Yuqin Yang
Biographic Data
| ID | 4012337 |
|---|---|
| NAME | Yuqin Yang |
| GIVEN NAMES | Yuqin |
| FAMILY NAME | Yang |
| SIGNATURE | YANG Y |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0001-7125-3716 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning
Fostering preservice teachers’ design thinking by integrating generative AI and analytics-supported reflective assessment in a collaborative inquiry environment
When sadists become internet trolls: The mechanism of aggressive humor and self-concept clarity
Prior research has confirmed that the Dark Tetrad's sadism trait is a contributing factor to Internet trolling. However, little is yet known about how and under what circumstances sadism has an effect. From the perspective of expression styles and individual differences of trolls, the purpose of this study is to explore the potential mediating role of aggressive humor in the link between sadism and Internet trolling, as well as the moderating rol…
Navigating the landscape of AI literacy education: Insights from a decade of research (2014–2024)
As artificial intelligence (AI) becomes increasingly integrated into various fields, the need to enhance learners’ AI literacy is more urgent than ever. Despite its growing importance, a comprehensive review of AI literacy education research has been lacking. This study addresses that gap by mapping the current landscape, tracing its evolution, and identifying key themes through a bibliometric analysis of research from 2014 to 2024, utilizing Cit…
Importance of epistemic emotions and collaborative interactions in collective knowledge building: Evidence from high- and low-performance groups
This study examined variations in the discourse characteristics, dynamics and developmental patterns of epistemic emotions and collaborative interactions displayed by high- and low-performance groups. We analyzed 1,469 Knowledge Forum notes from three high-performance and four low-performance groups, we found that different performance groups exhibited significantly different discourse characteristics. The high-performance group demonstrated sign…
Exploring the influential factors and key dimensions of AI information literacy among high school students: A social-ecological perspective
The rapid advancements in artificial intelligence (AI), particularly generative AI, have elicited both excitement and apprehension among educators. To effectively navigate the unprecedented opportunities and challenges presented by the increasing penetration of AI in various domains, it is crucial for schools to cultivate students’ artificial intelligence literacy (AIL). Grounded in the social-ecological perspective, this study examined the influ…
Exploring emotional dynamics between productive and improvable knowledge-building discourses
Enhancing students’ science learning using virtual simulation technologies: A systematic review
A systematic review on the integration of gamified pedagogy in computer-supported collaborative learning
The integration of gamified learning and collaborative learning has led to the emergence of a growing field known as Gamified Collaborative Learning (GCL), which effectively addresses the challenges associated with students’ lack of motivation and participation in computer-supported collaborative learning (CSCL). In this paper, we conducted a systematic literature review on GCL from 2014 to 2024. This study provides a comprehensive overview of th…
Exploring students' learning performance in computer‐supported collaborative learning environment during and after pandemic: Cognition and interaction
Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post‐pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic compared to traditional face‐to‐face learning. Addressing this gap, this exploratory study utilized a qua…
Analgesic and anti-inflammatory effects of Glycyrrhiza protein in an acute inflammatory pain model: Insights from metabolomic and transcriptomic profiling
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs’ productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants’ Knowledge Forum discours…
How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study
Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning
Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors
In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attit…
Exploring the influence of students' perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming
Collaborative programming is being increasingly used to overcome the difficulties of the individual programming process. In this study, we investigated the effect of collaborative perception on cognitive engagement and learning outcomes in collaborative programming. We used a quasi-experimental research to determine the differences in cognitive engagement and learning outcomes of three groups with different levels of collaborative perception. The…
How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
“If it’s sunny, don’t take an umbrella”: A systematic evaluation of design principles for CT teaching games
Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school
The impact of self-regulated learning (SRL) on students’ performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students’ learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (…
Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study
Preparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th gra…
Applying blended synchronous teaching and learning for flexible learning in higher education: An action research study at a university in Hong Kong
Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. Thi…
Emerging technologies for diverse and inclusive education from a sociocultural perspective
In recent decades, emerging technologies have affected various fields, bringing opportunities and the need for increasing integration of new technologies and modalities in our society.In education, emerging technologies have also been used to transform teaching and learning.The implementation of emerging technologies in the education sector is now providing innovative alternatives to improve students' learning processes and teachers' practices (O…
How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low a…
Using the Facebook group as a learning management system: An exploratory study
Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built‐in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher edu…
Self‐directed reflective assessment for collective empowerment among pre‐service teachers
This study investigated the role and process of self‐directed reflective assessment (SDRA) enhanced by learning analytics to support pre‐service teachers' (PTs') collective empowerment in a knowledge‐building (KB) classroom. The participants were 43 second‐year PTs from a compulsory course taught by a teacher who had 2 years' teaching experience. A comparison class of 47 PTs, taught by the same teacher and studying the same topics in a regular KB…
Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building
We examined the facilitation of shared epistemic agency through a knowledge‐building (KB) design that included analytics‐supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self‐analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environ…
Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners and decision makers
This study presents several Latin American research initiatives in the field of learning analytics (LA). The study’s purpose is to enhance awareness and understanding of LA among researchers, practitioners and decision makers, and to highlight the importance of supporting research on LA. We analyzed case studies of LA research conducted at four levels of the educational system (the national, institutional, classroom and student levels), which wer…
Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews
This study explored how educational robotics (ER) was implemented in classrooms to foster creativity among elementary school students and identified challenges associated with its implementation. Twenty‐six teachers at different elementary schools were interviewed. In‐depth teacher interviews and grounded theory were used to collect and analyze the interviews. We found that the intended creative learning outcome for students was mastery of the de…
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low a…
Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019
This study is a systematic review of 20 years of research on the usage of virtual reality (VR) in K‐12 and higher education settings, which aims to consolidate, evaluate, and communicate evidence that can inform both the theory and practice of VR‐based instruction. A total of 149 articles were selected from three major academic databases using search strings and manual screening protocols. The literature analysis emphasized four interrelated aspe…
Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence
This research consisted of two studies to investigate how the Chinese rural educational system supported students' online learning and to determine the factors that influenced students' online learning quality (satisfaction and cognitive and social presence) during the COVID‐19 pandemic. Study 1, based on interviews with three curriculum officers, seven principals and 30 course teachers, found that great efforts were made to realize digital equit…
In-service teachers’ knowledge building during face-to-face collaborative learning
Teaching is inherently a knowledge-building (KB) endeavor. This research engaged groups of in-service teachers in collaborative concept mapping activities to foster their KB and used a multi-method approach to empirically investigate KB. Four teacher groups were identified: two high-performing, collectively oriented groups engaging in argumentation (Group 2) and agreement (Group 3); and two low-performing, individually oriented groups engaging in…
Applying blended synchronous teaching and learning for flexible learning in higher education: An action research study at a university in Hong Kong
Due to the challenges of all-round development, higher-education students are increasingly demanding more flexible learning that goes beyond the on-campus/online dichotomy. However, university students miss learning opportunities because of the conflict of time and space. Blended learning is an effective way to create more learning opportunities and support university students’ flexible learning, but its implementation varies across contexts. Thi…
Emerging technologies for diverse and inclusive education from a sociocultural perspective
In recent decades, emerging technologies have affected various fields, bringing opportunities and the need for increasing integration of new technologies and modalities in our society.In education, emerging technologies have also been used to transform teaching and learning.The implementation of emerging technologies in the education sector is now providing innovative alternatives to improve students' learning processes and teachers' practices (O…
Student engagement in online learning in Latin American higher education during the Covid‐19 pandemic: A systematic review
Fostering low‐achieving students' productive disciplinary engagement through knowledge‐building inquiry and reflective assessment
Supporting productive disciplinary engagement (PDE) in low‐achieving students is an important but challenging goal in education. This study used a knowledge‐building inquiry approach augmented by reflective assessment to facilitate low‐achieving students' PDE. A quasi‐experimental design method was employed to examine the effects of reflective assessment in supporting low‐achieving students' PDE. The experimental class of tenth graders ( n = 20) …
The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes
“If it’s sunny, don’t take an umbrella”: A systematic evaluation of design principles for CT teaching games
Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school
The impact of self-regulated learning (SRL) on students’ performance in various subjects has been extensively studied. However, there has been limited research on how task-specific SRL skills and self-reported SRL skills affect students’ learning outcomes in chemistry classes at senior secondary schools. To address this gap, we examined the task-specific SRL skills, self-reported SRL skills, and learning outcomes of a group of Grade 10 students (…
Analytics‐supported reflective assessment for 6th graders' knowledge building and data science practices: An exploratory study
Preparing data‐literate citizens and supporting future generations to effectively work with data is challenging. Engaging students in Knowledge Building (KB) may be a promising way to respond to this challenge because it requires students to reflect on and direct their inquiry with the support of data. Informed by previous studies, this research explored how an analytics‐supported reflective assessment (AsRA)‐enhanced KB design influenced 6th gra…
Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building
This interventional case study adopted a data-supported reflective assessment (DSRA) design to help pre-service teachers (PTs) engage in effective Knowledge Building (KB) and examined the mechanisms of this design to support PTs’ productive KB discourse. The participants were 80 PTs from two classes taking the same course. Statistical analysis of indices from social network theory and content analysis of the participants’ Knowledge Forum discours…
How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study
Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning
Pre‐service teachers' inclination to integrate AI into STEM education: Analysis of influencing factors
In the ever‐evolving AI‐driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre‐service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre‐service STEM teachers' attit…
Exploring the influence of students' perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming
Collaborative programming is being increasingly used to overcome the difficulties of the individual programming process. In this study, we investigated the effect of collaborative perception on cognitive engagement and learning outcomes in collaborative programming. We used a quasi-experimental research to determine the differences in cognitive engagement and learning outcomes of three groups with different levels of collaborative perception. The…
How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning
Psychology (25 works) · Computer Science (23 works) · Mathematics education (22 works) · Innovative Teaching and Learning Methods (19 works) · Pedagogy (18 works) · Sociology (14 works) · Cognition (11 works) · Online Learning and Analytics (11 works) · Online and Blended Learning (9 works) · Metacognition (8 works)