Kui Xie
Biographic Data
| ID | 3845169 |
|---|---|
| NAME | Kui Xie |
| GIVEN NAMES | Kui |
| FAMILY NAME | Xie |
| SIGNATURE | XIE K |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-7173-4859 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Who wrote this? College students’ perceptions and evaluations of human and AI-facilitated feedback
As artificial intelligence (AI) becomes increasingly integrated into instructor feedback in higher education, it is important to understand how student perceive and evaluate it. This qualitative study examined how 140 undergraduates interpreted the source of feedback – human or AI. While most students accurately identified human feedback, many perceived AI-facilitated feedback as human-authored. Students based their judgments on cues such as pers…
Examining Event- and Person-Level Factors of Situational Engagement With Latent State-Trait Modeling
Learning engagement is situational and context-dependent. Reconceptualizing situational engagement as consisting of both “trait” and “state” aspects can be theoretically and practically informative. The purpose of this study was to examine undergraduate students’ situational engagement as they learn in out-of-classroom contexts, including how much variance in behavioral, cognitive, and affective engagement is at the trait- versus state-levels. An…
A community of inquiry perspective on human–AI co-facilitation within micro-blended learning
Predictive and interactive roles of motivation and situational learning activities on emotional and cognitive engagement
BACKGROUND: Emotions and cognitions are important factors of learning engagement. While extensive research focuses on in-class activity, there is a gap in understanding engagement in out-of-class study contexts, particularly the interplay between motivation and situational engagement. AIMS: This study aimed to examine the relationship between students' motivation, situational engagement (emotions and learning strategies) and the context of out-of…
Digital distractions in education: A systematic review of research on causes, consequences and prevention strategies
Digital distraction in education describes the interruption of learner’s concentration during academic tasks. With the increase in digital learning, there is a need for a review to synthesize research on digital distraction. This systematic review examined 26 articles using the DISCAR process (design, inclusion/exclusion, searching and screening, coding, analyzing/synthesizing, reporting) and was guided by the Technology-Personal-Environment (TPE…
Understanding interpersonal interaction characteristics in a blended synchronous classroom: A multimodal discourse analytic perspective
One measure of the effectiveness of a blended synchronous classroom (BSC) is the quality of interpersonal interactions. However, qualifying the complex dynamics requires more than frequency analyses of verbal behaviours. This study used a multimodal discourse analysis framework to describe the dynamic coordination of interpersonal interactions in a BSC. The results showed that task ownership types affect the conversion between different interpers…
The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review
COVID-19 required educators and students to rapidly move to online learning. Simultaneously, while navigating the pandemic in lockdown, citizens were exposed to the brutal murder of George Floyd. The increased exposure to online activity and discrimination generated a hyperawareness of the potential link between the two. Our interest was to examine that linkage as we considered the prevalence and escalation of online racial discrimination (ORD) a…
Experience sampling methodology and technology: An approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge
Developing and Testing a Design-Based Learning Approach to Enhance Elementary Students’ Self-Perceived Computational Thinking
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based le…
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
This study examined changes in teachers’ perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior b…
Examining knowledge construction in three social interactive learning environments: A comparison of knowledge networks, social networks, and social knowledge networks
Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by intr…
Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self‐regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self‐determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between stu…
Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning
This study examined the robustness and efficiency of four large language models (LLMs), GPT-4, GPT-3.5, iFLYTEK and Baidu Cloud, in assessing the writing accuracy of the Chinese language. Writing samples were collected from students in an online high school Chinese language learning program in the US. The official APIs of the LLMs were utilized to conduct analyses at both the T-unit and sentence levels. Performance metrics were employed to evalua…
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical separation of instructors and students that resulted due to the pandemic. Among the fourteen articles p…
Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology integration according to Bloom’s taxonomy. By surveying 724 middle and high school teachers, and usi…
Cognitive engagement with technology scale: A validation study
Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools
This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers fro…
Examining high-school students' motivation change through a person-centered approach
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation
Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal fact…
Why college students procrastinate in online courses: A self-regulated learning perspective
Projecting learner engagement in remote contexts using empathic design
Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Understanding teacher technology integration from expectancy-value perspectives
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Building teacher competency for digital content evaluation
Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning
This study examined the robustness and efficiency of four large language models (LLMs), GPT-4, GPT-3.5, iFLYTEK and Baidu Cloud, in assessing the writing accuracy of the Chinese language. Writing samples were collected from students in an online high school Chinese language learning program in the US. The official APIs of the LLMs were utilized to conduct analyses at both the T-unit and sentence levels. Performance metrics were employed to evalua…
Categorizing teachers’ gestures in classroom teaching: From the perspective of multiple representations
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations.…
Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires
Questionnaire instruments are frequently administered in digital formats, largely web-based, without much systematic investigation of possible effects from these administration methods. Furthermore, little attention has been given to the contextual lack of control for extraneous factors that may influence user responses. In this study, 263 university students were randomly assigned to one of two administration formats, web-based (WBA) or paper-ba…
Building teacher competency for digital content evaluation
The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration
The role of self-regulated learning in students' success in flipped undergraduate math courses
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals
The influence of a web-based learning environment on low achievers’ science argumentation
Investing Time in Technology: Teachers’ Value Beliefs and Time Cost Profiles for Classroom Technology Integration
Background Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these groups of teachers use technology in the classroom. This understanding would help inform inte…
Categorizing teachers’ gestures in classroom teaching: From the perspective of multiple representations
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations.…
Understanding teacher technology integration from expectancy-value perspectives
Why college students procrastinate in online courses: A self-regulated learning perspective
Projecting learner engagement in remote contexts using empathic design
Cognitive tasks in the core content areas: Factors that influence students' technology use in high‐school classrooms
Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpose of this study was to examine the ways in which classroom content area and student goal orientation…
Engaging learners in the emergency transition to online learning during the Covid-19 pandemic
Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the COVID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical separation of instructors and students that resulted due to the pandemic. Among the fourteen articles p…
Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs
One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology integration according to Bloom’s taxonomy. By surveying 724 middle and high school teachers, and usi…
Cognitive engagement with technology scale: A validation study
Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools
This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers fro…
Examining high-school students' motivation change through a person-centered approach
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation
Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal fact…
Developing and Testing a Design-Based Learning Approach to Enhance Elementary Students’ Self-Perceived Computational Thinking
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching and assessing CT should not only focus on computer programming. In this project, a new design-based le…
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
This study examined changes in teachers’ perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United States. The results of variable-centered approaches showed some significant changes in external barriers and teacher behavior b…
Examining knowledge construction in three social interactive learning environments: A comparison of knowledge networks, social networks, and social knowledge networks
Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Considering the connectedness of knowledge and people, this study moves the conversation forward by intr…
Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
The anthropomorphic characteristics of artificial intelligence (AI) can provide a positive environment for self‐regulated learning (SRL). The factors affecting adolescents' SRL through AI technologies remain unclear. Limited AI and disciplinary knowledge may affect the students' motivations, as explained by self‐determination theory (SDT). In this study, we examine the mediating effects of needs satisfaction in SDT on the relationship between stu…
Exploring the Role of Artificial Intelligence in Facilitating Assessment of Writing Performance in Second Language Learning
This study examined the robustness and efficiency of four large language models (LLMs), GPT-4, GPT-3.5, iFLYTEK and Baidu Cloud, in assessing the writing accuracy of the Chinese language. Writing samples were collected from students in an online high school Chinese language learning program in the US. The official APIs of the LLMs were utilized to conduct analyses at both the T-unit and sentence levels. Performance metrics were employed to evalua…
Psychology (29 works) · Mathematics education (23 works) · Computer Science (21 works) · Innovative Teaching and Learning Methods (13 works) · Social Psychology (13 works) · Online and Blended Learning (12 works) · Pedagogy (10 works) · Educational technology (8 works) · Artificial Intelligence (6 works) · Cognition (6 works)