References & Acknowledgements

All of the course content, images, text, visuals, PDFs, games, ideas, activities, and related materials were created by Camille Sharon Kleinman, and is made available under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence (CC BY-NC-SA 4.0).

 

The author would like to extend her sincere gratitude to the incredible team at The Open University for their support, hard work, and dedication to making education accessible to anyone, anywhere. Your commitment to high-quality education and innovation has been truly inspiring.

Thank you for providing a platform that empowers learners worldwide, and for your invaluable help in bringing the courses to life!

 

References

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Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Journal of Experimental Child Psychology, 87(2), 86–106.

Schultz, W. (1997). Dopamine neurons and their role in reward mechanisms. Current Opinion in Neurobiology, 7(2), 191–197. https://doi.org/10.1016/S0959-4388(97)80007-4

Speer, N. K., Reynolds, J. R., Swallow, K. M., & Zacks, J. M. (2009). Reading stories activates neural representations of visual and motor experiences. Psychological Science, 20(8), 989–999.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4

Kim, S. K., & Webb, S. (2022). The effects of spaced practice on second language learning: A meta-analysis. Language Learning, 72(1), 269–319. https://doi.org/10.1111/lang.12479

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Laine, E. J. (1987). The affective filter in foreign language learning and teaching: A validation study of filtering factors with a focus on the learner’s FL self-concept (Report No. 2). University of Jyväskylä, Department of English.

Lim, R. A. (2020). The unheard voices of students: Affective filter in focus. International Journal of Research and Innovation in Social Science, 4(9), 472–475.

Ohad, T., & Yeshurun, Y. (2023). Neural synchronization as a function of engagement with the narrative. NeuroImage, 278, 120215. https://doi.org/10.1016/j.neuroimage.2023.120215

Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development, 83(4), 1137–1144. https://doi.org/10.1111/j.1467-8624.2012.01781.x

Xue, G., Mei, L., Chen, C., Lu, Z. L., Poldrack, R., & Dong, Q. (2010). Facilitating memory for novel information by repeated exposure. Trends in Cognitive Sciences, 14(2), 80–88. https://doi.org/10.1016/j.tics.2009.12.007

Last modified: Friday, 9 January 2026, 10:33 PM