Shihui Feng
Dados Biográficos
| ID | 3700388 |
|---|---|
| NOME | Shihui Feng |
| PRENOMES | Shihui |
| SOBRENOME | Feng |
| ASSINATURA | FENG S |
| AFILIAÇÕES | University of Hong Kong |
| ORCID | 0000-0002-5572-276X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Relationships of students’ epistemological beliefs with social interactions and epistemic actions in collaborative inquiry learning
Students’ epistemological beliefs (EBs) about how knowledge develops play a pivotal role in their engagement in knowledge co-construction within collaborative learning environments. Previous studies have not systematically examined the relationships of students’ EBs with social interactions and epistemic actions from a temporal dynamic perspective, where social interaction refers to how students engage with others, and epistemic actions encompass…
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
Group interaction patterns in generative AI ‐supported collaborative problem solving
Collaborative problem solving (CPS) is an important skill enabling students to co‐construct knowledge and tackle complex problems through group interactions. While the importance of group interactions in CPS is well recognized, it is unclear how the emergence of generative artificial intelligence (GAI), with advanced cognitive support, may alter group dynamics in CPS. This study bridges this gap by examining group interactions in GAI‐supported CP…
Toward conceptual clarity for digital cultural and social capital in student learning
This systematic review examined the association between students’ digital cultural and social capital and their learning outcomes, focusing on the characteristics, related factors, and impact of their digital cultural and social capital. Through a literature search process using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 21 studies were identified for inclusion in the review. We found that digital cultural and social …
Is metaverse a buzzword in education? Insights from a systematic review
Homophily and its effects on collaborations and repeated collaborations
This study examines the influence of homophily on research collaborations across all scientific fields, noting the role of ascribed, acquired, geographical, current career, and educational and career history attributes. Our analysis builds on previous studies by adopting a comparative approach across scientific fields and examining the effect of homophily on repeated collaborations. Our findings reveal physical proximity as a universal driver of …
Exploring the relationships between social presence and teaching presence in online video‐based learning
Learning theories for artificial intelligence promoting learning processes
This paper discusses a three‐level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. Th…
Information dissemination during public health emergencies
A large-scale exchange of information between media across national borders is frequently observed when a worldwide public health emergency occurs. This study investigated the global news citation network in the early stage of the COVID-19 pandemic by analysing the network structure at different levels to identify important nodes and the relationships among news organisations. The results show that COVID-19-related international news flow had a c…
Homophily in higher education research
Risk Communication in the Alert Phase of the Covid-19 Pandemic
This study examined the global media citation network of COVID-19-related news at two stages of the pandemic alert phase, i.e., the national level alert stage and the global level alert stage. The findings reveal that the small-world pattern and scale-free property of media citation networks contributed to the rapid spread of COVID-19-related news around the world. Within the networks, a small number of media outlets from a few countries formed t…
Harnessing informal education for community resilience
Purpose Disaster education is considered as a newly emerging area of research and practice, which promotes community-based educational approaches for building resilience. Given the atypical nature of these disturbances, people and communities need to develop the knowledge required to anticipate and understand what they could have to contend with and proactively develop strategies that can minimize their risk and afford ways to cope with and adapt…
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Harnessing informal education for community resilience
Purpose Disaster education is considered as a newly emerging area of research and practice, which promotes community-based educational approaches for building resilience. Given the atypical nature of these disturbances, people and communities need to develop the knowledge required to anticipate and understand what they could have to contend with and proactively develop strategies that can minimize their risk and afford ways to cope with and adapt…
Homophily in higher education research
Risk Communication in the Alert Phase of the Covid-19 Pandemic
This study examined the global media citation network of COVID-19-related news at two stages of the pandemic alert phase, i.e., the national level alert stage and the global level alert stage. The findings reveal that the small-world pattern and scale-free property of media citation networks contributed to the rapid spread of COVID-19-related news around the world. Within the networks, a small number of media outlets from a few countries formed t…
Exploring the relationships between social presence and teaching presence in online video‐based learning
Learning theories for artificial intelligence promoting learning processes
This paper discusses a three‐level model that synthesizes and unifies existing learning theories to model the roles of artificial intelligence (AI) in promoting learning processes. The model, drawn from developmental psychology, computational biology, instructional design, cognitive science, complexity and sociocultural theory, includes a causal learning mechanism that explains how learning occurs and works across micro, meso and macro levels. Th…
Information dissemination during public health emergencies
A large-scale exchange of information between media across national borders is frequently observed when a worldwide public health emergency occurs. This study investigated the global news citation network in the early stage of the COVID-19 pandemic by analysing the network structure at different levels to identify important nodes and the relationships among news organisations. The results show that COVID-19-related international news flow had a c…
Toward conceptual clarity for digital cultural and social capital in student learning
This systematic review examined the association between students’ digital cultural and social capital and their learning outcomes, focusing on the characteristics, related factors, and impact of their digital cultural and social capital. Through a literature search process using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, 21 studies were identified for inclusion in the review. We found that digital cultural and social …
Is metaverse a buzzword in education? Insights from a systematic review
Homophily and its effects on collaborations and repeated collaborations
This study examines the influence of homophily on research collaborations across all scientific fields, noting the role of ascribed, acquired, geographical, current career, and educational and career history attributes. Our analysis builds on previous studies by adopting a comparative approach across scientific fields and examining the effect of homophily on repeated collaborations. Our findings reveal physical proximity as a universal driver of …
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
Group interaction patterns in generative AI ‐supported collaborative problem solving
Collaborative problem solving (CPS) is an important skill enabling students to co‐construct knowledge and tackle complex problems through group interactions. While the importance of group interactions in CPS is well recognized, it is unclear how the emergence of generative artificial intelligence (GAI), with advanced cognitive support, may alter group dynamics in CPS. This study bridges this gap by examining group interactions in GAI‐supported CP…
Relationships of students’ epistemological beliefs with social interactions and epistemic actions in collaborative inquiry learning
Students’ epistemological beliefs (EBs) about how knowledge develops play a pivotal role in their engagement in knowledge co-construction within collaborative learning environments. Previous studies have not systematically examined the relationships of students’ EBs with social interactions and epistemic actions from a temporal dynamic perspective, where social interaction refers to how students engage with others, and epistemic actions encompass…
Computer Science (8 obras) · Psychology (7 obras) · Political science (5 obras) · Sociology (5 obras) · Social science (4 obras) · Artificial Intelligence (3 obras) · Artificial Intelligence (3 obras) · Innovative Teaching and Learning Methods (3 obras) · Mathematics education (3 obras) · Business (2 obras)