Ahmad Munawar Ismail dan Mohd Nor Shahizan Ali. (2014). Kaedah Penyelidikan

Sosial daripada Perspektif Islam. Bangi: UKM Press.

 

 

Ahmed, S. A. F. C. (2016). Critical Success Factors to Improve the Game Development Process from a 

Developertextquoterights Perspective. Jurnal Computer Science dan Techology, 31(September), 

925–948.

 

 

Ainley, M. (2007). Being and feeling interested: Transient state, mood, and disposition. In P.A. 

Schutz dan R.Pekrun (Eds.), Emotion in education (pp147- 163). San Diego, CA: Academic Press.

 

 

Alfadhli, S. dan Alsumait, A. (2015). Game-Based Learning Guidelines: Designing for Learning and 

Fun. 2015 International Conference on Computational Science and Computational Intelligence (CSCI), 

(2014), 595–600.

 

 

Alzand, W. (2010). Instruction design and educational quality. Procedia Social and Behavioral 

Sciences, 2(2010), 4074–4081.

 

 

Anderson, C.A. dan Drill, K.E. (2000). Video games and aggressive thoughts, feelings, and behaviour 

in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.

 

 

Anderson, L.W. dan Krathwohl, D. (2001). A taxonomy for learning, teaching and assessing: a 

revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

 

 

Annetta, L. A. (2010). The “I's” have it: A framework for serious educational game design. In 

Gerianne, A.: Review of General Psychology, Special Issue: Video Games: Old Fears and New 

Directions, 14(2), 105-112.

 

 

Anthony, R., Janet, R., dan Nathan, R. (2003). Learning and Teaching Programming:

A Review and Discussion. Computer Sciense Education, 13(2), 137–172.

 

 

Arnab, S., dan Clarke, S. (2017). Towards a trans-disciplinary methodology for a

game-bades intervention development process. British journal of educational technology, 48(2), 

279-312.

 

 

Aspinall, D. (2007). Principles and guidelines interface design rules: Informatics.

UK: University of Edinburgh.

 

 

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood 

Cliffs, NJ: Prentice Hall.

 

 

Bazuri Ab Ghani, Lew Wan Ling dan May Asliza Tan Zalilah. (2012). Teknik ‘Jigsaw’ Dalam Membantu 

Pelajar SMK3 Memahami Dan Menguasai Bahasa Java. Seminar Kajian Tindakan Kolej Komuniti Wilayah 

Perak, 247-251.

 

 

Benson, R. M. (2014). Games Based Learning. (Doctoral dissertation, Ph.D. thesis, University of 

Warwick, Center for Education Studies).

 

 

Bielaczyc, K., dan Ow, J. (2014). Multi-player epistemic games: Guiding the enactment of classroom 

knowledge-building communities. International Journal of Computer-Supported Collaborative Learning, 

9(1), 33–62.

 

 

Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. dan Krathwohl, D.R. (1956).

The Taxonomy of Educational Objectives The Classification of Educational Goals, Handbook I: 

Cognitive Domain. New York: David McKay.

 

 

Boekaerts, M. (2011). Emotions, Emotion Regulation, And Self- Regulation Of Learning. In B.J. 

Zimmerman dan D.H. Schunk (Eds.), Handbook Of Self- Regulation Of Learning And Perfor- Mance (Pp. 

408–425). New York: Routledge.

 

 

Bosser, A. G. (2004). Massively multi-player games: Matching game design with technical design. In 

Proc. the 2004 ACM SIGCHI International Conference on Advances in Com- Puter Entertainment 

Technology, 74, 263–268.

 

 

Boulet, G. (2007). Rapid Prototyping : An Efficient Way to Collaboratively Design and Develop 

E-learning Content. Unpublished Paper., 1–5.

 

 

Bruner, J. S. 1966. Towards a theory of instruction. Mashasscusett: Harvard College.

 

 

Burgers, C., Eden, A., van Engelenburg, M. D., dan Buningh, S. (2015). How feedback boosts 

motivation and play in a brain-training game. Computers in

Human Behavior, 48, 94-103.

 

Burke,  L.  A.,  dan  Moore,  J.  E.  (2003).  A  perennial  dilemma  in  OB  education:

Engaging  the  traditional  student.  Academy  of  Management  Learning  and Education, 2(1), 

37–52.

 

Celino, I., Cerizza, D., Contessa, S., Corubolo, M., Dellaglio, D., Valle, E. Della, dan Fumeo, S. 

(2012). Urbanopoly - A social and location-based game with a purpose to crowdsource your urban 

data. Proceedings - 2012 ASE/IEEE International Conference on Privacy, Security, Risk and Trust and 

2012 ASE/IEEE International Conference on Social Computing, SocialCom/PASSAT 2012, 910–913.

 

 

Chang, M., dan Lehman, J.D. (2002), Learning foreign language through an interactive multimedia 

program: An experimental study on the effects of the relevance component of the ARCS model. CALICO 

Journal, 20, 81–98.

 

 

Chen, Z.-H., Chen, S. Y. dan Chien, C.-H. (2017). Students’ Reactions to Different Levels of Game 

Scenarios: A Cognitive Style Approach. Educational Technology dan Society, 20(4), 69–77.

 

 

Cheng, M.-T., She, H.-C. dan Annetta, L. A. (2015). Game immersion experience: its hierarchical 

structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 

232-253.

 

 

Choo Kow Hing Peter, Rosnani Mahmud, Shaffe Mohd Daud dan Ahmah Fauzi Mohd Ayub. (2013). Hubungan 

Antara Amalan Bermain Permainan Komputer dengan Kemahiran Penyelesaian Masalah, Kreativiti dan 

Pemikiran Kritis Murid. Seminar Pasca Siswazah Dalam Pendidikan. UPM.

 

 

Chua Yan Piaw (2014). Kaedah dan Statistik Penyelidikan: Asas Statistik Penyelidikan. Buku1. 

Malaysia: Mc Graw Hill Education.

 

 

Chung Wong, J. dan Woo, J. C. (2014). Digital Game-Based Learning Supports Student Motivation, 

Cognitive Success, and Performance Outcomes. Educational Technology and Society, 17(3), 291–307.

 

 

Chun-Yi, Shen and Hao-Ping, C. (2014). The relationship between interface design of Digital 

Game-based learning systems and flow experience and cognitive load of learners with different 

levels of prior knowledge. Cross-Cultural Design, 574–584.

 

 

Clark, R. C. dan Mayer, R. E. (2011). E-Learning and the Science of Instruction. San

Fransisco: Pfeiffer.

 

Crawford,  C.  (2004).  Non-linear  instructional  design  model:  Eternal,  synergistic

design and development. British Journal of Educational Technology, 35(4), 413–420.

 

 

Cronjé, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in 

instructional design and the learning sciences. Educational Technology Research and Development, 

54(4), 387–416.

 

 

Crutzen, R. dan Ruiter, R. (2015). Interest in behavior change interventions: A conceptual model. 

European Health Psychologist, 17(1), 6-11.

 

 

Csiksezentmihalyi, M. (1991). Flow: The psychology of optimal experience (vol.41).

New York: HarperPerennial.

 

 

DePasque, S. dan Tricomi, E. (2015). Effects of intrinsic motivation on feedback processing during 

learning. NeuroImage, 119, 175-186.

 

 

Deubel, P. (2006). Game on! T.H.E. Journal (Technological Horizons in Education), 33(6), 30-35.

 

 

Dewan, K. (2005). Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

 

Dillon, R. (2013). Serious Games And Fun : An Analysis Abstract : International Journal of 

Innovative Research dan Development, 2(5), 1046–1063.

 

 

Dillon, R. (2010). On the way to fun. America: A.K Peters

 

 

Dr.Yusuf Al-Qaradhawi (2014). Fiqh hiburan dan rekreasi. Kuala Lumpur: PTS Islamika Sdn. Bhd

 

 

Durak, G. dan Ataizi, M. (2016). The ABC’s of Online Course Design According to Addie Model. 

Universal Journal of Educational Research, 4(9), 2084–2091.

 

 

Durdu, P. O., Yalabik, N. dan Cagiltay, K. (2009). A distributed online curriculum and courseware 

development model. Educational Technology dan Society, 12(1), 230–248.

 

 

Durkin, K. dan Barber, B. (2002). Not so doomed: Computer game play and positive adolescent 

development. Journal Application Development Psychology. 23,

373-392.

 

Dweck, C. S. dan Molden, D. C. (2005). Self-theories: Their impact on competence

motivation and acquisition. In A. J. Elliot dan C. S. Dweck (Eds.), Handbook of competence and 

motivation (pp. 122–140) New York, NY: Guilford Press.

 

 

Efklides, A. (2006). Metacognition And Affect: What Can Metacogntive Experiences Tell Us About The 

Learning Process? Educational Research Review, 1, 3–14.

 

 

Egan, K. (2005). An imaginative approach to teaching. San Francisco, CA: Jossey- Bass.

 

 

Egan, K. (2007). Teaching and learning outside the box: Inspiring Imagination across.

 

 

Ekrun, R., Goetz, T., Titz, W. dan Perry, R.P. (2002). Academic Emotions In Students’ 

Self-Regulated Learning And Achieve- Ment: A Program Of Quantitative And Qualitative Research. 

Educational Psychologist, 37, 91–106.

 

 

Fang, J. dan Strobel, J. (2011). How ID models help with game-based learning: An examination of the 

gentry model in a participatory design project. Educational Media International, 48(4), 287–306.

 

 

Fauzi Hussin, Jamal Ali dan Mohad Saifoul Zamzuri Noor. (2014). Kaedah Penyelidikan dan Analisis 

Data SPSS. Sintok: UUM Press.

 

 

Fer, S. (2009). Social constructivism and social constructivist curricula in Turkey for the needs 

of differences of young people: Overview in light of the PROMISE project. In T. Tajmel dan S. Klaus 

(Eds.), Science education unlimited: Approaches to equal opportunity in learning science (pp. 

179–199). Munster, Germany: Waxmann Verlag.

 

 

Fernandez,  A.  (2008).  Fun  experience  with  digital  games:  a  model  proposition.

Extending Experiences: Structure, Analysis and Design of Computer Game Player Experience, 181-190.

 

 

Fettes,  M.  (2011).  Senses  and  sensibilities.  Journal  of  curriculum  theorizing.

Vol.27(2) 114.

 

 

Fettes, M. (2013). Imagination and experience: An integrative framework democracy and education, 

2(1).

 

 

Gagne, R. M., Briggs, L. J. dan Wager, W. W. (1992). Principles of instructional

design. Philadelphia, PA: Harcourt Brace Jovanovich.

 

Gardner, H. (1993). Frames of mind: the theory of multiple intelligence. New York:

Basic Book.

Garris, R., Ahlers, R. dan Driskell, J. E. (2002). Games, Motivation, and Learning: A

Research and Practice Model. Simulation dan Gaming, 33(4), 441–467.

 

 

Gee, J.P. (2003). What video games have to teach us about learning and literacy?

ACM Computers in Entertainment, 1(1), 1-3.

 

 

Göksu, I., Özcan, K. V., Cakir, R. dan Göktas, Y. (2017). Content analysis of research trends in 

instructional design models: 1999-2014. Journal of Learning Design, 10(2), 85.

 

 

Goleman, G. (1995). Emotion Intelligence: Why it can matter more than IQ. New York, NY: Bantam 

Books.

 

 

Gopalan, V., Bakar, J. A. A., Zulkifli, A. N., Alwi, A. dan Mat, R. C. (2017). A review of the 

motivation theories in learning. AIP Conference Proceedings, 1891.

 

 

Grey, S., Grey, D., Gordon, N., dan Purdy, J. (2017). Using Formal Game Design Methods to Embed 

Learning Outcomes into Game Mechanics and Avoid Emergent Behaviour. International Journal of 

Game-Based Learning, 7(3), 63–73.

 

 

Habgood, J., Overmars, M. (2006). The Game Maker‘s Apprentice: game development for beginners. US: 

Apress.

 

 

Habraken, N. J. dan Gross, M. D. (1988). Concept design games. Design Studies, 9(3), 150–158.

 

 

Hart, J. (2008). Art the storyboard. Elsevier Science dan Technology.

 

 

Herman, I. dan Yahya, S. (2004). Lepak di kafe siber. Seminar Antarabangsa Nilai dalam Komuniti 

Pasca Modenisme (SIVIC).

 

 

Hong, J., Nie, Y., Heddy, B., Monobe, G., Ruan, J., You, S. dan Kambara, H. (2016).

Revising and  Validating Achievement Emotions Questionnaire  – Teachers

(AEQ-T). International Journal of Educational Psychology.

 

 

Hou, H.-T. (2013). Analyzing the behavioral differences between students of different

genders, prior knowledge and learning performance with an educational MMORPG: A Longitudinal case 

study in an elementary school. British Journal of Educational Technology, 44(3), E85-E89.

 

 

House, J.D. (2003), Instructional activities and interest in science learning for adolescent 

students in Japan and the United States: Findings from the Third International Mathematics and 

Science Study (TIMSS). International Journal of Instructional Media, 30, 429–443

 

 

Hsiao, H.-S., dan Chen, J.-C. (2016). Using a gesture interactive game-based learning approach to 

improve preschool children’s learning performance and motor skills. Computers dan Education, 95, 

151–162.

 

 

Huang, W. dan Johnson, T. (2008). Instructional game design using cognitive load theory. In R. 

Ferdig (Ed.), Handbook of research on effective electronic gaming in education (pp. 1143-1165). 

Hershey, PA: Information Science Reference.

 

 

Huitt, W. (2009). Humanism and open education. Capaian dari http://www.edpsycinteractive.org/ 

topics/affect/humed.html.

 

 

Hunicke, R., LeBlanc, M. dan Zubek, R. (2004). MDA: A Formal Approach to Game Design and Game 

Research. Workshop on Challenges in Game AI, 1–4.

 

 

Jacobsen, D. A., Eggen, P. D. dan Kauchak, D. P. (1993). Methods for teaching: A skills approach. 

Macmillan College.

Jenkins, T. (2002). On the difficulty of learning to program. In Proceedings of the 3rd annual 

conference of the LTSN centre for information and computer sciences. Vol.4, pp. 53-58.

Kaplan, S. dan Kaplan, R. (1978). Humanscape: Environments for people. North

Scituate MA: Duxbury Press.

 

 

Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods  and  

strategies  for  training  and  education.  San  Franscisco,  CA

:Pfeiffer.

 

 

Karadag, R. (2015). Pre-service Teachers’ Perceptions on Game Based Learning Scenarios in Primary 

Reading and Writing Instruction Courses. Educational Sciences : Theory dan Practice, 15(1), 

185–200.

 

 

Karoulis, A. dan Demetriadis, S. (2005). The motivational factor in educational games

(Kaleidoscope Research Report No E D21- 02-01-F).

 

 

Kasurinen, J., Maglyas, A. dan Smolander, K. (2014). Is requirements engineering

useless in game development? Lecture Notes in Computer Science (Including Subseries Lecture Notes 

in Artificial Intelligence and Lecture Notes in Bioinformatics), 8396 LNCS, 1–16.

 

 

Kasurinen, J., Maglyas, A. dan Smolander, K. (2014). Is requirements engineering useless in game 

development? Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial 

Intelligence and Lecture Notes in Bioinformatics), 8396 LNCS, 1–16.

 

 

Ke, F., Xie, K. dan Xie, Y. (2016). Game-based learning engagement: A theory and data driven 

exploration. British Journal of Educational Technology, 47(6), 1181-1201.

 

 

Kebritchi, M., Hirumi, A. dan Bai, H. (2010). The effects of modern mathematics computer games on 

mathematics achievement and class motivation. Computers dan Education, 55(2), 427-443.

 

 

Keller, J. M. (1983). Development and use of the ARCS model of motivational design. Report No.IR 

014039.

 

Keller, J. M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. 

Participatory Educational Research, 3(2), 1–13.

 

 

Keller, J. M. dan Kopp, T. W. (1987). An application of the ARCS model of motivational design. In 

C.M. Reigeluth (Ed.), Instructional theories in actions: Lessons illustrating selected theories and 

models (pp. 289-320). Hillsdale, NJ: Lawrence Erlbaum.

 

 

Kessels, J. W. M., Keursten, P. dan Smit, C. A. (1996). The eight field instrument: analysis 

framework for training effects. In Kessels, J. W. M. dan Smit, C. A.: The Learning Company.

 

 

Khaleel, F.L., Ashaari, N.S., Meriam, T.S., Wook, T. dan Ismail, A. (2015). The study of 

gamification application architecture for programming language course. In proceedings of the 9th 

International Conference on Ubiquitous Information Management and communication (p.17). ACM.

 

 

King, R. B. dan Areepattamannil, S. (2014). What Students Feel In School Influences The Strategies 

They Use For Learning: Academic Emotions And Cognitive/Meta-Cognitive  Strategies.  Journal  Of  

Pacific  Rim  Psychology,

8(1), 18–27.

 

Kirk,  S.  A.  (1963,  April).  Behavioral  diagnosis  and  remediation  of  learning

disabilities. In Proceedings of the annual meeting: Conference on exploration into the problems of 

the perceptually handicapped child (Vol. 1, pp. 1-7).

 

 

Klein, J.D. (1992), Effect of instructional gaming and reentry status on performance and 

motivation. Contemporary Educational Psychology, 17, 364–370.

 

 

Kleinginna, P. R. dan Kleinginna, A.M. (1981). A categorized list of emotions definations, with 

suggestions for a consensual definition. Motivation and Emotion, 5, 345-379.

 

 

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. 

Englewood Cliffs, N.J: Prentice-Hall.

 

 

Kopp, T. (1982). Designing the boredom out of instruction. NSPI journal, may 23-27, 29.

 

 

Korkmaz, Ö. (2016). The Effect of Scratch and Lego Mindstorms Ev3 Based Programming Activities on 

Academic Achievement, Problem Solving Skills and Logical Mathematical Thinking Skills of Students. 

Malaysian Online Journal of Educational Sciences, 4(3), 73–88.

 

 

Kuecklich, J. (2004). Play and Playability as Key Concepts for New Media Studies, STeM Centre, 

Dublin City University.

 

 

Kurtz, P. (2000). Humanist Manifesto 2000: A Call for a New Planetary Humanism.

US: Prometheus Books.

 

 

Law, B. (2016). Puzzle games: A metaphor for computational thinking. Proceedings of the European 

Conference on Games-Based Learning, 2016–Janua(2012), 344–353.

 

Lazzaro, N. (2004). Why we play games: Four keys to more emotion without story. In Game Developers 

Conference.

 

 

Lebois, L. A., Wilson-Mendehall, C. D., Simmons, W. K., Barrett, L.F. dan Barsalou,

L.W. (2018). Learning situated emotions. Neuropsychologia.

 

 

Lee, C. S. dan Kolodner, J. L. (2011). Scaffolding students' development of creative design  

skills: A curriculum  reference model.  Educational  Technology  dan

Society, 14(1), 3–15.

 

Lefers, B. dan Birkenkrahe, M. (2016). How can educators with limited resources

gamify their classes? A design-based Approach. In European Conference on Games based learning 

(P.35). Academic Conferences International Limited.

 

 

Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C. dan Vitak, J. (2008).

Teens, video games, and civics. (Report No. 202-415-4500). Washington, DC: PEW Internet and 

American Life Project.

 

 

Lim, T., Lourchart, S., Suttie, N., Hauge, J. B., Stanescu, I.A., Ortiz, I.M. dan Ott, M. (2014). 

Narrative serious game mechanics (NSGM)-insights into the narrative pedagogical mechanism. In 

International Conference on Serious Games (pp. 23-24). Springer, Cham.

 

 

Lin, J. L., Cheng, M. F., Chang, Y. C., Li, H. W., Chang, J. Y. dan Lin, D. M. (2014).

Learning activities that combine science magic activities with the 5E instructional model to 

influence secondary-school students’ attitudes to science. Eurasia Journal of Mathematics, Science 

dan Technology Education, 10(5), 415–426.

 

 

Liu, T. Y. dan Chu, Y. L. (2010). Using ubiquitous games in an English listening and speaking 

course: Impact on learning outcomes and motivation. Computers dan Education, 55(2), 630-643.

 

 

Malone, T. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 4, 

333-369.

 

 

Malone, T.W. dan Lepper, M.R (1987). Making learning fun: A taxonomy of intrinsic motivatoan for 

learning Aptitude, learning and instruction, 223-253.

 

 

Manasia, L. (2015). Enjoyment of Learning in Upper Secondary Education. An Exploratory Research. 

Procedia - Social and Behavioral Sciences, 180 (November 2014), 639–646.

 

 

Mathrani, A., Christian, S. dan Ponder-Sutton, A. (2016). PlayIT: Game based learning approach for 

teaching programming concepts. Educational Technology dan Society, 19(5), 5–17.

 

 

Mayer J.D dan Salovey, P. (1997). What Is Emotional Intelligence? New York: Basic Books.

 

 

Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University

press.

 

McArthur,  V.,  Teather,  R.  J.  dan  Jenson,  J.  (2015).  The  Avatar  Affordances

Framework: Mapping Affordances and Design Trends in Character Creation Interfaces. In Proceedings 

of the 2015 Annual Symposium on Computer- Human Interaction in Play (pp. 231–240).

 

 

McArthur, V., Teather, R. J. dan Jenson, J. (2015). The Avatar Affordances Framework: Mapping 

Affordances and Design Trends in Character Creation Interfaces. In Proceedings of the 2015 Annual 

Symposium on Computer- Human Interaction in Play (pp. 231–240).

 

 

McArthur, V., Teather, R. J. dan Jenson, J. (2015). The Avatar Affordances Framework: Mapping 

Affordances and Design Trends in Character Creation Interfaces. In Proceedings of the 2015 Annual 

Symposium on Computer- Human Interaction in Play (pp. 231–240).

 

 

McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the 

world. New York, NY: Penguin Press.

 

 

McLeod, S. A, (2014). Maslow’s Hierarchy of need. Capaian dari www.simplypsychology.com/maslow.htm

 

 

Melonio, A. (2016). Participotory game design and children (Doctoral dissertation, Ph.D. thesis, 

Free University of Bozen-Bolzano, Bolzano).

 

 

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and 

Development, 50(3), 43-59.

 

 

Meyer,D.K.danTurner, J.C. (2002). Discovering Emotion Inclass- Room motivation research. 

Educational psychologist, 37, 107– 114.

 

 

Mildner, P., Campbell, C. dan Effelsberg, W. (2014). Word Domination. In Games for Training, 

Education, Health and Sports (pp. 59-70). Springer International Publishing.

 

 

Milojevic, I. (2005). Educational futures: Dominant and contesting vision. London: Routledge.

 

 

Mitgutsch, K. dan Alvarado, N. (2012). Purposeful by design? A serious game design assessment 

framework. In Proceedings of the International Conference on the Foundations of Digital Games. 

Raleigh, North Carolina (USA), pp. 121-128.

 

 

Moh, R. (2017). Design and Implementation Visual Environment of 2D Puzzle Platformer  Computer  

Game :  ASCENDER.  International  Journal  of  Asia

Digital Art and Design Association, 21(1), 73–78.

 

Moh, R. (2017). Design and implementation visual environment of 2D of puzzle

platformer  computer  game:  ASCENDER.  International  Journal  of  Asia Digital Art and Design 

Association, 21(1), 73-78.

 

 

Mohamad Abdillah Royo dan Zul Azli Bin Zainun (2010). Faktor-faktor yang mempengaruhi kualiti 

keputusan peperiksaan dalam mata pelajaran lukisan kejuruteraan di sekolah menengah teknik 

perdagangan johor bahru. Skudai: UTM.

 

 

Mohd Azhar Abd Hamid. (2004). EQ: Panduan Meningkatkan Kecergasan Emosi.

Pahang: PTS.

 

 

Mohd Zuri Ghani, Aznan Che Ahmad, dan Zainuddin Mohd Isa. (2014). Masalah Pembelajaran. Tanjong 

Malim: Penerbitan UPSI.

 

 

Montague, M. dan Applegate, B. (1993). Mathematical problem-solving characteristics of middle 

school students with learning disabilities. The journal of special education, 27(2), 175-201.

 

 

Moyles, J. (2014). The excellence of play. McGraw-Hill Education (UK).

 

 

Nani Menon dan Rohani Abdullah (2004). Panduan Kognitif Kanak-kanak prasekolah. Pahang: PTS 

Publications.

 

 

Nichols, J.D. dan Miller, R.B.  (1994). Cooperative learning and student motivation.

Contemporary Education Psychology, 19, 167-178.

 

 

Njui, H. W. (2018). Education reforms towards 21st century skills: transforming students learning 

experiences through effective learning environments. European Journal of Education Studies.

 

 

Noraddin, E. dan Kian, N. T. (2015). Three Learning Potentials In Digital Games: Perception Of 

Malaysian University Teachers. Journal of E-Learning and Knowledge Society., 11(2), 143–160.

 

 

Noraddin, E. dan Kian, N. T. (2015). Three Learning Potentials In Digital Games: Perception Of 

Malaysian University Teachers. Journal of E-Learning and Knowledge Society., 11(2), 143–160.

 

 

Norhazren Izatie, M., Kherun Nita, A. dan Arezou, S. (2015). Construction Player’s Perception of 

Training Approach Using Serious Game – A Pilot Study. Jurnal

Teknologi, 77(16), 137–143.

 

Noriati A. Rashid, Boon Pong Ying, dan Sharifah Fakhriah Syed Ahmad (2009).

Murid dan Alam Belajar. Selangor: Oxford Fajar Sdn. Bhd.

 

 

Normahdiah sheik said (2010). Multimedia integrasi: Reka bentuk berpusat pengguna. Siri1. Serdang: 

Penerbit UPM

 

 

Norman, D. A. dan Nielsen, J. (2010). Gestural Interfaces: A Step Backward In Usability. 

Interactions, 46–49.

 

 

Norum, K. E. (2000). Appreciative instructional design (AID): A new model. Paper presented at the 

Association for Educational Communications and Technology National Conference, Long Beach, CA.

 

 

Novak, K. dan Nackerud, R. (2011). Choosing a Serious Game for the Classroom: An Adoption Model for 

Educators. Serious Games and Edutainment Applications, 2011, pp. 291-308.

 

 

Nurul Hidayah, M. Z., Azizah, J. dan Fariza Hanis, A. R. (2015). Enjoyable game design: A study of 

motor-impaired user???s perception. Jurnal Teknologi, 75(3), 87–93.

 

 

O’Neill, J. L. (2016). Weeding with ADDIE: Developing Training For Deselection At An Academic 

Library. Reference dan User Services Quarterly, 56(2), 108.

 

 

Oliver, R. dan Reeves, T. C. (1996). Dimensions of effective interactive learning with telematics 

for distance education. Educational Technology Research and Development, 44(4), 45-56.

 

 

Orlich, D., Harder, R., Callahan, R., Trevisan, M. dan Brown, A. (2012). Teaching strategies: A 

guide to effective instruction. Boston, MA.: Cengage Learning.

 

 

Orvis, K. A., Horn, D. B., Belanich, J. (2008). The roles of task difficulty and prior videogame 

experience on performance and motivation in instructional videogames. Computers in Human behavior, 

24(5), pp. 2415-2433.

 

 

Ozmen, B. dan Altun, A. (2014). Undergraduate Students’ Experiences in Programming: Difficulties 

and obstacles. Turkish Online Journal of Qualitative Inquiry, 5(3), 1-27.

 

 

Passerini, K. dan Granger, M. J. (2000). A developmental model for distance learning

using the Internet. Computers dan Education, 34(1), 1–15.

 

 

Pekrun, R. dan and Garcia, L-L. (2014). International Handbook of Emotions in

Educatin. New york : Taylor dan Francis.

 

 

Pekrun,  R.,  Goetz,  T.,  Frenzel,  A.  C.,  Barchfeld,  P.  dan  Perry,  R.  P.  (2011).

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire 

(AEQ). Contemporary Educational Psychology, 36(1), 36–48.

 

 

Pekrun,  R.,  Goetz,  T.,  Frenzel,  A.  C.,  Barchfeld,  P.  dan  Perry,  R.  P.  (2011).

Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire 

(AEQ). Contemporary Educational Psychology, 36(1), 36–48.

 

 

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P. And Perry, R. P. (2011). “Measuring Emotions 

In Students’ Learning And Performance: The Achievement Emotions Questionnaire (Aeq),” Contemporary 

Educational Psychology (36:1), Pp, 36-48.

 

 

Pellas, N. dan Peroutseas, E. (2016). Gaming in Second Life via Scratch4SL: Engaging High School 

Students in Programming Courses. Journal of Educational Computing Research, 54(1), 108–143.

 

 

Perry, D., DeMaria, R. (2009). David Perry on Game Design – A Brainstorming Toolbox. CAN: Course 

Technology/Cengage.

 

 

Piaget, J. (1972). The psychology of the child. US: Basic Books.

 

 

Piaget, J. (2007). The Child's Conception of the World: A 20th-Century Classic of Child Psychology. 

US: Rowman dan Littlefield Publishers Inc.

 

 

Plass, J. L. dan Salisbury, M. W. (2002). A living-systems design model for web- based knowledge 

management systems. Educational Technology Research and Development, 50(1), 35–57.

 

Prensky, M. (2007). Digital game-based learning. New York, NY: McGraw-Hill. 

 

Reigeluth, C. M. dan Stein, R. (1983). Elaboration theory. In C. M. Reigeluth (Ed.),

Instructional design theories and models: An overview of their current status.

Hillsdale, NJ: Erlbaum.

 

 

Remler, D.K. dan Van Ryzin, G.G. (2015). Research methods in practice: Strategies

for description and causation. Sage Publications.

 

 

Rieber, L. P. (2005). Multimedia Learning in Games, Simulations, and Microworlds.

In  R. E. Mayer,  The  Cambridge Handbook of Multimedia Learning  New York, United States of 

America: Cambridge University Press. 549–568.

 

 

Roe, K. dan Muijs, D. (1998). Children and computer games: Aprofile of the heavy user. European. 

Journal of Communication, 13(2), 181.

 

 

Rogers, C.R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.

Ryder, M. (2015). Instructional design models and methods. Capaian dari 

http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodel s.htm

 

 

Sajap Maswan (2007). Pusat siber kafe: sejauhmana golongan pelajar memanfaatkannya untuk tujuan 

pembelajaran. Seminat penyelidikan IPTB dan JPN Kedah.

 

 

Sajjadi, P., Vieghe, J. dan De Troyer, O. (2017). Exploring the relation between the theory of 

multiple intelligences and games for the purpose of player of player- centred game design. 

Electronic journal of e-Learning, 15(4), 320-334.

 

 

Salmond, M (2016). video game design: principles and practices from the ground up.

Bloomsbury Publishing.

 

 

Sánchez, J.L.G., Zea, N.P., Gutiérrez, F.L. (2009). From usability to playability: Introduction to 

playercentred video game development process. LNCS, vol. 5619, 65-74.

 

 

Santos, M. E. C., Lübke, A. in W., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C. dan 

Kato, H. (2016). Augmented reality as multimedia: the case for situated vocabulary learning. 

Research and Practice in Technology Enhanced Learning, 11(1), 4.

 

 

Schaffer D. (2006). How computer games help children learn. New York: Palgrave Macmillan.

 

 

Schell, J. (2010). Dice: ”design outside the box” presentation videos.

 

 

Schmitt, Z. L. dan Livingston, M. G. (2015). Video Game Addiction and College Performance Among 

Males: Results from a 1 Year Longitudinal Study. Cyberpsychology, Behavior, and Social Networking, 

18(1), 25–29.

 

 

Scholtz, B., Raga, L. dan Baxter, G. (2016). Design and Evaluation of a “Gamified ” System for 

Improving Career Knowledge in Computing Sciences. The African

Journal of Information and Communication (AJIC), (18).

 

Scholtz, B., Raga, L. dan Baxter, G. (2016). Design and Evaluation of a “Gamified ”

System for Improving Career Knowledge in Computing Sciences. The African Journal of Information and 

Communication (AJIC), (18).

 

 

Sharifah  Mariam  Alhabshi  (2005).  A  Study of  Urban  Cyber  Cafés  in  Malaysia.

INPUMA  Occasional  paper  series  No.  4,  International  Institute  of  Public Policy and 

Management, University of Malaya, Kuala Lumpur.

 

 

Sharifah Nor Puteh, Manisah Mohd Ali, Norshidah Mohamad Salleh dan Aliza Alias. (2009). Penggunaan 

dan pengurusan bahan pengajaran dan pembelajaran dalam kurikulum permainan pendidikan awal 

kanak-kanak. Laporan Teknikal Projek Penyelidikan Fakulti Pendidikan. Bangi: Universiti Kebangsaan 

Malaysia.

 

 

Shen, C. Y. dan Chu, H. P. (2014). The relation between interface design of digital game-based 

learning systems and flow experience and cognitive load of learners with different levels of prior 

knowledge. In International Conference on Cross-Cultural Design (pp.574-584). Springer, Cham.

 

 

Shi, Y.-R. dan Shih, J.-L. (2015). Game Factors and Game-Based Learning Design Model. International 

Journal of Computer Games Technology, 2015.

 

 

Sim, G., MacFarlane, S. dan Horton, M. (2005). Evaluating Usability, Fun and Learning in 

Educational Software for Children. Proceedings of World Conference on Educational Multimedia, 

Hypermedia and Telecommunications, 1(age 7), 1180–1187.

 

 

Shuman, V. dan Scherer, K. (2014). Concepts and structures of emotions. In R. Pekrun dan L. 

Linnenbrink- Garcia (Eds.), International handbook of emotion in educatioan (pp13-35) New York, NY: 

Taylor dan Francis.

 

 

Siemens, George. (2002). Instructional Design in Elearning. Elearnspace. Capaian dari 

http://www.elearnspace.org/Articles/InstructionalDesign.htm

 

 

Sim, G., MacFarlane, S. dan Horton, M. (2005). Evaluating Usability, Fun and Learning in 

Educational Software for children. Proceedings of world conference on educational multimedia, 

hypermedia and telecommunications, 1(age 7), 1180-1187.

 

 

Song, S. H. dan Keller, J. M. (2001), Effectiveness of motivationally adaptive computer   assisted  

 instruction   on   the   dynamic   aspects   of   motivation.

Educational Technology Research and Development, 49, 5–22.

 

Squire K. dan Jenkins H. (2004). Harnessing the power of games in education. Insight

3(1), p. 5-33.

Stieler-Hunt, C. dan Jones, C.M. (2015). Educators who believe: understanding the

enthusiasm of teachers who use digital games in the classroom. Research in Learning Technology, 

23(1), 26155.

 

 

Stowell, J. R. dan Nelson, J. M. (2007). Benefits Of Electronic Audience Response Systems On 

Student Participation, Learning, And Emotion. Teaching Of Psychology, 34(4), 253–258.

 

 

Su, C-H. dan 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.

 

 

Sun, J. C.Y. dan Rueda, R. (2012). Situational interest, computer self-efficacy and 

self-regulation: their impact on student engagement in distance education. British Journal of 

Educational Technology, 43, 2, 191–204.

 

 

Szafran, R.F. (2011). Answering questions with statistics. Sage Publications.

 

 

Tan wee Hoe, (2015). Gamifikasi dalam pendidikan: pembelajaran berasaskan permainan. Tanjong Malim: 

Penerbi UPSI.

 

 

Tazawa, Y. dan Okada, K. (2001). Physical signs associated with excessive television-game playing 

and sleep deprivation. Pediatrics International, 43(6), 647.

 

 

Thang, S., Hanneghan, M. dan Rhalibi, A. E. (2009). Introduction to Game-based Learning. In T. 

Connoly, Game-based Learning Advancements for Multi- Sensory Human Computer Interfaces: Techniques 

and Effective Practices New York, United States of America: Information Science Reference. 1–17.

 

 

Toro-Troconis, M. dan Partridge, M. (2010). Designing Game-Based Learning Activities  in  Virtual  

Worlds:   Experiences   from   Undergraduate Medicine. Gaming for Classroom-based Learning. IGI 

Global, 270-80.

 

Tuan Sarifah Aini Syed, A. dan Aziz Anealka, H. (2017). Application of the Bloom ’s Taxonomy in 

Online Instructional Games. International Journal of Academic Research in Business and Social 

Sciences, 7(4), 1009–1020.

 

 

Tullis, T., Albert, W. Measuring the User Experience: Collecting, Analyzing, and

Presenting Usability Metrics. Morgan Kaufmann Publishers Inc., 2008.

 

 

Turner,  J.  C.,  Thorpe,  P.  K.  dan  Meyer,  D.  K.  (1998).  Students’  Reports  Of

Motivation  And  Negatif  Affect:  A  Theoretical  And  Empirical  Analysis.

Journal Of Educational Psychology, 90, 758-771.

 

 

 

 

 

 

Tuzun, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., dan Kızılkaya, G. (2009). The effects of 

computer games on primary school students’ achievement and motivation in geography learning. 

Computers dan Education, 52(1), 68-77.

 

 

Van Eck, R. (2006). Digital Game-Based Learning - It‟s Not Just the Digital Natives Who Are 

Restless., pp. 16-30.

 

 

Van Eerde, W. dan Thierry, H. (1996). Vroom’s expectancy models and work-related criteria: A 

meta-analysis. Journal of Applied Psychology, 81(5), 575–586.

 

 

Venture, M., Shute, V., dan Zhao, W. (2013). The relationship between video game use and a 

performance-based measure of persistence. Computers dan Education, 60(1), 52-58.

 

 

Vlachopoulos, D. dan Makri, A. (2017). The effect of games and simulations on higher education: a 

systematic literature review. International journal of Educational Technology in Higher Education, 

14(1), 22.

 

 

Vroom, V. H. (1964). Work and motivation. New York: Wiley

 

 

Vygotsky, L. S. (1978). Mind in society : The development of higher psychological processes. US: 

Harvard University Press

 

 

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes 

Cambridge, Mass.: Harvard University Press.

 

 

Wang, Y., Ai, W., Liang, Y. dan Liu, Y. (2015). Toward Motivating Participants to Assess Peers’ 

Work More Fairly. Journal of Educational  Computing Research, 52(2), 180–198.

 

 

Wardle, F. (2008). Play as curriculum. Earlychildhood News. Retrived March, 13, 2015.

 

 

Watson, C. dan W.B.Li, F. (2016). Failure Rates in Introductory Programming Revisited. Proceedings 

of the 2014 Conference on Innovation Technology in Computer Science Education (ITiCSE’ 14), 

44(July), 0–6.

 

 

Weiner, B. (1985). An attributional theory of achievement motivation and emotion.

Psychologicol Review, 92, 548-573.

 

 

Winn, B. M. (2009). The Design, Play, and Experience Framework. In Ferdig, R. E.

(ed.): Handbook of Research on Effective Electronic Gaming in Education. 3rd Edition. Hershey, PA: 

IGI Global, pp. 1010-1024.

 

 

Wong, Y. S., Maizatul Hayati, M. Y. dan Tan, W. H. (2016). Examining Effectiveness of Learning 

Object-Oriented Programming Paradigm Through Propriety Game-Based Learning Games. European 

Conference on Games Based Learning, 796–804.

 

 

Yang, Y. T. C. (2012). Building virtual cities, inspiring intelligent citizens: Digital games for 

developing students’ problem solving and learning motivation. Computers dan Education, 59(2), 

365-377.

 

 

Yassine, A., Chenouni, D., Berrada, M., dan Tahiri, A. (2017). A serious game for learning C 

programming language concepts using solo taxonomy. International Journal of Emerging Technologies 

in Learning, 12(3), 110–127.

 

 

Yue, W. S. dan Wan, W. L. (2016). An Exploratory Qualitative and Quantitative Study into the 

Effectiveness of Digital Games as a Tool to Enhance the Learning  of  Introductory  Programming.  

International  Journal  for  Digital

Society, 7(1), 1113-1122.