Zi-Gang Ge
Biographic Data
| ID | 4894741 |
|---|---|
| NAME | Zi-Gang Ge |
| GIVEN NAMES | Zi-Gang |
| FAMILY NAME | Ge |
| SIGNATURE | GE Z |
| AFFILIATIONS | Beijing University of Posts and Telecommunications |
| ORCID | 0000-0002-1733-2429 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The mechanisms of AI feedback’s influence on college students’ learning engagement in human-AI collaborative learning
This study explores how AI-generated feedback affects student learning engagement in human-AI collaborative contexts. A grounded theory approach was used to analyse data from interviews with 50 undergraduates. The resulting model ‘Adaptive Engagement Cycle with AI Feedback’ explains how students’ reasons for using AI influence their interpretation of feedback, which then influence their cognitive, emotional, and behavioural engagement. The proces…
Improving L2 vocabulary retention and learning engagement through L1 traditional stories in review activities using ChatGPT-generated questions
This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by …
Unpacking how humanities and social sciences undergraduate students maintain agency in GenAI-assisted learning
The integration of Generative AI (GenAI) into higher education raises critical questions about how students maintain intellectual agency while engaging with generative systems, particularly in the humanities and social sciences (HSS), where interpretation, argumentation, and authorship are central. Addressing this issue, this study employs a grounded theory approach to examine how HSS undergraduate students sustain agency in GenAI-assisted learni…
Gender Differences in Dining Conversations
Linguistic and Paralinguistic Gender Differences among Diners in Chinese Culture
This study investigates linguistic and paralinguistic gender differences among diners in Chinese culture through two case studies. Firsthand data were collected through note taking, audio recording, and participant observation. The analysis identifies clear gender-based patterns in linguistic and paralinguistic behavior. Men often speak more loudly, lead conversations, and display more aggressive behavior, especially when interacting with individ…
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The mechanisms of AI feedback’s influence on college students’ learning engagement in human-AI collaborative learning
This study explores how AI-generated feedback affects student learning engagement in human-AI collaborative contexts. A grounded theory approach was used to analyse data from interviews with 50 undergraduates. The resulting model ‘Adaptive Engagement Cycle with AI Feedback’ explains how students’ reasons for using AI influence their interpretation of feedback, which then influence their cognitive, emotional, and behavioural engagement. The proces…
Improving L2 vocabulary retention and learning engagement through L1 traditional stories in review activities using ChatGPT-generated questions
This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by …
Unpacking how humanities and social sciences undergraduate students maintain agency in GenAI-assisted learning
The integration of Generative AI (GenAI) into higher education raises critical questions about how students maintain intellectual agency while engaging with generative systems, particularly in the humanities and social sciences (HSS), where interpretation, argumentation, and authorship are central. Addressing this issue, this study employs a grounded theory approach to examine how HSS undergraduate students sustain agency in GenAI-assisted learni…
Gender Differences in Dining Conversations
Linguistic and Paralinguistic Gender Differences among Diners in Chinese Culture
This study investigates linguistic and paralinguistic gender differences among diners in Chinese culture through two case studies. Firsthand data were collected through note taking, audio recording, and participant observation. The analysis identifies clear gender-based patterns in linguistic and paralinguistic behavior. Men often speak more loudly, lead conversations, and display more aggressive behavior, especially when interacting with individ…
Asian culture (2 works) · Educational technology (2 works) · Electronic learning (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Language, Discourse, Communication Strategies (2 works) · Qualitative research (2 works) · Teaching method (2 works) · AI in Service Interactions (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · Attachment and Relationship Dynamics (1 work)