Abowd, G. D., Dey, A. K., Brown, P. J., Davies, N., Smith, M., & Steggles, P. (1999, September). Towards a better understanding of context and context-awareness. In H. W. Gellersen. Proceedings of the 1st international symposium on Handheld and Ubiquitous Computing. Paper presented at International Symposium on Handheld and Ubiquitous Computing, Karlsruhe, Germany (pp. 304-307). London, UK: Springer-Verlag.
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21 (6), 34 – 47.
Barkhuus, L., & Dey, A. (Eds.). (2003). Is context-aware computing taking control away from the user? three levels of interactivity examined. Proceedings of UbiComp 2003, Seattle, Washington. 150-156.
Brown, E., Börner, D., Sharples, M., Glahn, C., De Jong, T., & Specht, M. (2010). Location based and contextual mobile learning. A STELLARSmall Scale Study. Retrieved from http://www.stellarnet.eu/d/1/2/images/2/23/Sss6.pdf
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1), 32-42.
Chan, J., Chiu, R., Ng, G. & Kwong, T. (2015). How Clickstream Tracking Helps Design Mobile Learning Content. International Journal of Humanities Social Sciences and Education (IJHSSE). Volume 2, Issue 7, PP 95-104.
Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Cambridge, MA: Harvard Business School Press.
Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66 – 69. doi: 10.1126/science.1167311.
Denzin N K (1970). The research act: A theoretical introduction to sociological methods. Chicago: Aldine.
Doppelt, Y., Mehalik, M. M., Schunn, C. D., Silk, E., & Krysinski, D. (2008). Engagement and achievements: A case study of design-based learning in a science context. Journal of Technology Education, 19, 22–39.
Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
Dunleavy, M., & Dede, C. (2013). Augmented reality teaching and learning. In Handbook of research on educational communications and technology (pp. 735-745). New York, NY: Springer.
Flowerdew, J., Li, D., & Miller, L. (1998). Attitudes towards English and Cantonese among Hong Kong Chinese university lectures. TESOL Quarterly, 32(2), 201-231.
Glaser, B. G., & Strauss, A. L. (1965). Discovery of substantive theory: A basic strategy underlying qualitative research. American Behavioral Scientist, 8(6), 5-12.
Hugues, O., Fuchs, P., & Nannipieri, O. (2011). New augmented reality taxonomy: Technologies and features of augmented environment. In Handbook of augmented reality (pp. 47-63). Springer New York. Retrieved from http://dx.doi.org/10.1007/978-1-4614-0064-6_2
Johnson, L., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., & Hall, C. (2016). Augmented and virtual reality. NMC Horizon Report: 2016 Higher Education Edition, 40-41.
Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon Report. Austin, TX: The New Media Consortium.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 14-19.
Li, S. (2010). ‘Augmented reality’ on a smartphone brings teaching down to earth. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Augmented-Reality-on/65991/
Lunt, P., & Livingstone, S. (1996). Rethinking the focus group in media and communications research. Journal of Communication, 46(2), 79-98.
McKenzie, A., & McCalla, G. I. (2009). Serious Games for Professional Ethics: An Architecture to Support Personalization. In Workshop on Intelligent Educational Games at Artificial Intelligence in Education (AIED) (pp. 69–78). Brighton, England.
Merton, R. K. (1987). The focused interview and focus groups: continuities and discontinuities. Public Opinion Quarterly, 51, 550-556.
Naismith, L., Futurelab, N., Lonsdale, P., Vavoula, G., Sharples, M., & Series, N. F. (2004). Literature review in mobile technologies and learning. Retrieved from https://lra.le.ac.uk/bitstream/2381/8132/4/Mobile_Review.pdf
Papert, S., Harel, I. (1991). Constructionism. Westport, CT: Ablex Publishing.
Reynolds, R., Walker, K., & Speight, C. (2010). Web-based museum trails on PDAs for university-level design students: Design and evaluation. Computers & Education, 55(3), 994-1003.
Roebuck, K. (2011). Web Analytics: High-Impact Strategies – What You Need to Know: Definitions, Adoptions, Impact, Benefits, Maturity, Vendors. Newstead: Emereo Pty Limited.
Sharipova, M., & McCalla, G. I. (2013). Managing Ethical Thinking. In A. Weersinghe, B. Du Boulay, G. Biswas, E. Walker, & C.‐K. Looi (Eds.), Workshop on Self‐Regulated Learning in Educational Technologies (SRL@ET): Supporting, modeling, evaluating, and fostering metacognition with computer‐based learning environments at Artificial Intelligence in Education (AIED) (Vol. 1009, pp. 25–29). Memphis, TN, USA: CEUR Workshop Proceedings.
Strimel, G. (2014, April). Authentic education by providing a situation for student-selected problem-based learning. Technology and Engineering Teacher, 8-15.
Yue, K.K., Law, L.Y., Chan, H.L., Chan, J.B., Wong, E.Y., Kwong, T.F. & Wong, E.Y. (2016). Factors in Designing an Augmented Reality MLearning Trail with Place-based Pedagogy in Residential Education. In Conference Proceedings Mobile Learning Futures – Sustaining Quality Research and Practice in Mobile Learning (pp. 295-309). Dyson, Ng, Fergusson (Eds.). 15th World Conference on Mobile and Contextual Learning, mLearn 2016. Sydney, Australia, October 24-26, 2016.