Ai-Chu Elisha Ding
Biographic Data
| ID | 1322084 |
|---|---|
| NAME | Ai-Chu Elisha Ding |
| GIVEN NAMES | Ai-Chu Elisha |
| FAMILY NAME | Ding |
| SIGNATURE | DING A E |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0001-6783-1181 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Designing Translingual and Transmodal Scaffolding and VR Pair Programming for Supporting Multilingual Learners’ Participation in Scientific Sensemaking
This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical and chemical changes as part of the fifth-grade science curriculum. The research involves a fifth-grade science teacher…
Let’s make a game! A case of co-designing with teachers from a research-practice partnership to integrate a virtual reality-enhanced digital game-based learning science unit
This case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective gam…
Investigating Teachers’ Use of an AI-Enabled System and Their Perceptions of AI Integration in Science Classrooms
Recent research indicates the significant potential of artificial intelligence (AI) in enhancing teachers’ instructional practices in areas such as lesson planning, personalized teacher intervention and feedback, and performance assessment. To fully realize the potential of AI in teaching, it is crucial to understand how teachers innovatively apply and critically evaluate AI applications in their teaching practices. However, there is a research g…
Supporting multilingual learners’ science learning from the multimodal perspective
Multilingual learners (MLs) often struggle with science conceptual learning partly due to the abstractness of the concepts and the complexity of scientific texts. This study presents a case of a Virtual Reality (VR) enhanced science learning unit to support middle-school students’ science conceptual learning. Using a transformative mixed methods design, this study examines ML’s science learning and participation in VR educational programing from …
Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning
Serious game-based learning and learning by making games
How Do Prompts Shape Preservice Teachers' Reflections? A Case Study in an Online Technology Integration Class
To investigate how prompts shape preservice teachers' reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rat…
Is Digital Inequality a Part of Preservice Teachers' Reasoning About Technology Integration Decisions
Teachers' ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers' knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technolog…
How Do Prompts Shape Preservice Teachers' Reflections? A Case Study in an Online Technology Integration Class
To investigate how prompts shape preservice teachers' reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rat…
Is Digital Inequality a Part of Preservice Teachers' Reasoning About Technology Integration Decisions
Teachers' ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers' knowledge use and their considerations about teaching practices related to digital inequality while reasoning about technolog…
How Do Prompts Shape Preservice Teachers' Reflections? A Case Study in an Online Technology Integration Class
To investigate how prompts shape preservice teachers' reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rat…
Investigating Teachers’ Use of an AI-Enabled System and Their Perceptions of AI Integration in Science Classrooms
Recent research indicates the significant potential of artificial intelligence (AI) in enhancing teachers’ instructional practices in areas such as lesson planning, personalized teacher intervention and feedback, and performance assessment. To fully realize the potential of AI in teaching, it is crucial to understand how teachers innovatively apply and critically evaluate AI applications in their teaching practices. However, there is a research g…
Supporting multilingual learners’ science learning from the multimodal perspective
Multilingual learners (MLs) often struggle with science conceptual learning partly due to the abstractness of the concepts and the complexity of scientific texts. This study presents a case of a Virtual Reality (VR) enhanced science learning unit to support middle-school students’ science conceptual learning. Using a transformative mixed methods design, this study examines ML’s science learning and participation in VR educational programing from …
Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning
Serious game-based learning and learning by making games
Designing Translingual and Transmodal Scaffolding and VR Pair Programming for Supporting Multilingual Learners’ Participation in Scientific Sensemaking
This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical and chemical changes as part of the fifth-grade science curriculum. The research involves a fifth-grade science teacher…
Let’s make a game! A case of co-designing with teachers from a research-practice partnership to integrate a virtual reality-enhanced digital game-based learning science unit
This case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective gam…
Computer Science (7 works) · Mathematics education (7 works) · Psychology (7 works) · Innovative Teaching and Learning Methods (5 works) · Science learning (5 works) · Educational Games and Gamification (4 works) · Educational technology (4 works) · Multimedia (4 works) · Science education (4 works) · Online Learning and Analytics (3 works)