Eurasia Journal of Mathematics, Science and Technology Education

• Al-Mansour, N. S. & Al-Shorman, R. A. (2012). The effect of computer assisted-instruction on Saudi university student’s learning of English. Journal of King Saud University– Languages and Translation, 24, 51-56.
• Alptekin, S. E. &Karsak, E. E. (2011). An integrated decision framework for evaluating and selecting e-learning products. Applied Soft Computing, 11, 2990-2998.
• Chan, E., & Unsworth, L. (2011). Image-language interaction in online reading environments: Challenges for students’ reading comprehension. The Australian Educational Researcher, 38(2), 181-202.
• Coleman, M. B., Hurley, K. J., &; Cihak, D. F. (2012). Comparing Teacher-Directed and Computer-Assisted and Constant Time Delay for Teaching Functional Sight Words to Students with Moderate Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 47(3), 280-292.
• Courts, B. & Tucker, J. (2012). Using technology to create A dynamic classroom experience. Journal of College Teaching & Learning, 9(2), 121.
• Cukusi, M., Alfirevic, N., Granic, A., &Garaca, Z. (2010). E-Learning process management and the e-learning performance: Results of a European empirical study. Computers & Education, 55, 554-565.
• Cullen, J., Keesey, S., Alber-Morgan, S. R., &; Wheaton, J. (2013). The Effects of ComputerAssisted Instruction using Kurzweil 3000 on Sight Word Acquisition for Students with Mild Disabilities. Education and Treatment of Children, 36 (2), 87-103.
• Davies, G. & Hewer, S. (2012). Introduction to new technologies and how they can contribute to language learning and teaching. Module 1.1 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT).Retrieved May 1,2015, from http://www.ict4lt.org/en/en_mod1-1.htm
• Duncan, R. (2010). Ebooks and beyond: The challenge for public libraries. Aplis, 23(3), 44-55.
• Evcim, H. &İpek, Ö. F. (2013). Effects of jigsaw II on academic achievement in English prep classes. Procedia-Social and Behavioral Sciences, 70, 1651–1659.
• Fletcher, A. & Shaw, G. (2012). How does student-directed assessment affect learning? Using assessment as a learning process. International Journal of Multiple Research Approaches, 6(3), 245-263.
• Forrer, D. A., Wyant, N. A., & Gordin, P. C. (2014). An examination of faculty innovativeness in relation to inductive teaching and the use of technology. Contemporary Issues in Education Research, 7(1), 7.
• Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.
• Hassan, R. K. & Abdolreza, B. N. (2013). Motivation and interlanguage pragmatics in Iranian English language learners. English Language Teaching, 6(6), 86-96
• Hsueh, S.L., & Huang, C.H. (2014) Using Fuzzy Multi-Criteria Assessment Model for Evaluating Student’s Core Competencies—A View of Cultural and Creative Design Education, International Journal of Engineering Education, 30(2), 276–282.
• Hoy, W. (2012). School characteristics that make a difference for the achievement of all students. Journal of Educational Administration, 50(1), 76-97.
• Hsiao, K. F., & Rashvand, H. F. (2011) Body language and augmented reality learning environment. Proceedings of the IEEE,246-250.
• Johnson, L., & Adams, S. (2011) The New Media Consortium. Technology outlook for UK tertiary education 2011-2016: An NMCHorizon Report Regional Analysis. Austin, Texas: The New Media Consortium.
• Jones, Pauline, Kervin, Lisa, &; McIntosh, S. (2011). The interactive whiteboard: Tool and/or agent of semiotic mediation. Australian Journal of Language And Literacy 34(1), 38-60.
• Kuo, C. L., and Chao, C. Y. (2014). Exploring the relationship among patterns, information technology, and performance for SME-based service innovation. International Journal of Elec-tronic Business Management, 12(2), 101-110.
• Montt, G. (2011). Cross-national differences in educational achievement inequality. Sociology of Education, 84(1), 49-68.
• Moss, G., &Jewitt, C. (2010). Policy, pedagogy and interactive whiteboards: What lessons can be learnt from early adoption in England? In M. Thomas (Ed.), Interactive whiteboards for education: Theory, research and practice (pp. 20-36). Hershey, PA: IGI Global.
• Pérez-López, D., Contero, M., &Alcañiz, M. (2010). Collaborative development of an augmented reality application for digestive and circulatory systems teaching. Proceedings of the IEEE, 173-175.
• Mell,P., &Grance,T.(2011). The NIST Definition of Cloud Computing. National Institute of Standards and Technology Special Publication 800-145. pp.255-259.
• Popov,O.Noroozi,J.B.Barrett, H.J.A. Biemans, S.D. Teasley, B. Slof,et al. (2014). Perceptions and experiences of, and outcomes for, university students in culturally diversified dyads in a computer-supported collaborative learning environment. Computers in Human Behavior, 32,186–200.
• Spek, E. D. van der, Wouters, P., & Oostendorp, H. van (2011). Code Red: Triage or Cognitionbased Design Rules Enhancing Decision making Raining in a Game Environment. British Journal of Educational Technology, 42(3), 441-455.
• Sumadio, D. D., & Rambli, D. R. A. (2010) Preliminary evaluation on user acceptance of the augmented reality use for education. Proceedings of the IEEE, 461 – 465.
• Sung, H. Y. & Hwang, G. J. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63,43–51.
• Williams, Reginald Romero, Sr. (2011). How Do School-Based Anti-Dropout Initiatives Affect the High School Dropout Rate? Union University.
• Wu, C. H., &Kuo, C. L. (2014). Investigating the cross effects of smart devices, collaborative learning, and instructional designs on high school students’ learning outcome,” in the Proceedings of the 2014 International Conference on e-Commerce, e-Administration, eSociety, e-Education, and e-Technology fall session (e-CASE & e-Tech 2014 fall session).
• Yakubova, G. &; Taber-Doughty, T. (2013). Brief Report: Learning via the electronic interactive whiteboard for two students with Autism and a student with Moderate Intellectual Disability. J. Autism Dev. Disorder, 43, 1465-1472.

APA

Liu, K. S., & Hsueh, S.-L. (2016). Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1697-1706. https://doi.org/10.12973/eurasia.2016.1563a

Vancouver

Liu KS, Hsueh SL. Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design. EURASIA J Math Sci Tech Ed. 2016;12(6):1697-706. https://doi.org/10.12973/eurasia.2016.1563a

AMA

Liu KS, Hsueh SL. Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design. EURASIA J Math Sci Tech Ed. 2016;12(6), 1697-1706. https://doi.org/10.12973/eurasia.2016.1563a

Chicago

Liu, Kuang Sheng, and Sung-Lin Hsueh. "Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 6 (2016): 1697-1706. https://doi.org/10.12973/eurasia.2016.1563a

Harvard

Liu, K. S., and Hsueh, S.-L. (2016). Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), pp. 1697-1706. https://doi.org/10.12973/eurasia.2016.1563a

MLA

Liu, Kuang Sheng et al. "Effects of Digital Teaching on the Thinking Styles and the Transfer of Learning of the Students in Department of Interior Design". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 6, 2016, pp. 1697-1706. https://doi.org/10.12973/eurasia.2016.1563a