:10.1016/j.entcom.2014.08.002
Liao, L. (2006). A Flow Theory Perspective on Learner Motivation and Behavior in Distance Education. Distance Education, 27(1), 45–62. doi:10.1080/01587910600653215
Liang, S.,J. (2014). Experimentation Comparison in Virtual and Practical Operation – Take Hydraulics Learning for Example. In Proceedings of the 6th International Conference on Computer Supported Education (2014) (pp. 155–162). doi:10.5220/0004676701550162
Malone, T. W. (1981). Toward a Theory of Intrinsically Motivating Instruction. COGS Cognitive Science, 5(4), 333–369.
Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education, 57(3), 1893–1906. Doi: 10.1016/j.compedu.2011.04.003
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–83. doi:10.1016/j.compedu.2014.08.005
Massink, H. (2013). Herontwerp course Fluid Dynamics. LA2 Uitdagend Ontwerpen. Hogeschool Rotterdam. Verkregen op 1 april, 2014 van http://massinks.nl/mli/wp-content/uploads/sites/5/2014/04/LA2_HenkMassink_0863371.pdf
Merriënboer, J. J. G. van (2013a) Keynotes – Introductie – Symposium 4C-ID. Geraadpleegd op 10 april 2014. http://portal.ou.nl/web/4cidsymposium/introductie/-/wiki/Main/Keynotes.
Merriënboer, J. J. G. van, & Kirschner, P. A. (2013b). Ten steps to complex learning: a systematic approach to four-component instructional design [e-reader version]. London: Routledge. Verkregen op 30 juni 2013 van http://itunes.apple.com
Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder, & S. J. Lopez (Eds.) Handbook of positive psychology, (pp. 89-105). Oxford, England: Oxford University Press.
Oprins, E.A.P.B., Bakhuys Roozeboom, M.C., Visschedijk, G.C., & Kistemaker, J.A. (2013) TNO 2013 R10415, Effectiviteit van serious gaming in het onderwijs. TNO
OpenSim. (2014). Geraadpleegd 13 december 2014, van http://opensimulator.org/wiki/Performance
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128–150. doi:10.1037/0021-9010.92.1.128
Pavlas, D. (2010). A Model of Flow and Play in Game-based Learning: The Impact of Game Characteristics, Player Traits, and Player States. University of Central Florida Orlando, Florida. Verkregen op 8 april, 2014, van http://www.navistudios.net/Pavlas_Davin_A_201012_PhD.pdf.
Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54(4), 1020–1027. doi: 10.1016/j.compedu.2009.10.007
Rice, J. (2007). Assessing higher order thinking in video games. Journal of Technology and Teacher Education, 15(1), 87–100. Verkregen op 11 juli, 2014, van http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=6321&from=NEWDL&a=1
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. doi:10.1006/ceps.1999.1020
Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation and Emotion, 30(4), 344–360. doi:10.1007/s11031-006-9051-8
Ryan, R. M., & Deci, E. L. (2009). Promoting Self-Determined School Engagement. Motivation, Learning, and Well-Being. In Wentzel, K. R., & Wigfield, A. (ed.) Handbook of motivation at school. (171-196). New York; London: Routledge.
Schie J. van. (2012) Bernie Dodge, Leren in werkelijkheid. Stichting Kennisnet. Verkregen op 8 april, 2014 van, http://www.kennisnet.nl/uploads/tx_kncontentelements/Bernie_Dodge_leren_in_werkelijkheid_-_1_de_power_indicator.pdf
Saunders, M., Lewis, P., Thornhill, A., Verckens, J. P., & Smitt, M. C. (2011). Methoden en technieken van onderzoek. Amsterdam: Pearson Education.
Squire, K. (2006). From content to context: Videogames as designed experience. Educational researcher, 35(8), 19–29. Op 22 februari 2015 geraadpleegd van http://edr.sagepub.com/content/35/8/19.short
Sweetser, P., & Wyeth, P. (2005). GameFlow: a model for evaluating player enjoyment in games. Computers in Entertainment (CIE), 3(3), 3–3.
Sweetser, P., Johnson, D., Wyeth, P., & Ozdowska, A. (2012). GameFlow heuristics for designing and evaluating real-time strategy games. In Proceedings of the 8th Australasian Conference on Interactive Entertainment: Playing the System (p. 1). ACM.
Sitzmann, T. (2011). A Meta-Analytic Examination of the Instructional Effectiveness of Computer-Based Simulation Games. Personnel Psychology, 64(2), 489–528. Doi: 10.1111/j.1744-6570.2011.01190.x
Trooster, W.J. (2010). Het gebruik van Second Life in het onderwijs. Zwolle: Lectoraat ICT & Onderwijsinnovatie Christelijke Hogeschool Windesheim. Verkregen op 11 juni, 2013, van http://www.licto.nl/download.php?fileID=128
Valcke, M. (2010). Onderwijskunde als ontwerpwetenschap: een inleiding voor ontwikkelaars van instructie en voor toekomstige leerkrachten. Gent: Academia Press.
Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414–426. doi:10.1111/j.1467-8535.2009.00952.x
Webster, J., & Martocchio, J. (1992). Microcomputer playfulness: development of a measure with workplace implications. MIS Quarterly, (pp. 201-226). doi. 10.2307/249576.
Weizman, A. (2014). Designing Casual Serious Games in Science. The case of “Couch Potatoes Defense”. EAI Endorsed Transactions on Game-Based Learning, 1(3), e6. doi:10.4108/sg.1.3.e6
