Abdul Wahab, I. G., Kamaliah, H. S. & Hasrina, M. (2006). Penggunaan komputer

dalam pengajaran- pembelajaran dalam kalangan guru sekolah menengah: Satu

kajian kes di Pulau Pinang. Kajian Malaysia, XXIV (1&2), 203–225.

 

Abrami, P. C., Poulsen, C. & Chambers, B. (2004). Teacher motivation to implement an

educational innovation: Factors differentiating users from non-users of cooperative

learning. Educational Psychology, 24, 201-216.

 

Allport, G. (1935). Attitudes. Dalam A Handbook of Social Psychology, ed. C.

Murchison. Worcester, MA: Clark University Press, 789–844.

 

Baek, Y. K. (2008). What hinders teachers in using computer and video games in the

classroom? Exploring factors inhibiting the uptake of computer and video games.

CyberPsychology & Behavior, 11(6), 665-671.

 

Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency.

Teachers and Teaching, 21(6), 624-640.

 

Bloom, B. S. (1956). Taxonomy of educational objectives. The classifications of

educational goals. Handbook I: Cognitive domain. New York: McKay.

 

Bourgonjon, J., De Grove, F., De Smet, C., Van Looy, J., Soetaert, R. & Valcke, M.,

(2013). Acceptance of game-basedlearning by secondary school teachers.

Computers & Education, 67, 21–35.

 

Bozdogan, A. E., Aydin, D. & Yildirim, K. (2007). Teachers' attitudes towards teaching

profession. The End Evran University Kirsehir Education Faculty Journal

(KEFAD), 8(2), 83-97.

 

Brown, D., Kemp, M. & Hall, J. (1998). On teaching biotechnology in Kentucky.

Journal of Industrial Teacher Education, 35(4), 44-60.

 

Cetin, I. & Andrews-Larson, C. (2016). Learning sorting algorithms through

visualization construction. Computer Science Education, 26(1), 27-43.

 

Connolly, T. M. & Stansfield, M. (2007). From e-learningto games-based e-learning:

using interactive technologies in teaching an IS course. Int. J. Inf.

Technol. Manag., 6(2/3/4), 188–208.

 

Demirbilek, M. & Tamer, S. L., (2013). Math teachers’ perspectives on using

educational computer games in math education. Procedia-Social and Behavioral

Sciences, 9, 709–716.

 

Derryberry, A. (2007). Serious games: Online games for learning. Retrieved

from http://www.madethmay.com/?p=71

 

Diaz, M. V. & Párraga, M. J. (2014). Can we use video games for the development of

the curriculum of the children's stage? New Approach Educ Res, 3(1), 21-27.

 

Eccles & Wigfield (1995). In the mind of the actor: The structure of adolescents’

achievement task values and expectancy-related beliefs. Personality and Social

Psychology Bulletin, 21(3), 215-225

 

Ertzberger, J. (2008). An exploration of factors affecting teachers' use of video games as

instructional tools. Diperoleh daripada https://search-proquestcom.

ezpustaka2.upsi.edu.my/docview/304838683?accountid=13155

 

Fazio, R. H. (1986). How do attitudes guide behavior? Handbook of motivation and

cognition. Foundations of Social Behavior, 1, 204-243.

 

Ghazali Yusri, Parilah M. Shah & Nik Mohd Rahimi (2010). Sikap pelajar terhadap

pembelajaran kemahiran lisan bahasa arab di Universiti Teknologi MARA (UiTM).

GEMA Online™ Journal of Language Studies, 10(3), 15-30.

 

Goodwyn, A., Adams A. & Clarke, S. (1997). The Great God of the Future: the views

of current and future English teacherson the place of IT in literacy. English in

Education, 31(2), 54–62.

 

Greenwald, A. G. (1989). Why are attitudes important? Attitude Structure and Function,

3, 1-10.

 

Gürbüz, H., KÕúRlu, M., Erkol, M., Alaú, A. & Kahraman, S., (2007). The effect of

PowerPoint presentations prepared and presented by prospective teachers on

biology achievement and attitudes toward biology. Procedia Social and Behavioral

Sciences, 2 (2010), 3043-3047

 

Hamari, J. & Nousiainen, T. (2015). Why do teachers use game-based learning

technologies? The role of individual andinstitutional ICT readiness. Proceedings of

the 48th Hawaii International Conference on System Sciences (HICSS), 682-691.

 

Hayes, E. & Ohrnberger, M. (2013). The gamer generation teaches school: The gaming

practices and attitudes towards technology of pre-service teachers. Journal of

Technology and Teacher Education, 21(2), 154-177.

 

Haynie, W. J. & Greenberg, D. (2001). Genetic disorders: An integrated curriculum

project. The Technology Teacher, 60(6), 10-13.

 

Hovious, A. S. (2015). Digital games for 21st century learning: Teacher librarians'

beliefs and practices. Diperoleh daripada https://search-proquestcom.

ezpustaka2.upsi.edu.my/docview/1700356909?accountid=13155

 

Huotari, K., Hamari, J. (2012). Defining gamification – a service marketing perspective.

Proceedings of the 16th International Academic Mind Trek Conference, 17–22.

 

Hsu, T. Y. & Chiou, G. F. (2011). Preservice science teachers’ prior game play

experience and their perceptions of digital game-supported learning. Diperoleh

daripada

https://www.researchgate.net/publication/268347194_Preservice_Teachers'_Awar

eness_of_Digital_Game-Supported_Learning.

 

Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming

technology-integrated pedagogy. Journal of Technology and Teacher Education,

13(2), 277-302.

 

Hwang, G. J. & Wu, P.-H. (2012). Advancements and trends in digital game-based

learning research: A review of publications in selected journals from 2001 to 2010.

British Journal of Educational Technology, 43, 6–10.

 

Jamaludin, M. (1995). Utilization of the internet by Malaysian students who are studying

in foreign countries and factors that influence its adoption (Tesis PhD). University

of Pittsburgh.

 

Jennifer A. J. (2016). Gamification in an online course: Promoting student achievement

through game-like elements. University of Cincinnati.

 

Jerry, W. (2015). Educational Research (2nd ed). London; Bloombury.

 

Jong, M. S.Y. & Shang, J. (2015). Impeding phenomena emerging from students’

constructivist online game-based learning process: Implications for the importance

of teacher facilitation. Educational Technology & Society, 18(2), 262–283.

 

Jorgensen, D. L. (1989). Participant Observation; A Methodology for Human Studies.

Applied Social Research Method Series. California: Sage.

 

Kamus Dewan. (2005). Kamus Dewan Edisi Keempat (Keempat). Kuala Lumpur:

Dewan Bahasa dan Pustaka.

 

Kamus Pelajar. (2008). Kamus Pelajar Edisi Kedua (Kedua). Kuala Lumpur:

Dewan Bahasa dan Pustaka.

 

Kapp, K. (2012). The Gamification of Learning and Instruction: Game-based Methods

and Strategies for Training and Education. Pfeiffer.

 

Karatas. (2014). The effect of gaming approachon learning in basic microbiology

education: A pilot study. Marmara Medical Journal, 27(3), 184-189.

 

Katie, S., Deborah, I. & Fels, B. (2015). Gamification in theory and action: A survey.

Int. J. Human-Computer Studies, 74 (2015), 14–31.

 

Kavcar, C. (2005). Turkish-literacy education and teacher training. Results of

Restructuring in the Faculty of Education and Teacher Training Symposium, Gazi

University Education Faculty, 22- 24 September, Ankara.

 

Kerlinger, F. N. (1973). Foundation of behavioral Research (3rd ed). New York: Holt

Richard and Winston.

 

Ketelhut, D. J. & Schifter, C. C., (2011). Teachers and game-based learning: Improving

understanding of how to increase efficacy of adoption. Computers & Education,

56(2), 539-546.

 

Kibler, R. J. (1981). Objectives for instruction and evaluation. Boston: Allyn and Bacon.

 

Kirriemuir, J. & McFarlane, A. (2004). Literature review in games and learning: A

NESTA Futurelab research report. Diperoleh daripada

http://www2.futurelab.org.uk/resources/

documents/lit_reviews/Games_Review.pdf

 

Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia

2013 - 2025. Putrajaya: Kementerian Pendidikan Malaysia.

 

Kwon, H. (2009). Key factors affecting the implementation of biotechnology instruction

in secondary school level technology education classrooms. Virginia Polytechnic

Institute and State University.

 

Kyriacou, C. (2007). Essential Teaching Skills, Third Edition. United Kingdom: Nelson

Thornes Ltd.

 

Krejcie, Robert, V., Morgan & Daryle, W. (1970). Determining sample size for research

activities, Educational and Psychological Measurement.

 

Lee Keok Cheong, Zakri Abdullah & Chua Lay Nee (2018). Penyelidikan dalam

pendidikan: Siri pendidikan guru. Kuala Lumpur: Oxford Fajar.

 

Lichty, M. (2000). The innovation -decision process and factors that influence computer

implementation by medical school faculty. Diperoleh daripada https://searchproquest-

com.ezpustaka2.upsi.edu.my/docview/304642187?account id=13155

 

Mathe, M., Verhagen, H. & Wiklund, M. (2018). Digital games in education: Exploring

teachers´ practices and challenges from play to co-design. Diperoleh daripada

https://searchroquestcom.ezpustaka2.upsi.edu.my/docview/2131784817?accountid

=13155

 

Marquis, J. (2011). What does game-based learning offer higher education? Diperoleh

daripada http://www.onlineuniversities.com/blog/2011/10/what-does-game

basedlearningoffer-higher-education/

 

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

change the world. New York, NY: Penguin.

 

Miller, C. T. (2008). Games: Purpose and potential in education. New York: Springer.

 

Mohd Amir, A., & Singh, D. (2015). Schoolcube: Gamification for learning management system

through microsoft sharepoint. International Journal of Computer Games Technology, 1, 1-

12.

 

Mohd Majid Konting. (2005). Kaedah penyelidikan pendidikan. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

 

Mohd Yusri Ibrahim. (2010). Analisis data penyelidikan untuk pendidikan & sains

sosial. Kuantan: Bandar Ilmu.

 

Mok Soon Sang. (2010). Pengurusan bilik darjah dan tingkah laku. (Edisi Pertama).

Selangor, Malaysia: Penerbitan Multimedia Sdn. Bhd.

 

Muhammad Zaffwan, Sayed Yusoff & Tan Wee Hoe. (2013). Permainan digital:

Pendekatan baharu dalam pendidikan masa depan. Prosiding Seminar Kebangsaan

ICT dalam Pendidikan.

 

Mumtaz, S. (2000). Factors affecting teachers' use of information and communications

technology: a review of the affecting teachers' use of information and

communications technology: A review of the literature. Journal of Information

Technology for Teacher Education, 9(3), 319-342

 

Nolan, J., & McBride, M. (2014). Beyond gamification: Reconceptualizing game-based

learning in early childhood environments. Information, Communication &

Society, 17(5), 594-608.

 

Noraddin, E. M. & Kian, N. T. (2014). Academics’ attitudes toward using digital games

for learning & teaching in Malaysia. Malaysian Online Journal of Educational

Technology, 2(4), 11-19.

 

Ong, D., Chan, Y. Y., Cho, W. H., & Koh, T. Y. (2013). Motivation of Learning : an Assessment

of the Practicality and Effectiveness of Gamification Within a Tertiary Education System

in Malaysia. World Academy of Researchers, Educators, and Scholars in Business, Social

Sciences, Humanities and Education (In association with the Academy of World Finance,

Banking, Management and IT) Conference Proceedings, 1(1), 131-146.

 

Poh Swee Hiang, Mokhtar Affandi Amran & Tajuddin Hassan. (1996). Pengurusan

sumber pengajaran pembelajaran. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd

 

Prensky, M. (2003). Digital game-based learning. New York, NY: McGraw-Hill.

 

Richard M. P. (2016), The Dynamics of Persuasion: Communication and Attitudes in

the Twenty-First Century, Routledge.

 

Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York: The Free Press.

 

Rohaila, M. R. & Khalid, F. (2017). Gamifikasi: Konsep dan Implikasi dalam

Pendidikan. Dalam Rohaila Mohamed Rosly, Nabila Atika Razali & Nur Atikah

Jamilluddin. (Editor), Pembelajaran Abad ke-21: Trend Integrasi Teknologi (pp

144-154). Bangi: Fakulti Pendidikan UKM.

 

Sabri, A. (2016, Desember 6). MaGICX: First gamification centre of excellence launched by

PM. UTM.

 

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International

Journal of Human Computer Studies, 74, 14-31.

 

Sánchez-Mena, A., Martí-Parreño, J. & Aldás-Manzano, J. (2018). Teachers' intention

to use educational video games: The moderating role of gender and age',

Innovations in Education and Teaching International. Routledge, pp. 1-12.

 

Snoeyink, R. & Ertmer, P. A. (2002). Thrust into technology: How veteran teachers

respond. Journal of Educational Technology Systems, 30(1), 85-111.

 

Sobhani, M. & Bagheri, M. S. (2014). Attitudes toward the effectiveness of

communicative and educational language games and fun activities in teaching and

learning English. Theory & Practice in Language Studies, 4(5), 1066-1073.

 

Wozney, L., Venkatesh, V. & Abrami, P. (2006). Implementing computer technologies:

Teachers’ perceptions and practices. Journal of Technology and Teacher Education,

14, 173-207.

 

Wu, M. L. (2015). Teachers’ experience, attitudes, self-efficacy and perceived barriers

to

the use of digital game-based learning: A survey study through the lens of a

typology of educational digital games. Diperoleh daripada

http://gradworks.umi.com/37/14/3714969.html

 

Yilmaz, K. (2008). Social studies teachers’ views of learnercentered instruction. Eur. J.

Teach. Educ., 31(1), 35–53.