Applying the technology acceptance model to investigate the factors comparing the intention between EIVG and MCG systems. - Jon-Chao Hong; Kai-Hsin Tai (IGIC, 2011)

Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Yi-Ling Chen 003 (Comput. Educ., 2014)

Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety. - Jon-Chao Hong; Min-Pei Lin; Ming-Yueh Hwang; Kai-Hsin Tai; Yen-Chun Kuo (Comput. Educ., 2015)

Belief in dangerous virtual communities as a predictor of continuance intention mediated by general and online social anxiety: The Facebook perspective. - Jon-Chao Hong; Ming-Yueh Hwang; Chin-Hao Hsu; Kai-Hsin Tai; Yen-Chun Kuo (Comput. Hum. Behav., 2015)

Internet cognitive failure and fatigue relevant to learners' self-regulation and learning progress in English vocabulary with a calibration scheme. - Jon-Chao Hong; Ming-Yueh Hwang; H.-W. Chang; Kai-Hsin Tai; Yen-Chun Kuo; Y.-H. Tsai (J. Comput. Assist. Learn., 2015)

Crystallized intelligence affects hedonic and epistemic values to continue playing a game with saliency-based design. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Yen-Chun Kuo (Comput. Educ., 2016)

Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control. - Jon-Chao Hong; Kai-Hsin Tai; Ming-Yueh Hwang; Yen-Chun Kuo (Comput. Educ., 2016)

Parental monitoring predicts students' prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Yen-Chun Kuo (Interact. Learn. Environ., 2016)

Exploring the Relationship between Gameplay Self-efficacy and Anxiety when Playing the Puzzle Game. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai (ICCE, 2017)

Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. - Jon-Chao Hong; Kai-Hsin Tai; Ming-Yueh Hwang; Yen-Chun Kuo; Jhih-Siang Chen (Comput. Hum. Behav., 2017)

Training Spatial Ability through Virtual Reality. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Chi-Ruei Tsai (TALE, 2018)

Effects of Gender and Age on Learning Spatial Concepts from a Virtual Reality Game. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Chi-Ruei Tsai (TALE, 2018)

The effects of metacognition on online learning interest and continuance to learn with MOOCs. - Ya-Hsun Tsai; Chien-Hung Lin; Jon-Chao Hong; Kai-Hsin Tai (Comput. Educ., 2018)

Playing a Chinese remote-associated game: The correlation among flow, self-efficacy, collective self-esteem and competitive anxiety. - Jon-Chao Hong; Kai-Hsin Tai; Jian-Hong Ye (Br. J. Educ. Technol., 2019)

Practicing abductive reasoning: The correlations between cognitive factors and learning effects. - Ming-Yueh Hwang; Jon-Chao Hong; Jian-Hong Ye; Yu-Feng Wu; Kai-Hsin Tai; Ming-Chi Kiu (Comput. Educ., 2019)

Usability of Virtual Reality Vocational Skills Training System for Students with Intellectual Disabilities. - Ting-Fang Wu; Yung-Ji Sher; Kai-Hsin Tai; Jon-Chao Hong (ICCHP (1), 2020)

The relationship between the online social anxiety, perceived information overload and fatigue, and job engagement of civil servant LINE users. - Ming-Yueh Hwang; Jon-Chao Hong; Kai-Hsin Tai; Jiun-Ting Chen; Timothy Gouldthorp (Gov. Inf. Q., 2020)

Critical attitude and ability associated with students' self-confidence and attitude toward "predict-observe-explain" online science inquiry learning. - Jon-Chao Hong; Hsien-Sheng Hsiao; Po-Hsi Chen; Chow-Chin Lu; Kai-Hsin Tai; Chi-Ruei Tsai (Comput. Educ., 2021)

Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience. - Kai-Hsin Tai; Jon-Chao Hong; Chi-Ruei Tsai; Chang-Zhen Lin; Yi-Hsuan Hung (Comput. Educ., 2022)

Raising insects with an application to enhance students' self-confidence in interacting with insects. - Jon-Chao Hong; Ming-Yueh Hwang; Kai-Hsin Tai; Jian-Hong Ye (Interact. Learn. Environ., 2022)

Comparing the Taiwanese learning effects of Shaking-On and Kahoot! - Jon-Chao Hong; Kai-Hsin Tai; Wan-Lun Luo; Yung-Ji Sher; Yi-Wen Kao (J. Comput. Assist. Learn., 2022)

VR training program for fire escape: Learning progress predicted by the perception of fire presence, VR operational frustration, and gameplay self-efficacy. - Jon-Chao Hong; Hsun-Yu Chan; Yun-Hsuang Teng; Kai-Hsin Tai; Chang-Zhen Lin (Comput. Educ. X Real., 2023)

Practicing drum on VR to promote rhythm performance: Exploring the learning progress related to incremental belief of rhythm, gameplay anxiety, flow experience, and perceived learning value. - Kai-Hsin Tai; Jon-Chao Hong; Kuan-Fong Chen; Chan-Li Lin (Entertain. Comput., 2024)

The effects of live-streaming presence and extraneous cognitive load on learning performance in P-D/O-Q/D-E-T inquiry. - Jon-Chao Hong; Ming-Chou Liu; Huei-Ying Ho; Chi-Ruei Tsai; Kai-Hsin Tai (Educ. Inf. Technol., 2024)

Enhancing mandarin learning through classroom response apps: A comparison of cognitive and affective factors in touch and shaking responses. - Jon-Chao Hong; Kai-Hsin Tai; Tzu-Yu Tai (J. Comput. Assist. Learn., 2024)

Applying the Gollin effect to design VR for stargazing, and exploring the correlates between participants' VR self-efficacy, interest, frustration, flow experience and learning outcomes. - Kai-Hsin Tai; Jon-Chao Hong (Educ. Inf. Technol., 2025)