Feifei Han
Biographic Data
| ID | 3917352 |
|---|---|
| NAME | Feifei Han |
| GIVEN NAMES | Feifei |
| FAMILY NAME | Han |
| SIGNATURE | HAN F |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0001-8464-0854 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The work technology does not do
This editorial introduces Volume 42, Issue 2 of the Australasian Journal of Educational Technology and develops a theme that draws its eight papers together: as educational technologies become more capable, the human work surrounding their use becomes more visible and more consequential. Across studies of mathematics learning, collaborative learning design, medical education, programming education, language research, English language teaching, ma…
A study of factors influencing children’s science reading behavior under game interaction narratives
With the development of the times and the changes in the future demand for talent, cultivating scientific literacy has become the core goal of modern education. Popular science picture books have become a new hotspot in the publication of popular science children’s books, and interactive reading under the game brings a brand-new experience for readers. The study aims to provide theoretical support and practical reference for the design of picture…
Are we there yet? Identifying saturation points in generative AI research
Just over 3 years after the public release of ChatGPT, we revisit the initial research agenda that the then lead editors of AJET outlined in early 2023, and we explore how the five key research areas related to generative artificial intelligence (AI) they identified at the time have been addressed since: sensemaking, assessment integrity, assessment redesign, learning and teaching with AI, and ethics. Significant progress has been made across the…
Shifts in Chinese preschool educators’ attitude, practice, and language use in mealtime talk: A study grounded in a language education program
This study investigated the effects of a language education program by comparing 30 Chinese preschool educators’ : 1) attitudes towards mealtime talk; 2) meal practices; and 3) the experiential functions (material, mental, relational) of the mealtime talk before and after the program. The results demonstrated: 1) 50% of educators showed a positive change in attitude; 2) 30% of educators changed their meal practices from circulating meals to sitti…
Reflecting on 2025 and looking towards the next 40 years of Ajet
As the Australasian Journal of Educational Technology’s (AJET) 40th anniversary year draws to a close, we look back over the year to consider what we have learnt from our journey through the past 40 years of AJET articles. We also explore the bibliometric data for 2025 where we see that AJET has experienced the highest number of submissions in its 40-year history. Impact is an important goal for AJET and this year we have seen an increase in our …
Years of Ajet: The first 10 years
In this editorial, which continues the series celebrating the 40th anniversary of the Australasian Journal of Educational Technology (AJET), we explore AJET’s first 10 years from 1985 to 1994. We trace the origins and evolution of AJET, from its establishment by the Australian Society for Educational Technology (ASET) to its current open access format supported by the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)…
Riding waves of innovation and paradigm shifts: The past 20 years of Ajet
This is the fifth in a series of editorials that have reflected on and celebrated the past 40 years of the Australasian Journal of Educational Technology (AJET). In this editorial we look back on the most recent 20 years of AJET and identify some of the key themes in AJET articles during that period. Overall, eight key themes are identified: 1) AI and automation in learning, 2) Assessment and feedback, 3) Equity, inclusion and ethics, 4) Learning…
Building on the foundations: Revisiting Ajet’s second decade (1995–2004) and its enduring legacy
This editorial reflects on the Australasian Journal of Educational Technology’s (AJET) second decade (1995–2004), a foundational decade in which educational technology research in Australasia matured conceptually, methodologically, and internationally. We examine how AJET captured the transition from early multimedia innovations to the emergence of online and distance education, set against national reforms and global policy discourses emphasisin…
Preschool educators’ use of commanding language in China and Japan: A cross-cultural comparative study
The manner in which educators use commands, a form of language that serves to guide and regulate behaviour, constitutes an essential component of children’s learning experiences in relation to language and social interactions. This study investigated nine Chinese and nine Japanese educators’ use of commanding language in educator-child free play interactions. Totally, 4296 clauses generated by the educators were analysed, drawn on systemic functi…
The profiles of Chinese university students’ learning experience in flipped classrooms: Combining the self-reported and process data
Drawing on student approaches to learning research, this study combined both self-reported and process data to examine: (1) the extent of the alignment between the self-reported and process data of the profiles of 179 Chinese university students’ learning experience in the flipped classrooms and (2) the contributions of the self-reported and process data of students’ learning experience to their academic performance. Two groups of students with c…
Projected urban flood risk assessment under climate change and urbanization based on an optimized multi-scale geographically weighted regression
Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems
This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). T…
A step-by-step guide on how NOT to get published in a high impact educational technology journal
Many elements come together to make for a good, publishable manuscript in a high-impact educational technology journal. There are also some fatal errors and omissions that will doom a paper to be immediately declined. In this editorial, we focus on the latter. Checking the aims and scope of a journal is a simple step to ensure that the publication of an article is not delayed and time is not wasted. Unfortunately, it seems this step is neglected …
Ajet and the shifting dynamics of educational technology publishing in 2024
In this end of year reflection on AJET in 2024, the editorial team consider the achievements of the journal and the changing academic publishing environment in which it operates. We profile two publications that the AJET Lead Editors contributed to this year that address the shifting dynamics of educational technology publishing and what these mean for AJET. These include issues such as the increasing number of journals in the field, the costs as…
Don’t be abstract: Crafting an impactful abstract for educational technology research
The abstract is a key element of a research article that can enhance the utility, discoverability and impact of the work presented. However, the quality and consistency of abstracts can vary, and the state of abstracts in the educational technology field has received little attention to date. In this editorial, we examine the purpose, structure and future of the abstract in educational technology research to provide advice on how to write a good …
Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement
Assessing the quality of university student experiences in blended course designs: An ecological perspective
Adopting an ecological perspective on student learning in blended course designs, this study investigates the quality of 335 undergraduates’ experience in a first-year compulsory engineering course. Interrelations amongst cognitive, social, and material aspects of the student learning experience are examined. The cognitive elements include self-reports of approaches to, and perceptions of, learning; the social elements include self-report collabo…
Assessing university student collaboration in new ways
This study argues for the importance of using the different evidence to assess and evaluate a key graduate skill – collaboration. To do so, it investigates the experience of 356 first-year students in a blended course design and measures their collaborative patterns. Combining research methodologies from student approaches to learning and social network analysis, the results reveal evidence of different collaborative patterns across the populatio…
The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China
This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierar…
Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input
Evidence suggests that the quantity of linguistic input experienced by infants in early childhood centres relates to the quality of educator-infant interactions. However, little is known about the linguistic properties of mutually responsive educator-infant interactions. This study uses sequence analyses to identify patterns of educator-infant three-turn conversations, and examine whether these patterns are related to the quantity of educator wor…
Students' self‐report and observed learning orientations in blended university course design: How are they related to each other and to academic performance
This study examines the extent to which the learning orientations identified by student self‐reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first‐year engineering undergraduates, who were enrolled in a blended course. Using students' self‐report on a questionnaire about their approaches to learning and perceptions of the blended learning environme…
Challenges in assessing the nature of effective collaboration in blended university courses
The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis tec…
Combining self-reported and observational measures to assess university student academic performance in blended course designs
This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed sig…
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
Assessing the impact of a university teaching development programme
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme rep…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China
This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierar…
Assessing the impact of a university teaching development programme
Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme rep…
Relations between students' approaches to learning, experienced emotions and outcomes of learning
Quantitative analyses conducted on the self-reports of first year university students suggest that there is a relationship between the ways they emotionally experience their course and the approach they take to the learning of that course. Students who more strongly experience positive emotions, such as hope and pride, and more weakly experience negative emotions (such as anger, boredom, anxiety and shame), are likely to be adopting more of a dee…
Personalised learning networks in the university blended learning context
In researching student learning experience in Higher Education, a dearth of studies has investigated cognitive, social, and material dimensions simultaneously with the same population. From an ecological perspective of learning, this study examined the interrelatedness amongst key elements in these dimensions of 365 undergraduates’ personalised learning networks. Data were collected from questionnaires, learning analytics, and course marks to mea…
Quality of educator-infant conversational interactions among infants experiencing varying quantity of linguistic input
Evidence suggests that the quantity of linguistic input experienced by infants in early childhood centres relates to the quality of educator-infant interactions. However, little is known about the linguistic properties of mutually responsive educator-infant interactions. This study uses sequence analyses to identify patterns of educator-infant three-turn conversations, and examine whether these patterns are related to the quantity of educator wor…
Students' self‐report and observed learning orientations in blended university course design: How are they related to each other and to academic performance
This study examines the extent to which the learning orientations identified by student self‐reports and the observation of their online learning events were related to each other and to their academic performance. The participants were 322 first‐year engineering undergraduates, who were enrolled in a blended course. Using students' self‐report on a questionnaire about their approaches to learning and perceptions of the blended learning environme…
Challenges in assessing the nature of effective collaboration in blended university courses
The ability to collaborate effectively face-to-face and online represents a critical skill for university graduates. However, there are still challenges regarding how to accurately assess this skill through traditional student learning measures. To better understand the nature of effective collaboration of university students in blended courses, the current study drew on the student approaches to learning framework and social network analysis tec…
Combining self-reported and observational measures to assess university student academic performance in blended course designs
This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed sig…
Assessing the quality of university student experiences in blended course designs: An ecological perspective
Adopting an ecological perspective on student learning in blended course designs, this study investigates the quality of 335 undergraduates’ experience in a first-year compulsory engineering course. Interrelations amongst cognitive, social, and material aspects of the student learning experience are examined. The cognitive elements include self-reports of approaches to, and perceptions of, learning; the social elements include self-report collabo…
Assessing university student collaboration in new ways
This study argues for the importance of using the different evidence to assess and evaluate a key graduate skill – collaboration. To do so, it investigates the experience of 356 first-year students in a blended course design and measures their collaborative patterns. Combining research methodologies from student approaches to learning and social network analysis, the results reveal evidence of different collaborative patterns across the populatio…
The Relations Between Motivation, Strategy Use, Frequency, and Proficiency in Foreign Language Reading: An Investigation With University English Language Learners in China
This study explores the structure of motivation in foreign language (FL) reading among 186 university English language learners (ELLs) in China, and investigated the relations between motivation, strategy use, frequency, and proficiency in FL reading. The data were collected from three questionnaires and the reading section of a mock College English Test (Band 4). The data were analyzed using exploratory factor analysis (EFA), correlation, hierar…
Patterns of students' collaborations by variations in their learning orientations in blended course designs: How is it associated with academic achievement
Preschool educators’ use of commanding language in China and Japan: A cross-cultural comparative study
The manner in which educators use commands, a form of language that serves to guide and regulate behaviour, constitutes an essential component of children’s learning experiences in relation to language and social interactions. This study investigated nine Chinese and nine Japanese educators’ use of commanding language in educator-child free play interactions. Totally, 4296 clauses generated by the educators were analysed, drawn on systemic functi…
The profiles of Chinese university students’ learning experience in flipped classrooms: Combining the self-reported and process data
Drawing on student approaches to learning research, this study combined both self-reported and process data to examine: (1) the extent of the alignment between the self-reported and process data of the profiles of 179 Chinese university students’ learning experience in the flipped classrooms and (2) the contributions of the self-reported and process data of students’ learning experience to their academic performance. Two groups of students with c…
Projected urban flood risk assessment under climate change and urbanization based on an optimized multi-scale geographically weighted regression
Factors affecting Chinese undergraduate medical students’ behavioural intention and actual use of intelligent tutoring systems
This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). T…
A step-by-step guide on how NOT to get published in a high impact educational technology journal
Many elements come together to make for a good, publishable manuscript in a high-impact educational technology journal. There are also some fatal errors and omissions that will doom a paper to be immediately declined. In this editorial, we focus on the latter. Checking the aims and scope of a journal is a simple step to ensure that the publication of an article is not delayed and time is not wasted. Unfortunately, it seems this step is neglected …
Ajet and the shifting dynamics of educational technology publishing in 2024
In this end of year reflection on AJET in 2024, the editorial team consider the achievements of the journal and the changing academic publishing environment in which it operates. We profile two publications that the AJET Lead Editors contributed to this year that address the shifting dynamics of educational technology publishing and what these mean for AJET. These include issues such as the increasing number of journals in the field, the costs as…
Don’t be abstract: Crafting an impactful abstract for educational technology research
The abstract is a key element of a research article that can enhance the utility, discoverability and impact of the work presented. However, the quality and consistency of abstracts can vary, and the state of abstracts in the educational technology field has received little attention to date. In this editorial, we examine the purpose, structure and future of the abstract in educational technology research to provide advice on how to write a good …
Shifts in Chinese preschool educators’ attitude, practice, and language use in mealtime talk: A study grounded in a language education program
This study investigated the effects of a language education program by comparing 30 Chinese preschool educators’ : 1) attitudes towards mealtime talk; 2) meal practices; and 3) the experiential functions (material, mental, relational) of the mealtime talk before and after the program. The results demonstrated: 1) 50% of educators showed a positive change in attitude; 2) 30% of educators changed their meal practices from circulating meals to sitti…
Reflecting on 2025 and looking towards the next 40 years of Ajet
As the Australasian Journal of Educational Technology’s (AJET) 40th anniversary year draws to a close, we look back over the year to consider what we have learnt from our journey through the past 40 years of AJET articles. We also explore the bibliometric data for 2025 where we see that AJET has experienced the highest number of submissions in its 40-year history. Impact is an important goal for AJET and this year we have seen an increase in our …
Years of Ajet: The first 10 years
In this editorial, which continues the series celebrating the 40th anniversary of the Australasian Journal of Educational Technology (AJET), we explore AJET’s first 10 years from 1985 to 1994. We trace the origins and evolution of AJET, from its establishment by the Australian Society for Educational Technology (ASET) to its current open access format supported by the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE)…
Riding waves of innovation and paradigm shifts: The past 20 years of Ajet
This is the fifth in a series of editorials that have reflected on and celebrated the past 40 years of the Australasian Journal of Educational Technology (AJET). In this editorial we look back on the most recent 20 years of AJET and identify some of the key themes in AJET articles during that period. Overall, eight key themes are identified: 1) AI and automation in learning, 2) Assessment and feedback, 3) Equity, inclusion and ethics, 4) Learning…
Building on the foundations: Revisiting Ajet’s second decade (1995–2004) and its enduring legacy
This editorial reflects on the Australasian Journal of Educational Technology’s (AJET) second decade (1995–2004), a foundational decade in which educational technology research in Australasia matured conceptually, methodologically, and internationally. We examine how AJET captured the transition from early multimedia innovations to the emergence of online and distance education, set against national reforms and global policy discourses emphasisin…
The work technology does not do
This editorial introduces Volume 42, Issue 2 of the Australasian Journal of Educational Technology and develops a theme that draws its eight papers together: as educational technologies become more capable, the human work surrounding their use becomes more visible and more consequential. Across studies of mathematics learning, collaborative learning design, medical education, programming education, language research, English language teaching, ma…
A study of factors influencing children’s science reading behavior under game interaction narratives
With the development of the times and the changes in the future demand for talent, cultivating scientific literacy has become the core goal of modern education. Popular science picture books have become a new hotspot in the publication of popular science children’s books, and interactive reading under the game brings a brand-new experience for readers. The study aims to provide theoretical support and practical reference for the design of picture…
Psychology (20 works) · Mathematics education (16 works) · Educational technology (14 works) · Computer Science (13 works) · Online and Blended Learning (10 works) · Online Learning and Analytics (9 works) · Pedagogy (8 works) · Blended Learning (6 works) · Developmental psychology (6 works) · Teaching method (6 works)