{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,16]],"date-time":"2026-07-16T01:29:44Z","timestamp":1784165384235,"version":"3.55.0"},"reference-count":46,"publisher":"Springer Science and Business Media LLC","license":[{"start":{"date-parts":[[2025,1,30]],"date-time":"2025-01-30T00:00:00Z","timestamp":1738195200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,1,30]],"date-time":"2025-01-30T00:00:00Z","timestamp":1738195200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"DOI":"10.13039\/100020595","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["MOST 110-2511-H-004-001-MY3"],"award-info":[{"award-number":["MOST 110-2511-H-004-001-MY3"]}],"id":[{"id":"10.13039\/100020595","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100016848","name":"National Chengchi University","doi-asserted-by":"crossref","id":[{"id":"10.13039\/100016848","id-type":"DOI","asserted-by":"crossref"}]}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Educ Inf Technol"],"abstract":"<jats:title>Abstract<\/jats:title>\n          <jats:p>This study aims to identify teachers\u2019 selection\/adoption of valuing pedagogy (VP) to implement an affect-focused mathematics teaching design with technological support. Valuing pedagogy is defined as teaching methods to address educational values and operationally defined as perceived, implemented, and received curricula, manifested by teacher perception, implementation, and assessment used to gain student responses to the teaching or learning outcomes. This study focused on two teachers. They were interviewed for their perceived curricula, interviewed and videotaped their teaching for implemented curricula, and students\u2019 responses to teacher assessments for perceived curricula. Qualitative data analysis with quantitative data support found three teacher roles for VP (VP\u2019s ABC): <jats:italic>Affective<\/jats:italic> human players, <jats:italic>Behavioral<\/jats:italic> socializing facilitators, and <jats:italic>Cognitive<\/jats:italic> knowledge guides. The analysis also identified two distinct valuing pedagogies. Valuing playful teaching mixes VP\u2019s ABC, teachers viewing students as natural learners, supported by teacher playful emotions and intensive social interactions to help students gain cognitive knowledge. Valuing game technology focuses on letting students make sense of game technology and VP\u2019s BC; thereby students become testers for technology. The VP of playful teaching generates a positive class atmosphere, while that of game technology generates a neutral one. A slight infusion of playful emotions into gamification technology may be the key to positivity in serious play for learning mathematics.<\/jats:p>","DOI":"10.1007\/s10639-025-13363-5","type":"journal-article","created":{"date-parts":[[2025,1,30]],"date-time":"2025-01-30T10:56:20Z","timestamp":1738234580000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Valuing pedagogy in implementing an affect-focused mathematics teaching with technology support: Valuing playful teaching vs. game technology"],"prefix":"10.1007","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2929-5151","authenticated-orcid":false,"given":"Mei-Shiu","family":"Chiu","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9378-8439","authenticated-orcid":false,"given":"Wee Tiong","family":"Seah","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-4832-806X","authenticated-orcid":false,"given":"Hsin-Min","family":"Chen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1039-0992","authenticated-orcid":false,"given":"I-Ping","family":"Wan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2025,1,30]]},"reference":[{"key":"13363_CR1","doi-asserted-by":"publisher","first-page":"487","DOI":"10.1080\/00220970903352753","volume":"78","author":"TW Acee","year":"2010","unstructured":"Acee, T. W., & Weinstein, C. E. (2010). Effects of a value-reappraisal intervention on statistics students\u2019 motivation and performance. Journal of Experimental Education, 78, 487\u2013512. https:\/\/doi.org\/10.1080\/00220970903352753","journal-title":"Journal of Experimental Education"},{"issue":"4","key":"13363_CR2","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1016\/j.ijhcs.2009.12.003","volume":"68","author":"RS Baker","year":"2010","unstructured":"Baker, R. S., D\u2019Mello, S. K., Rodrigo, M. M. T., & Graesser, A. C. (2010). Better to be frustrated than bored: The incidence, persistence, and impact of learners\u2019 cognitive\u2013affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68(4), 223\u2013241. https:\/\/doi.org\/10.1016\/j.ijhcs.2009.12.003","journal-title":"International Journal of Human-Computer Studies"},{"issue":"1","key":"13363_CR3","first-page":"7","volume":"26","author":"A Bishop","year":"2006","unstructured":"Bishop, A., Clarke, B., Corrigan, D., & Gunstone, D. (2006). Values in mathematics and science education: Researchers\u2019 and teachers\u2019 views on the similarities and differences. For the Learning of Mathematics, 26(1), 7\u201311.","journal-title":"For the Learning of Mathematics"},{"key":"13363_CR4","unstructured":"Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793\u2013828). Wiley"},{"key":"13363_CR5","doi-asserted-by":"publisher","unstructured":"Bronfenbrenner, U. (1979). The ecology of human development: Experiments in nature and design. Harvard University Press. https:\/\/doi.org\/10.4159\/9780674028845","DOI":"10.4159\/9780674028845"},{"key":"13363_CR6","doi-asserted-by":"publisher","first-page":"101302","DOI":"10.1016\/j.learninstruc.2019.101302","volume":"66","author":"I Buri\u0107","year":"2020","unstructured":"Buri\u0107, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. https:\/\/doi.org\/10.1016\/j.learninstruc.2019.101302","journal-title":"Learning and Instruction"},{"key":"13363_CR7","doi-asserted-by":"publisher","first-page":"767","DOI":"10.1007\/s11165-015-9479-5","volume":"46","author":"M-S Chiu","year":"2016","unstructured":"Chiu, M.-S. (2016). The challenge of learning physics before mathematics: A case study of curriculum change in Taiwan. Research in Science Education, 46, 767\u2013786. https:\/\/doi.org\/10.1007\/s11165-015-9479-5","journal-title":"Research in Science Education"},{"key":"13363_CR8","doi-asserted-by":"publisher","first-page":"413","DOI":"10.1007\/s11423-019-09707-x","volume":"68","author":"M-S Chiu","year":"2020","unstructured":"Chiu, M.-S. (2020). Exploring models for increasing the effects of school information and communication technology use on learning outcomes through outside-school use and socioeconomic status mediation: The Ecological Techno-Process. Educational Technology Research and Development, 68, 413\u2013436. https:\/\/doi.org\/10.1007\/s11423-019-09707-x","journal-title":"Educational Technology Research and Development"},{"key":"13363_CR9","doi-asserted-by":"publisher","DOI":"10.1007\/s10639-024-12846-1","author":"M-S Chiu","year":"2024","unstructured":"Chiu, M.-S. (2024). Teachers\u2019 opinions toward implementing affect-focused mathematics teaching in real and virtual classrooms. Education and Information Technologies,\u00a029, 24653-24676.\u00a0https:\/\/doi.org\/10.1007\/s10639-024-12846-1","journal-title":"Education and Information Technologies"},{"key":"13363_CR10","doi-asserted-by":"publisher","unstructured":"Chiu, M.-S., & Seah, W. T. (2024). Values and valuing pedagogies in affect-focused mathematics teaching. Social Sciences and Humanities Open, 10, 101050. https:\/\/doi.org\/10.1016\/j.ssaho.2024.101050","DOI":"10.1016\/j.ssaho.2024.101050"},{"issue":"2","key":"13363_CR11","doi-asserted-by":"publisher","first-page":"em2187","DOI":"10.29333\/ejmste\/12579","volume":"18","author":"M-S Chiu","year":"2022","unstructured":"Chiu, M.-S., Lin, F.-L., Yang, K.-L., Hasumi, T., Wu, T.-J., & Lin, P.-S. (2022). The interplay of affect and cognition in the mathematics grounding activity: Forming an affective teaching model. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2187. https:\/\/doi.org\/10.29333\/ejmste\/12579","journal-title":"Eurasia Journal of Mathematics, Science and Technology Education"},{"key":"13363_CR12","unstructured":"Chiu, M.-S. (2022). Effective pedagogies by affective mathematics teaching. Paper presented at the European Association for Research on Learning and Instruction (EARLI) SIG8-Motivation Meets SIG16-Metacognition Conference, Dresden University of Technology, Dresden, Germany, August 24\u201326"},{"key":"13363_CR13","doi-asserted-by":"publisher","first-page":"182","DOI":"10.1016\/j.compedu.2015.03.016","volume":"86","author":"HH Chuang","year":"2015","unstructured":"Chuang, H. H., Weng, C. Y., & Huang, F. C. (2015). A structure equation model among factors of teachers\u2019 technology integration practice and their TPCK. Computers & Education, 86, 182\u2013191. https:\/\/doi.org\/10.1016\/j.compedu.2015.03.016","journal-title":"Computers & Education"},{"key":"13363_CR14","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1023\/A:1017518812079","volume":"43","author":"IM Gomez-Chacon","year":"2000","unstructured":"Gomez-Chacon, I. M. (2000). Affective influences in the knowledge of mathematics. Educational Studies in Mathematics, 43, 149\u2013168. https:\/\/doi.org\/10.1023\/A:1017518812079","journal-title":"Educational Studies in Mathematics"},{"issue":"1","key":"13363_CR15","first-page":"3","volume":"68","author":"M Goos","year":"2012","unstructured":"Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68(1), 3\u20137.","journal-title":"Australian Mathematics Teacher"},{"key":"13363_CR16","doi-asserted-by":"publisher","first-page":"137","DOI":"10.1080\/14794802.2012.694281","volume":"14","author":"MS Hannula","year":"2012","unstructured":"Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14, 137\u2013161. https:\/\/doi.org\/10.1080\/14794802.2012.694281","journal-title":"Research in Mathematics Education"},{"issue":"2","key":"13363_CR17","doi-asserted-by":"publisher","first-page":"385","DOI":"10.1007\/s11858-022-01418-7","volume":"55","author":"JL Hill","year":"2023","unstructured":"Hill, J. L., & Seah, W. T. (2023). Student values and wellbeing in mathematics education: Perspectives of Chinese primary students. ZDM\u2013Mathematics Education, 55(2), 385\u2013398. https:\/\/doi.org\/10.1007\/s11858-022-01418-7","journal-title":"ZDM\u2013Mathematics Education"},{"issue":"2","key":"13363_CR18","doi-asserted-by":"publisher","first-page":"349","DOI":"10.1177\/2096531120928084","volume":"4","author":"JL Hill","year":"2021","unstructured":"Hill, J. L., Kern, M. L., Seah, W. T., & van Driel, J. (2021). Feeling good and functioning well in mathematics education: Exploring students\u2019 conceptions of mathematical well-being and values. ECNU Review of Education, 4(2), 349\u2013375. https:\/\/doi.org\/10.1177\/2096531120928084","journal-title":"ECNU Review of Education"},{"key":"13363_CR19","doi-asserted-by":"publisher","first-page":"3833","DOI":"10.1007\/s10639-021-10770-2","volume":"27","author":"JCS Ho","year":"2022","unstructured":"Ho, J. C. S., Hung, Y. S., & Kwan, L. Y. Y. (2022). The impact of peer competition and collaboration on gamified learning performance in educational settings: A meta-analytical study. Education and Information Technologies, 27, 3833\u20133866. https:\/\/doi.org\/10.1007\/s10639-021-10770-2","journal-title":"Education and Information Technologies"},{"key":"13363_CR20","first-page":"32","volume":"10","author":"G Johnson","year":"2010","unstructured":"Johnson, G. (2010). Internet use and child development: The techno-microsystem. Australian Journal of Educational and Developmental Psychology, 10, 32\u201343.","journal-title":"Australian Journal of Educational and Developmental Psychology"},{"key":"13363_CR21","doi-asserted-by":"publisher","first-page":"19","DOI":"10.21432\/T2CP4T","volume":"34","author":"GM Johnson","year":"2008","unstructured":"Johnson, G. M., & Puplampu, P. (2008). A conceptual framework for understanding the effect of the Internet on child development: The ecological techno-subsystem. Canadian Journal of Learning and Technology, 34, 19\u201328. https:\/\/doi.org\/10.21432\/T2CP4T","journal-title":"Canadian Journal of Learning and Technology"},{"key":"13363_CR22","doi-asserted-by":"publisher","first-page":"131","DOI":"10.2190\/0EW7-01WB-BKHL-QDYV","volume":"32","author":"MJ Koehler","year":"2005","unstructured":"Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32, 131\u2013152. https:\/\/doi.org\/10.2190\/0EW7-01WB-BKHL-QDYV","journal-title":"Journal of Educational Computing Research"},{"issue":"6","key":"13363_CR23","doi-asserted-by":"publisher","first-page":"1401","DOI":"10.1007\/s10734-022-00896-8","volume":"85","author":"P Koshy","year":"2023","unstructured":"Koshy, P., Cabalu, H., & Valencia, V. (2023). Higher education and the importance of values: Evidence from the World Values Survey. Higher Education, 85(6), 1401\u20131426. https:\/\/doi.org\/10.1007\/s10734-022-00896-8","journal-title":"Higher Education"},{"issue":"4","key":"13363_CR24","doi-asserted-by":"publisher","first-page":"383","DOI":"10.1016\/S0959-4752(01)00011-1","volume":"12","author":"A Krapp","year":"2002","unstructured":"Krapp, A. (2002). Structural and dynamic aspects of interest development: Theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383\u2013409. https:\/\/doi.org\/10.1016\/S0959-4752(01)00011-1","journal-title":"Learning and Instruction"},{"issue":"4","key":"13363_CR25","doi-asserted-by":"publisher","first-page":"265","DOI":"10.1080\/00461520.2021.1991355","volume":"56","author":"F Lauermann","year":"2021","unstructured":"Lauermann, F., & ten Hagen, I. (2021). Do teachers\u2019 perceived teaching competence and self-efficacy affect students\u2019 academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265\u2013282. https:\/\/doi.org\/10.1080\/00461520.2021.1991355","journal-title":"Educational Psychologist"},{"key":"13363_CR26","doi-asserted-by":"publisher","first-page":"199","DOI":"10.1007\/s10649-020-09982-z","volume":"105","author":"M Liebend\u00f6rfer","year":"2020","unstructured":"Liebend\u00f6rfer, M., & Schukajlow, S. (2020). Quality matters: How reflecting on the utility value of mathematics affects future teachers\u2019 interest. Educational Studies in Mathematics, 105, 199\u2013218. https:\/\/doi.org\/10.1007\/s10649-020-09982-z","journal-title":"Educational Studies in Mathematics"},{"key":"13363_CR27","doi-asserted-by":"publisher","first-page":"101162","DOI":"10.1016\/j.learninstruc.2018.08.002","volume":"70","author":"K Loderer","year":"2020","unstructured":"Loderer, K., Pekrun, R., & Lester, J. C. (2020). Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 101162. https:\/\/doi.org\/10.1016\/j.learninstruc.2018.08.002","journal-title":"Learning and Instruction"},{"key":"13363_CR28","doi-asserted-by":"publisher","first-page":"71","DOI":"10.1007\/s40692-016-0055-4","volume":"4","author":"D Maor","year":"2017","unstructured":"Maor, D. (2017). Using TPACK to develop digital pedagogues: A higher education experience. Journal of Computers in Education, 4, 71\u201386. https:\/\/doi.org\/10.1007\/s40692-016-0055-4","journal-title":"Journal of Computers in Education"},{"issue":"1","key":"13363_CR29","doi-asserted-by":"publisher","first-page":"115","DOI":"10.1080\/10986065.2021.1940432","volume":"25","author":"O Marmur","year":"2023","unstructured":"Marmur, O., & Koichu, B. (2023). Between expert and student perspectives: On the intersection of affect and heuristic-didactic discourse in the undergraduate classroom. Mathematical Thinking and Learning, 25(1), 115\u2013144. https:\/\/doi.org\/10.1080\/10986065.2021.1940432","journal-title":"Mathematical Thinking and Learning"},{"key":"13363_CR30","doi-asserted-by":"publisher","first-page":"172","DOI":"10.1016\/j.cedpsych.2015.06.003","volume":"42","author":"KR Muis","year":"2015","unstructured":"Muis, K. R., Psaradellis, C., Lajoie, S. P., Di Leo, I., & Chevrier, M. (2015). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172\u2013185. https:\/\/doi.org\/10.1016\/j.cedpsych.2015.06.003","journal-title":"Contemporary Educational Psychology"},{"key":"13363_CR31","unstructured":"Organization for Economic Co-operation and Development. (2014). PISA 2012 results (Volumes I and III). OECD Publishing"},{"key":"13363_CR32","unstructured":"Organization for Economic Cooperation and Development. (2019). OECD future of education and skills 2030 conceptual learning framework: Attitudes and values for 2030. OECD publishing"},{"issue":"6","key":"13363_CR33","doi-asserted-by":"publisher","first-page":"1268","DOI":"10.1080\/02699931.2016.1204989","volume":"31","author":"R Pekrun","year":"2017","unstructured":"Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The epistemically-related emotion scales. Cognition and Emotion, 31(6), 1268\u20131276. https:\/\/doi.org\/10.1080\/02699931.2016.1204989","journal-title":"Cognition and Emotion"},{"issue":"4","key":"13363_CR34","first-page":"1","volume":"10","author":"E Pierre","year":"2007","unstructured":"Pierre, E., & Oughton, J. (2007). The affective domain: Undiscovered country. College Quarterly, 10(4), 1\u20137.","journal-title":"College Quarterly"},{"key":"13363_CR35","doi-asserted-by":"publisher","first-page":"667","DOI":"10.1037\/0022-0663.95.4.667","volume":"95","author":"PR Pintrich","year":"2003","unstructured":"Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667\u2013686. https:\/\/doi.org\/10.1037\/0022-0663.95.4.667","journal-title":"Journal of Educational Psychology"},{"issue":"1","key":"13363_CR36","doi-asserted-by":"publisher","first-page":"99","DOI":"10.1037\/gpr0000162","volume":"23","author":"WS Ryan","year":"2019","unstructured":"Ryan, W. S., & Ryan, R. M. (2019). Toward a social psychology of authenticity: Exploring within-person variation in autonomy, congruence, and genuineness using self-determination theory. Review of General Psychology, 23(1), 99\u2013112. https:\/\/doi.org\/10.1037\/gpr0000162","journal-title":"Review of General Psychology"},{"issue":"2","key":"13363_CR37","doi-asserted-by":"publisher","first-page":"99","DOI":"10.7468\/JKSMED.2019.22.2.99","volume":"22","author":"WT Seah","year":"2019","unstructured":"Seah, W. T. (2019). Values in mathematics education: Its conative nature, and how it can be developed. Research in Mathematical Education, 22(2), 99\u2013121. https:\/\/doi.org\/10.7468\/JKSMED.2019.22.2.99","journal-title":"Research in Mathematical Education"},{"issue":"6","key":"13363_CR38","doi-asserted-by":"publisher","first-page":"645","DOI":"10.1080\/09500690110110115","volume":"24","author":"TL Thompson","year":"2002","unstructured":"Thompson, T. L., & Mintzes, J. J. (2002). Cognitive structure and the affective domain: On knowing and feeling in biology. International Journal of Science Education, 24(6), 645\u2013660. https:\/\/doi.org\/10.1080\/09500690110110115","journal-title":"International Journal of Science Education"},{"key":"13363_CR39","first-page":"38","volume":"24","author":"A Thompson","year":"2007","unstructured":"Thompson, A., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24, 38\u201339.","journal-title":"Journal of Computing in Teacher Education"},{"issue":"2","key":"13363_CR40","doi-asserted-by":"publisher","first-page":"128","DOI":"10.1111\/jcal.12385","volume":"36","author":"CHH Tsay","year":"2020","unstructured":"Tsay, C. H. H., Kofinas, A. K., Trivedi, S. K., & Yang, Y. (2020). Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance. Journal of Computer Assisted Learning, 36(2), 128\u2013146. https:\/\/doi.org\/10.1111\/jcal.12385","journal-title":"Journal of Computer Assisted Learning"},{"issue":"2","key":"13363_CR41","doi-asserted-by":"publisher","first-page":"109","DOI":"10.1111\/j.1365-2729.2012.00487.x","volume":"29","author":"J Voogt","year":"2013","unstructured":"Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge\u2013a review of the literature. Journal of Computer Assisted Learning, 29(2), 109\u2013121. https:\/\/doi.org\/10.1111\/j.1365-2729.2012.00487.x","journal-title":"Journal of Computer Assisted Learning"},{"key":"13363_CR42","doi-asserted-by":"publisher","first-page":"1121","DOI":"10.1007\/s11858-021-01285-8","volume":"53","author":"TY Wang","year":"2021","unstructured":"Wang, T. Y., Lin, F. L., & Yang, K. L. (2021). Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning. ZDM\u2013Mathematics Education, 53, 1121\u20131136. https:\/\/doi.org\/10.1007\/s11858-021-01285-8","journal-title":"ZDM\u2013Mathematics Education"},{"issue":"4","key":"13363_CR43","doi-asserted-by":"publisher","first-page":"413","DOI":"10.1037\/mot0000179","volume":"6","author":"AF Weidinger","year":"2020","unstructured":"Weidinger, A. F., Spinath, B., & Steinmayr, R. (2020). The value of valuing math: Longitudinal links between students\u2019 intrinsic, attainment, and utility values and grades in math. Motivation Science, 6(4), 413\u2013422. https:\/\/doi.org\/10.1037\/mot0000179","journal-title":"Motivation Science"},{"issue":"2","key":"13363_CR44","doi-asserted-by":"publisher","first-page":"40","DOI":"10.53841\/bpsecp.2009.26.2.40","volume":"26","author":"D Whitebread","year":"2009","unstructured":"Whitebread, D., Coltman, P., Jameson, H., & Lander, R. (2009). Play, cognition and self-regulation: What exactly are children learning when they learn through play? Educational and Child Psychology, 26(2), 40\u201352. https:\/\/doi.org\/10.53841\/bpsecp.2009.26.2.40","journal-title":"Educational and Child Psychology"},{"issue":"6","key":"13363_CR45","doi-asserted-by":"publisher","first-page":"657","DOI":"10.1007\/s40299-021-00616-3","volume":"31","author":"KL Yang","year":"2022","unstructured":"Yang, K. L., Lin, F. L., & Tso, T. Y. (2022). An approach to enactivist perspective on learning: Mathematics-grounding activities. The Asia-Pacific Education Researcher, 31(6), 657\u2013666. https:\/\/doi.org\/10.1007\/s40299-021-00616-3","journal-title":"The Asia-Pacific Education Researcher"},{"issue":"2","key":"13363_CR46","doi-asserted-by":"publisher","first-page":"470","DOI":"10.46328\/ijemst.3364","volume":"12","author":"JR Young","year":"2024","unstructured":"Young, J. R., Bevan, D., & Sanders, M. (2024). How productive is the productive struggle? Lessons learned from a scoping review. International Journal of Education in Mathematics, Science, and Technology, 12(2), 470\u2013495. https:\/\/doi.org\/10.46328\/ijemst.3364","journal-title":"International Journal of Education in Mathematics, Science, and Technology"}],"container-title":["Education and Information Technologies"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13363-5.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s10639-025-13363-5\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s10639-025-13363-5.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,1,30]],"date-time":"2025-01-30T10:56:29Z","timestamp":1738234589000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s10639-025-13363-5"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2025,1,30]]},"references-count":46,"alternative-id":["13363"],"URL":"https:\/\/doi.org\/10.1007\/s10639-025-13363-5","relation":{},"ISSN":["1360-2357","1573-7608"],"issn-type":[{"value":"1360-2357","type":"print"},{"value":"1573-7608","type":"electronic"}],"subject":[],"published":{"date-parts":[[2025,1,30]]},"assertion":[{"value":"11 February 2024","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"9 January 2025","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"30 January 2025","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The project had research ethics approval from National Chengchi University (NCCU-REC-202105-I030).","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethical approval"}},{"value":"All the participating teachers and students (with their guardians) signed the consent forms before participating in this research.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Informed consent"}},{"value":"The participants were two teachers and their students.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Statement regarding research involving human participants and\/or animals"}},{"value":"All the participating teachers and students (with their guardians) signed the consent forms before participating in this research.","order":5,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to participate"}},{"value":"The authors agree to publish.","order":6,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent to publish"}},{"value":"Not applicable.","order":7,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}]}}