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)

Internet cognitive failure relevant to self-efficacy, learning interest, and satisfaction with social media learning. - Jon-Chao Hong; Ming-Yueh Hwang; Elson Szeto; Chi-Ruei Tsai; Yen-Chun Kuo; Wei-Yeh Hsu (Comput. Hum. Behav., 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)

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)