Alan C K Cheung
Biographic Data
| ID | 4504166 |
|---|---|
| NAME | Alan C K Cheung |
| GIVEN NAMES | Alan C K |
| FAMILY NAME | Cheung |
| SIGNATURE | CHEUNG A C K |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0001-5831-2320 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 59 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Effectiveness of educational technology applications for struggling readers in secondary grades
Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds
Subjective outcome evaluation of a gifted education program
As a pioneer gifted education program in Hong Kong, the Project GIFT in Hong Kong included intervention designed to promote psychosocial competences of the students in general (Level 1 Program) and students with high abilities (Level 2 Program). While objective outcome evaluation of the program has indicated its beneficial impact on students such as enhancement in academic performance and learning autonomy, students’ perception of the program suc…
The effects of artificial intelligence-based interactive scaffolding on secondary students’ speaking performance, goal setting, self-evaluation, and motivation in informal digital learning of English
Artificial intelligence-based interactive scaffolding (AIIS), which is the interactive process that learners communicate with AI to learn by implementing learning activities with AI’s gradual assistance, has recently been reported to provide potential benefits to teachers and learners in informal digital learning of English (IDLE). While much previous research has focused on the combined effects of AIIS in facilitating interactions with teachers,…
A meta-analysis of effective social-emotional learning programs in Pre-K-12 classrooms
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Given the importance of conversation practice in language learning, chatbots, especially ChatGPT, have attracted considerable attention for their ability to converse with learners using natural language. This review contributes to the literature by examining the currently unclear overall effect of using chatbots on language learning performance and comprehensively identifying important study characteristics that affect the overall effectiveness. …
Robots’ Social Behaviors for Language Learning
Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on la…
Fish in simulated water’? A Bourdieusian analysis of Chinese doctoral students' learning experiences in Southeast Asian developing countries
International student mobility (ISM) has historically followed a pattern of movement from developing regions to developed countries. However, in recent years, there has been a noticeable increase in the number of Chinese students pursuing doctoral studies in Southeast Asian developing countries, an area that has received relatively little research attention. To address this gap, this qualitative exploratory study conducted semi‐structured intervi…
Intercultural learning and adolescents’ global competence
Understanding emotional well-being of teachers
Effective Components of Social Emotional Learning Programs
Examining the Impact of Abracadabra (Abra), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China
The impact of flipped classroom teaching on college English language learning
Development and validation of a social emotional skills scale
Faculty Mobility
The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China
Development and Validation of an Instrument to Measure STEM Undergraduate Students’ Comprehensive Educational Process
Effective universal school-based social and emotional learning programs for improving academic achievement
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms
How features of educational technology applications affect student reading outcomes
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
Effective Components of Social Emotional Learning Programs
Understanding emotional well-being of teachers
Final Reading Outcomes of the National Randomized Field Trial of Success for All
Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarc…
How features of educational technology applications affect student reading outcomes
The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms
How Methodological Features Affect Effect Sizes in Education
As evidence becomes increasingly important in educational policy, it is essential to understand how research design might contribute to reported effect sizes in experiments evaluating educational programs. A total of 645 studies from 12 recent reviews of evaluations of preschool, reading, mathematics, and science programs were studied. Effect sizes were roughly twice as large for published articles, small-scale trials, and experimenter-made measu…
Effective universal school-based social and emotional learning programs for improving academic achievement
Development and Validation of an Instrument to Measure STEM Undergraduate Students’ Comprehensive Educational Process
The Effects of Computer-Assisted Instruction on Mathematics Achievement in Mainland China
Development and validation of a social emotional skills scale
Faculty Mobility
Examining the Impact of Abracadabra (Abra), a Game-Based Online Literacy Program, on Primary School Students in Rural Hunan, China
The impact of flipped classroom teaching on college English language learning
Understanding emotional well-being of teachers
Effective Components of Social Emotional Learning Programs
The effects of artificial intelligence-based interactive scaffolding on secondary students’ speaking performance, goal setting, self-evaluation, and motivation in informal digital learning of English
Artificial intelligence-based interactive scaffolding (AIIS), which is the interactive process that learners communicate with AI to learn by implementing learning activities with AI’s gradual assistance, has recently been reported to provide potential benefits to teachers and learners in informal digital learning of English (IDLE). While much previous research has focused on the combined effects of AIIS in facilitating interactions with teachers,…
A meta-analysis of effective social-emotional learning programs in Pre-K-12 classrooms
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Given the importance of conversation practice in language learning, chatbots, especially ChatGPT, have attracted considerable attention for their ability to converse with learners using natural language. This review contributes to the literature by examining the currently unclear overall effect of using chatbots on language learning performance and comprehensively identifying important study characteristics that affect the overall effectiveness. …
Robots’ Social Behaviors for Language Learning
Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on la…
Fish in simulated water’? A Bourdieusian analysis of Chinese doctoral students' learning experiences in Southeast Asian developing countries
International student mobility (ISM) has historically followed a pattern of movement from developing regions to developed countries. However, in recent years, there has been a noticeable increase in the number of Chinese students pursuing doctoral studies in Southeast Asian developing countries, an area that has received relatively little research attention. To address this gap, this qualitative exploratory study conducted semi‐structured intervi…
Intercultural learning and adolescents’ global competence
Effectiveness of educational technology applications for struggling readers in secondary grades
Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds
Subjective outcome evaluation of a gifted education program
As a pioneer gifted education program in Hong Kong, the Project GIFT in Hong Kong included intervention designed to promote psychosocial competences of the students in general (Level 1 Program) and students with high abilities (Level 2 Program). While objective outcome evaluation of the program has indicated its beneficial impact on students such as enhancement in academic performance and learning autonomy, students’ perception of the program suc…
Psychology (13 works) · Mathematics education (9 works) · Pedagogy (8 works) · Computer Science (5 works) · Early Childhood Education and Development (5 works) · Medicine (5 works) · Social Psychology (5 works) · Statistics (5 works) · Developmental psychology (4 works) · Mathematics (4 works)