Haozhe Jiang
Biographic Data
| ID | 3916707 |
|---|---|
| NAME | Haozhe Jiang |
| GIVEN NAMES | Haozhe |
| FAMILY NAME | Jiang |
| SIGNATURE | JIANG H |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0000-0002-7870-0993 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The AI-powered co-inquirer
To address the growing interest in, yet limited understanding of, ChatGPT-supported inquiry-based learning in STEAM education, this study systematically reviewed 24 empirical articles to identify current research trends, examine ChatGPT’s roles across the five inquiry phases, and analyze its advantages and challenges. The reviewed studies showed an uneven disciplinary distribution, with science receiving the most attention, whereas technology, th…
From individual to collective agency
While prior research has acknowledged the importance of learner agency in technology-enhanced learning, most studies have focused on short-term, observable behaviors and individual-level accounts, with limited attention to the longitudinal, internal, and socially situated dimensions of agency development. Research has also paid limited attention to agency development among rural learners, whose experiences are shaped by distinct sociocultural and…
Improving the quality of AI-supported K–12 teaching
Artificial Intelligence (AI)-supported teaching is gaining popularity in K–12 schools. However, there have been few empirical investigations on how to improve its quality. To address this gap, this study examined two antecedents of K–12 teachers’ self-reported instructional quality, namely AI-technological pedagogical and content knowledge (AI-TPACK) and self-efficacy in using AI to empower learners (SEEL). Specifically, SEEL is conceptualized in…
Cognitive and emotional appraisal linking learner–AI interaction to learning productivity in STEM education
Generative Artificial Intelligence‐Assisted STEM Education
As generative artificial intelligence (GenAI) gains popularity, there is still a significant gap in understanding its potential to enhance STEM education. To address this gap, we conducted a systematic review of 55 studies through the lens of the five‐dimensional technology‐based learning framework (devices, domains, methods, participants and research issues). Following PRISMA guidelines, we extracted and coded each paper's GenAI tool, subject ar…
A Systematic Review of Teacher Prerequisites for Integrating Technology‐Supported Formative Assessment in K–12 STEM Education
As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K–12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology‐supported formative assessment in STEM classrooms. This study co…
The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills
Cultivating students' computational thinking (CT) has become an educational priority, with the implementation of effective instructional programs identified as a key means of fostering these skills. However, traditional mathematics teaching in many contexts often relies on lecture-based approaches that emphasize procedural skills over problem-solving, which may limit students' engagement and CT development. This study designed a CT-integrated mat…
Investigating How Teacher Educators Perceive and Manage Their Diverse Conceptions of Teaching
Many previous studies have indicated that teachers often hold a blend of conceptions of teaching, combining both teacher‐oriented and student‐oriented perspectives. This research extends the existing literature by investigating whether these mixed conceptions lead to dissonant combinations, and by examining how teachers perceive and manage these diverse teaching perspectives. Semi‐structured interviews were conducted with a group of Chinese teach…
Exploring the role of social media in mathematics learning
This study underscores the transformative potential of social media as a valuable tool for mathematics education. By effectively integrating MLSM into instructional practices, educators can foster students' interest, enhance their self-regulation skills, and indirectly build their self-efficacy in mathematics. The findings provide actionable insights for designing innovative educational strategies and policies that leverage social media to create…
Empowering STEM teachers’ professional learning through GenAI
Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program
Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative ca…
Exploring the effects of AI literacy in teacher learning
As most practitioners (including teachers) do not know how AI functions and cannot make full use of AI in education, there is an urgent need to investigate teachers’ intentions to learn AI and related determinants so as to promote their AI learning. This study collected survey data from a total of 318 K-12 teachers from sixteen provinces or municipalities in China. A two-step structural equation modeling approach was performed to analyze the data…
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis
Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill‐defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed…
How do mathematics interest and self-efficacy influence coding interest and self-efficacy? A structural equation modeling analysis
Technology-Enabled E-Learning Platforms in Chinese Higher Education During the Pandemic Age of Covid-19
The problem motivating this study is the fact that almost 19.70 million university students in China have been required to engage in e-learning under the government's initiative of "Classes are Suspended, yet Learning is still Ongoing" during the COVID-19 epidemic, coupled with varied responses, uneven adoption of e-learning platforms and varying degrees of satisfaction toward them. Using the online database adoption and satisfaction (ODAS) model…
How do mathematics interest and self-efficacy influence coding interest and self-efficacy? A structural equation modeling analysis
Technology-Enabled E-Learning Platforms in Chinese Higher Education During the Pandemic Age of Covid-19
The problem motivating this study is the fact that almost 19.70 million university students in China have been required to engage in e-learning under the government's initiative of "Classes are Suspended, yet Learning is still Ongoing" during the COVID-19 epidemic, coupled with varied responses, uneven adoption of e-learning platforms and varying degrees of satisfaction toward them. Using the online database adoption and satisfaction (ODAS) model…
Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program
Despite the widespread advocacy for the integration of arts and humanities (A&H) into science, technology, engineering, and mathematics (STEM) education on an international scale, teachers face numerous obstacles in practically integrating A&H into STEM teaching (IAT). To tackle the challenges, a comprehensive five-stage framework for teacher professional development programs focussed on IAT has been developed. Through the use of a qualitative ca…
Exploring the effects of AI literacy in teacher learning
As most practitioners (including teachers) do not know how AI functions and cannot make full use of AI in education, there is an urgent need to investigate teachers’ intentions to learn AI and related determinants so as to promote their AI learning. This study collected survey data from a total of 318 K-12 teachers from sixteen provinces or municipalities in China. A two-step structural equation modeling approach was performed to analyze the data…
How do thinking styles and STEM attitudes have effects on computational thinking? A structural equation modeling analysis
Computational thinking (CT) is vital for success in numerous domains. However, the nature, definition, and scope of CT are ill‐defined, and research on how best to develop CT is very limited. This study focused on how thinking styles and STEM attitudes have effects on computational thinking. Using a proportionate stratified random sampling procedure, 1195 students from two universities were surveyed. A structural equation modeling analysis showed…
Investigating How Teacher Educators Perceive and Manage Their Diverse Conceptions of Teaching
Many previous studies have indicated that teachers often hold a blend of conceptions of teaching, combining both teacher‐oriented and student‐oriented perspectives. This research extends the existing literature by investigating whether these mixed conceptions lead to dissonant combinations, and by examining how teachers perceive and manage these diverse teaching perspectives. Semi‐structured interviews were conducted with a group of Chinese teach…
Exploring the role of social media in mathematics learning
This study underscores the transformative potential of social media as a valuable tool for mathematics education. By effectively integrating MLSM into instructional practices, educators can foster students' interest, enhance their self-regulation skills, and indirectly build their self-efficacy in mathematics. The findings provide actionable insights for designing innovative educational strategies and policies that leverage social media to create…
Empowering STEM teachers’ professional learning through GenAI
The AI-powered co-inquirer
To address the growing interest in, yet limited understanding of, ChatGPT-supported inquiry-based learning in STEAM education, this study systematically reviewed 24 empirical articles to identify current research trends, examine ChatGPT’s roles across the five inquiry phases, and analyze its advantages and challenges. The reviewed studies showed an uneven disciplinary distribution, with science receiving the most attention, whereas technology, th…
From individual to collective agency
While prior research has acknowledged the importance of learner agency in technology-enhanced learning, most studies have focused on short-term, observable behaviors and individual-level accounts, with limited attention to the longitudinal, internal, and socially situated dimensions of agency development. Research has also paid limited attention to agency development among rural learners, whose experiences are shaped by distinct sociocultural and…
Improving the quality of AI-supported K–12 teaching
Artificial Intelligence (AI)-supported teaching is gaining popularity in K–12 schools. However, there have been few empirical investigations on how to improve its quality. To address this gap, this study examined two antecedents of K–12 teachers’ self-reported instructional quality, namely AI-technological pedagogical and content knowledge (AI-TPACK) and self-efficacy in using AI to empower learners (SEEL). Specifically, SEEL is conceptualized in…
Cognitive and emotional appraisal linking learner–AI interaction to learning productivity in STEM education
Generative Artificial Intelligence‐Assisted STEM Education
As generative artificial intelligence (GenAI) gains popularity, there is still a significant gap in understanding its potential to enhance STEM education. To address this gap, we conducted a systematic review of 55 studies through the lens of the five‐dimensional technology‐based learning framework (devices, domains, methods, participants and research issues). Following PRISMA guidelines, we extracted and coded each paper's GenAI tool, subject ar…
A Systematic Review of Teacher Prerequisites for Integrating Technology‐Supported Formative Assessment in K–12 STEM Education
As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K–12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology‐supported formative assessment in STEM classrooms. This study co…
The impact of CT-integrated mathematics instruction on secondary school students' computational thinking skills
Cultivating students' computational thinking (CT) has become an educational priority, with the implementation of effective instructional programs identified as a key means of fostering these skills. However, traditional mathematics teaching in many contexts often relies on lecture-based approaches that emphasize procedural skills over problem-solving, which may limit students' engagement and CT development. This study designed a CT-integrated mat…
Psychology (7 works) · Mathematics education (6 works) · Gender and Technology in Education (5 works) · Online Learning and Analytics (5 works) · Structural equation modeling (5 works) · Teaching and Learning Programming (5 works) · Mathematics (4 works) · Sociology (4 works) · Cognition (3 works) · Educational Games and Gamification (3 works)