فلاح، فاطمه و ابراهیم پور، رضا (1397). بررسی زمان پردازش بینایی در سطوح مختلف دسته بندی اشیا، با محرک های یکسان: یک مطالعهی رفتاری. مجله ی شفای خاتم. دوره ی 6، شماره 2، صفخات 41-50. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=354830
لاوسون، برایان (1395). طراحان چگونه میاندیشند. (حمید ندیمی). تهران: انتشارات دانشگاه شهید بهشتی
Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013). Improving participation and learning with gamification. In L. Nacke, K. Harrigan, & N. Randall (Eds.), Proceedings of International Conference on Gameful Design, Research, and Applications, 10-17. https://www.academia.edu/11636686/Improving_participation_and_learning_with_gamification
Benander, R. (2018). Future of Education and Skills 2030: Conceptual Learning Framework. OECD, Organisation for Economic Co-operation and Development, 45. https://www.oecd.org/education/2030/A Literature-Summary-for-Research-on-the-Transfer-of-Learning.pdf
Berkling, K., & Thomas, C. (2013). Gamification of a Software Engineering Course and a Detailed Analysis of the Factors that Lead to its Failure. In M. E. Auer (Ed.), Proceedings of International Conference on Interactive Collaborative Learning, 525–530. https://www.semanticscholar.org/paper/Gamification-of-a-Software-Engineering-course-and-a-Berkling-Thomas/1e69b733cc1a111cb62eb3c2cbae764cf590d256
BinSubaih, A.(2009). Serious Games for the Police : Opportunities and Challenges. https://www.semanticscholar.org/paper/Serious-Games-for-the-Police-%3A-Opportunities-and-BinSubaih/6e1dd9935238cfceb09560d33d02b-2fcff985d62
Caton, H., & Greenhill, D. (2014). Rewards and penalties: A gamification approach for increasing attendance and engagement in an undergraduate computing module. International Journal of Game-Based Learning, 4, 1–12. https://www.researchgate.net/publication/287287213_Rewards_and_Penalties_A_Gamification_Approach_for_Increasing_Attendance_and_Engagement_in_an_Undergraduate_Computing_Module
Celik, b. (2017). Task-Based Learning: An Effective Way of Developing Communication Skills. International Journal of Social Sciences and Educational Studies 4(2), 109-114. https://ijsses.tiu.edu.iq/index.php/volume-4-issue-2-article-13/
Cherry, K. (2019). How Observational Learning Affects Behavior. Verywell Mind. https://www.childdevelopmentclinic.com.au/behavioural-modelling.html
Dursun, P. (2007). Space Syntax in Architectural Design. 6th International Space Syntax Symposium. Istanbul. https://www.researchgate.net/publication/228646158_Space_Syntax_in_Architectural_Design
Egenfeldt-Nielsen, S. Smith, J.,& Tosca, S. P. (2008). Understanding Video Games: The Essential Introduction. New York and London: Routledge, 293. https://journals.sagepub.com/doi/abs/10.1177/14614448090110051202
Fantarelli, J. R., & McDaniel, R. (2017). Exploring digital badges in university courses: Relationships between quantity, engagement, and performance. Online Learning, 21(2). https://pdfs.semanticscholar.org/bbca/c12e-1d89afdac1c0f460400e7955cc60a1ba.pdf
Technologies, 335-341. https://link.springer.com/chapter/10.1007/978-3-319-56541-5_34
Gabe, Z., Linder, J. (2013). The Gamification Revolution: How Leaders Leverage Game Mechanics to Crush the Competition, McGraw Hill Professional https://books.google.com/books/about/The_Gamification_Revolution_How_Leaders.html?id=CV0rUvnyrkwC
Gee, P., Shaffer, D. (2010). Looking Where the Light is Bad: Video Games and the Future of Assessment. https://www.researchgate.net/publication/303856565_Looking_where_the_light_is_bad_Video_games_and_the_future_of_assessment
Grandjean, J., D’Ostilio, K.,& Phillips, Ch. (2012) Modulation of Brain Activity during a Stroop Inhibitory Task by the Kind of Cognitive Control Required; 7(7). https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0041513
Gunter, A., Kenny, R., & Vick, E. (2008) Thaking Educational Games Seriously: Using the RETAIN Model to Design endogenous fantasy into standalone educational games. Educational Technology Research and Development 56(5),511-537. https://www.researchgate.net/publication/225311774_Taking_educational_games_seriously_Using_the_RETAIN_model_to_design_endogenous_fantasy_into_standalone_educational_games
Haaranen, L., Ihantola, P., Hakulinen, L., & Korhonen, A. (2014). How (not) to introduce badges to online exercises. In Proceedings of the 45th ACM technical symposium on Computer science education, 33-38. https://dl.acm.org/doi/10.1145/2538862.2538921
Holmes, a. G. (2019). Constructivist Learning in University Undergraduate Programmes. Has Constructivism been Fully Embraced? Is there Clear Evidence that Constructivist Principles have been Applied to all Aspects of Contemporary University Undergraduate Study? Shanlax International Journal of Education, 8(1), 7-15. http://shanlaxjournals.in/journals/index.php/education/article/view/819
Hung, Y., & Chia, A. (2018). Gamification as Design Thinking. International Journal of Teaching and Learning in
Higher Education, 30(3), 549-559. https://eric.ed.gov/?id=EJ1199423
Kane, M. J., Engle, R.W. (2003). Working-Memory Capacity and the Control of Attention: the Contributions of Goal Neglect, Response Competition, and Task Set to Stroop Interference. Journal of Experimental Psychology General, 132(1),47-70. https://www.researchgate.net/publication/10839514_Working-Memory_Capacity_and_the_Control_of_Attention_The_Contributions_of_Goal_Neglect_Response_Competition_and_Task_Set_to_Stroop_Interference
Kara, M. (2018). A Literature Review: The Usage of Constructivism in Multidisciplinary Learning Environments, International Journal of Academic Research in Education, 4(1-2), 19-26. https://dergipark.org.tr/en/pub/ijare/issue/45004/520666
Knight, Z. G. (2017). A proposed model of psychodynamic psychotherapy linked to Erik Erikson›s eight stages of psychosocial development. Clin Psychol Psychother, 24(5),1047-1058. https://onlinelibrary.wiley.com/doi/10.1002/cpp.2066
Landers, R. N., & Landers, A. K. (2015). An Empirical Test of the Theory of Gamified Learning: The Effect of Leaderboards on Time-on-Task and Academic Performance. Simulation & Gaming. 45(6), 769-785. https://journals.sagepub.com/doi/10.1177/1046878114563662
Martens, A., Diener, H., & Malo, S. (2008). Game-based Learning with Computers - Learning, Simulations, and Games Transactions on Edutainment, 5080,172-190. https://link.springer.com/chapter/10.1007/978-3-540-69744-2_15
Mitterschiffthaler, M. T., Williams, S. C. R., Walsh, N. D., Cleare, A. J., Donaldson, C., Scott, J. & Fu, C. (2008). Neural basis of the emotional Stroop interference effect in major depression. Psychological Medicine. 38 (02), pp. 247-256. https://www.cambridge.org/core/journals/psychological-medicine/article/abs/neural-basis-of-the-emotional-stroop-interference-effect-in-major-depression/DBEF83FF994DD5F7426432FD29A9CB47
Muller, U. (2009). The Cambridge Companion to Piaget, Cambridge Companions to Philosophy. https://www.amazon.com/Cambridge-Companion-Piaget-Companions-Philosophy/dp/0521727197
Naber, M., Vedder, A., Brow, S.B.R., & Nieuwenhuis, S. (2016). Speed and Lateral Inhabition of Stimulus Processing Contribute to Individual Differences in Stroop- Task Performance. Fronties in Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00822/full
Noyes, J.M., & Garland, K.J. (2003). Solving the Tower of Hanoi: Does Model of Presentation Matter? Journal of Computers in Human Behavior, 19, 579-592. https://www.sciencedirect.com/science/article/abs/pii/
S0747563203000025?via%3Dihub
O’Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-level games development course. Proceedings of South African Institute for Computer Scientists and Information Technologists Conference 245–251. https://pubs.cs.uct.ac.za/id/eprint/926/
Olszewsk, R., Turek, A., & Laczynski, M. (2016). Urban Gamification as a Source of Information for Spatial Data Analysis and Predictive Participatory Modelling of a City›s Development. DATA, Computer Science, 176-181. https://www.scitepress.org/Link.aspx?doi=10.5220/0006005201760181
Rayner, S.G. (2015) Cognitive Styles and Learning Styles. In, J. D. Wright, (Ed.). International Encyclopedia of Social and Behavioral Sciences 2nd edition, 4, 110–117. https://www.researchgate.net/publication/279749704_Rayner_S_G_2015_Cognitive_Styles_and_Learning_Styles_In_J_D_Wright_Ed_International_Encyclopedia_of_Social_and_Behavioral_Sciences_2nd_edition_Vol_4_pp_110-117_Oxford_Elsevier
Redondo, E., Gimenez, L., Navarro, I., & Fonseca, D. (2020). Gamification for Teaching Collaborative Urban Design and Citizen Participation. Springer Series in Design and Innovation, 7. https://link.springer.com/chapter/1
0.1007%2F978-3-030-47987-9_36
Robert, A. (2006). Cognitive Style and Student Progression in Architectural Design Education. Welsh School of Architecture, Cardiff University, Design Studies, 27(2). https://www.researchgate.net/publication/27649287_Cognitive_styles_and_student_progression_in_architectural_design_education
Robertson, M. (2010). Can’t play, won’t play. Retrieved from http://www.hideandseek.net/2010/10/06/cant-playwont-play
Robertson, S.(2001). Problem Solving. Psychology Press. London. https://www.taylorfrancis.com/books/mono/10.4324/9780203457955/problem-solving-ian-robertson
Seidman, L., Biederman, J., Monuteaux, M.C., Doyle, A., & Faraone, S.V. (2006). Learning Disabilities and Executive Dysfunction in Boys with Attentiondefict Hyperactivity Disorder. Neuropsychology, 15(4), 544-556. https://doi.apa.org/doiLanding?doi=10.1037%2F0894-4105.15.4.544
Shrestha, P. (2017). Observational Learning in psychestudy. https://www.psychestudy.com/behavioral/learning-memory/observational-learning
Simson, H. (1978). The Structure of Ill Structured Problems. Artificial Intelligence, 4(3-4), 181-201. https://cschan.public.iastate.edu/235/6_Simon_Ill_defined_problem.pdf
Teper, R., Inzlicht, M. (2013). The Importance of Emotional Acceptance and Brain-Based Performance Monitoring. Social Cognitive and Affective Neuroscience, 8(1), 85-92. https://academic.oup.com/scan/article/8/1/85/1694475
Terdiman, D. (2006). What Wrong with Serious Games? At Game Developers Conference, serious-games proponents talk about what›s wrong with the genre. https://www.cnet.com/news/whats-wrong-with-serious-games/
Thorpe, M. (2011). The characteristics and Limits of Rapid Visual Categorization. Front Psychol. 2, 1-12. https://www.frontiersin.org/articles/10.3389/fpsyg.2011.00243/full
Tian, T., Schnbel, M.A., & Moleta, T.J. (2017). GAMIFICATION for USER-ORIENTED HOUSING DESIGN, Proceedings of the 22nd International Conference of the Association for Computer-Aided Architectural Design
Research in Asia, 63-73. https://www.researchgate.net/publication/316087205_GAMIFICATION_FOR_USER-ORIENTED_HOUSING_DESIGN_A_theoretical_review
Wagenbreth, C., Zaehle, T., Galazky, I., Voges, J, Guitart, M., Heinze, H., & Duze, E. (2015). Deep Brain Stimulation of the Subthalamic Nucleus Modulates Reward Processing and Action Selection in Parkinson Patients. J Neurol. 262(6), 1541-1547. https://link.springer.com/article/10.1007%2Fs00415-015-7749-9
Wiben Jensen, T. (2011). The World between us: The Social Affordances of Metaphor in Face-to-Face Interaction. https://www.sdu.dk/-/media/files/om_sdu/institutter/isk/forskningspublikationer/rask/rask+47/thomas+wiben+-jensen.pdf?la=en&hash=AF769E9D872BB1B55374E4F783A25DC7FA1FC43A
Wiggins, B. E. (2016). An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education. International Journal of Game Based Learning, 6(1), 18-29. https://www.igi-global.com/gateway/article/144214
Winn, A. S., Delsignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. The AAMC Journal of Teaching and Learning Resources, 15. https://www.mededportal.org/doi/10.15766/mep_2374-8265.10850