Qingtang Liu
Biographic Data
| ID | 5707309 |
|---|---|
| NAME | Qingtang Liu |
| GIVEN NAMES | Qingtang |
| FAMILY NAME | Liu |
| SIGNATURE | LIU Q |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0001-9410-9856 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning
Peer feedback is crucial for promoting deeper thinking and interaction. However, various challenges exist in conducting high-quality peer feedback in collaborative argumentation learning. Generative AI (GenAI) has shown potential for supporting peer feedback, but how GenAI can be efficiently applied to support peer feedback needs to be further explored. In addition, the effect of GenAI-supported peer feedback on argumentation performance and feed…
Examining differences in interpersonal emotional interactions and temporal evolution of collective emotions between high- and low-performance groups in CSCL
The differential impacts of primary mathematics teachers’ multimodal behaviors on student engagement: A deep learning-driven relational matrix network analysis
Using multilayer network analysis to reveal the regulated learning characteristics between the learner groups with high and low levels of socially regulated learning
Regulated learning in collaboration involves interactions among self-regulation, co-regulation, and socially shared regulation, yet empirical evidence on how they interact to support collaboration remains scarce. This gap arises because regulated learning is complex, covert, and multilayered, and previous methods have limited capacity to capture such intertwined dynamics. This research employed multilayer network analysis to empirically investiga…
Disruptive talk in online collaborative discussions: Profiles and their impact on cognitive engagement
Online collaborative discussions are vital in education, promoting student interaction and knowledge construction. However, disruptive talk – such as interrupting the discussion process, being perfunctory about the task, or attacking other members – can impede collaboration and cognitive engagement. This study analyzes disruptive discourse profiles among 47 engineering students and its impact on cognitive engagement. We used content analysis meth…
Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering and Entropy Analysis
Professional vision enhancement through visualization-supported teacher training: Who benefits
Teachers’ professional vision (PV) is critical for their ability to interpret and respond to classroom dynamics effectively. However, developing PV remains challenging, particularly when dealing with the complexity of real-life teaching scenarios. This study investigated how PV can be cultivated through Visualization-Supported Teacher Training (VSTT) by engaging 22 primary and secondary school teachers in a five-week training program in southwest…
Prompting scientific concept learning in augmented reality: Impact of the concept map strategy on mental models and cognitive load
Using hidden Markov model to detect problem-solving strategies in an interactive programming environment
The association between groups' interactions with the Visual-GenAI learning analytics feedback and student engagement in CSCL
Understanding interpersonal interaction characteristics in a blended synchronous classroom: A multimodal discourse analytic perspective
One measure of the effectiveness of a blended synchronous classroom (BSC) is the quality of interpersonal interactions. However, qualifying the complex dynamics requires more than frequency analyses of verbal behaviours. This study used a multimodal discourse analysis framework to describe the dynamic coordination of interpersonal interactions in a BSC. The results showed that task ownership types affect the conversion between different interpers…
What factors influence scientific concept learning? A study based on the fuzzy‐set qualitative comparative analysis
This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM ( N = 52), AR and n…
Be happy and effective? Incorporating emotional design into multimedia learning in elementary science education
BACKGROUND: In recent years, the endeavour to stimulate positive emotions, regulate negative emotions, and facilitate the learning of elementary school students through emotional design has attracted a lot of attention. AIMS: The purpose of this study was to investigate the effects of warm colours and anthropomorphism as emotional design elements on multimedia learning, and whether combining a positive pedagogical agent with positive learning mat…
A joint evaluation method of regulated‐learning and cognitive quality in collaborative knowledge building
Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels
Problem‐oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the characteristics of teachers' multimodal behaviours in POT with different response levels. Using 256 POT segme…
Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking
Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognit…
Applying Augmented reality to enhance physics laboratory experience: Does learning anxiety matter
Augmented reality (AR) recently shows great potential to facilitate students’ learning, especially their learning performance and motivation. However, few studies considered learners’ emotional factors such as learning anxiety, which may influence the learning results. This study aims to explore how different experimental conditions (AR & Non-AR) may affect the learning performance and motivation of students with different levels of learning anxi…
Teachers’ professional growth on SCT strategies: Mwalimu hub Mooc analytics
Massive Open Online Courses (MOOCs) are platforms teachers can use to seek guidance on different strategies to update their teaching skills. This study finds the effectiveness of MOOCs in developing professional performance and skills of school teachers. It tries to show the extent to which school teachers can benefit from these courses and how they apply them in their practical teaching. A mixed-method sequential explanatory (following up the qu…
Promoting musical instrument learning in virtual reality environment: Effects of embodiment and visual cues
Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis
Providing coaching to participants in inquiry‐based online discussions contributes to developing cognitive presence (CP) and higher‐order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co‐occurrence…
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)
Analysis of Social Interaction and Behavior Patterns in the Process of Online to Offline Lesson Study: A Case Study of Chemistry Teaching Design based on Augmented Reality
Lesson study (LS) is an effective means of improving teachers’ facility with teaching design. This research designs a case study of online to offline (O2O) LS and explores the social interaction and behaviour patterns in the process of the LS. The participants included 29 chemistry teachers from 10 secondary schools and two educational technology experts from a university in western China, who participated in the O2O LS, with Chemistry Teaching D…
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation
Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal fact…
The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load
While the use of experiments is important for developing students' scientific knowledge and skills, challenges may arise when teachers and students are conducting experiments in class, such as non‐reusable experimental resources, safety issues and difficulties simulating some specific effects. Augmented reality (AR) technology affords an alternative approach to conducting experiments by bringing students a virtual–real mixed learning environment.…
Categorizing teachers’ gestures in classroom teaching: From the perspective of multiple representations
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations.…
Categorizing teachers’ gestures in classroom teaching: From the perspective of multiple representations
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations.…
Categorizing teachers’ gestures in classroom teaching: From the perspective of multiple representations
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed categories of teachers’ gestures in classroom teaching from the perspective of multiple representations.…
The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load
While the use of experiments is important for developing students' scientific knowledge and skills, challenges may arise when teachers and students are conducting experiments in class, such as non‐reusable experimental resources, safety issues and difficulties simulating some specific effects. Augmented reality (AR) technology affords an alternative approach to conducting experiments by bringing students a virtual–real mixed learning environment.…
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)
Analysis of Social Interaction and Behavior Patterns in the Process of Online to Offline Lesson Study: A Case Study of Chemistry Teaching Design based on Augmented Reality
Lesson study (LS) is an effective means of improving teachers’ facility with teaching design. This research designs a case study of online to offline (O2O) LS and explores the social interaction and behaviour patterns in the process of the LS. The participants included 29 chemistry teachers from 10 secondary schools and two educational technology experts from a university in western China, who participated in the O2O LS, with Chemistry Teaching D…
What influences student situational engagement in smart classrooms: Perception of the learning environment and students' motivation
Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal fact…
Applying Augmented reality to enhance physics laboratory experience: Does learning anxiety matter
Augmented reality (AR) recently shows great potential to facilitate students’ learning, especially their learning performance and motivation. However, few studies considered learners’ emotional factors such as learning anxiety, which may influence the learning results. This study aims to explore how different experimental conditions (AR & Non-AR) may affect the learning performance and motivation of students with different levels of learning anxi…
Teachers’ professional growth on SCT strategies: Mwalimu hub Mooc analytics
Massive Open Online Courses (MOOCs) are platforms teachers can use to seek guidance on different strategies to update their teaching skills. This study finds the effectiveness of MOOCs in developing professional performance and skills of school teachers. It tries to show the extent to which school teachers can benefit from these courses and how they apply them in their practical teaching. A mixed-method sequential explanatory (following up the qu…
Promoting musical instrument learning in virtual reality environment: Effects of embodiment and visual cues
Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis
Providing coaching to participants in inquiry‐based online discussions contributes to developing cognitive presence (CP) and higher‐order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co‐occurrence…
A joint evaluation method of regulated‐learning and cognitive quality in collaborative knowledge building
Exploration of the characteristics of teachers' multimodal behaviours in problem‐oriented teaching activities with different response levels
Problem‐oriented teaching (POT) activities are important in classroom instruction. The level of student response can be influenced by different teacher behaviours in POT. However, the characteristics of teachers' multimodal behaviours at different levels of response are unclear. This study applied epistemic network analysis to explore the characteristics of teachers' multimodal behaviours in POT with different response levels. Using 256 POT segme…
Anatomizing online collaborative inquiry using directional epistemic network analysis and trajectory tracking
Accurate assessment and effective feedback are crucial for cultivating learners' abilities of collaborative problem‐solving and critical thinking in online inquiry‐based discussions. Based on quantitative content analysis (QCA), there has been a methodological evolvement from descriptive statistics to sequential mining and to network analysis for mining coded discourse data. Epistemic network analysis (ENA) has recently gained increasing recognit…
Professional vision enhancement through visualization-supported teacher training: Who benefits
Teachers’ professional vision (PV) is critical for their ability to interpret and respond to classroom dynamics effectively. However, developing PV remains challenging, particularly when dealing with the complexity of real-life teaching scenarios. This study investigated how PV can be cultivated through Visualization-Supported Teacher Training (VSTT) by engaging 22 primary and secondary school teachers in a five-week training program in southwest…
Prompting scientific concept learning in augmented reality: Impact of the concept map strategy on mental models and cognitive load
Using hidden Markov model to detect problem-solving strategies in an interactive programming environment
The association between groups' interactions with the Visual-GenAI learning analytics feedback and student engagement in CSCL
Understanding interpersonal interaction characteristics in a blended synchronous classroom: A multimodal discourse analytic perspective
One measure of the effectiveness of a blended synchronous classroom (BSC) is the quality of interpersonal interactions. However, qualifying the complex dynamics requires more than frequency analyses of verbal behaviours. This study used a multimodal discourse analysis framework to describe the dynamic coordination of interpersonal interactions in a BSC. The results showed that task ownership types affect the conversion between different interpers…
What factors influence scientific concept learning? A study based on the fuzzy‐set qualitative comparative analysis
This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM ( N = 52), AR and n…
Be happy and effective? Incorporating emotional design into multimedia learning in elementary science education
BACKGROUND: In recent years, the endeavour to stimulate positive emotions, regulate negative emotions, and facilitate the learning of elementary school students through emotional design has attracted a lot of attention. AIMS: The purpose of this study was to investigate the effects of warm colours and anthropomorphism as emotional design elements on multimedia learning, and whether combining a positive pedagogical agent with positive learning mat…
Leveraging generative AI to facilitate peer feedback in collaborative argumentation learning
Peer feedback is crucial for promoting deeper thinking and interaction. However, various challenges exist in conducting high-quality peer feedback in collaborative argumentation learning. Generative AI (GenAI) has shown potential for supporting peer feedback, but how GenAI can be efficiently applied to support peer feedback needs to be further explored. In addition, the effect of GenAI-supported peer feedback on argumentation performance and feed…
Examining differences in interpersonal emotional interactions and temporal evolution of collective emotions between high- and low-performance groups in CSCL
The differential impacts of primary mathematics teachers’ multimodal behaviors on student engagement: A deep learning-driven relational matrix network analysis
Using multilayer network analysis to reveal the regulated learning characteristics between the learner groups with high and low levels of socially regulated learning
Regulated learning in collaboration involves interactions among self-regulation, co-regulation, and socially shared regulation, yet empirical evidence on how they interact to support collaboration remains scarce. This gap arises because regulated learning is complex, covert, and multilayered, and previous methods have limited capacity to capture such intertwined dynamics. This research employed multilayer network analysis to empirically investiga…
Disruptive talk in online collaborative discussions: Profiles and their impact on cognitive engagement
Online collaborative discussions are vital in education, promoting student interaction and knowledge construction. However, disruptive talk – such as interrupting the discussion process, being perfunctory about the task, or attacking other members – can impede collaboration and cognitive engagement. This study analyzes disruptive discourse profiles among 47 engineering students and its impact on cognitive engagement. We used content analysis meth…
Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering and Entropy Analysis
Computer Science (16 works) · Psychology (16 works) · Mathematics education (14 works) · Innovative Teaching and Learning Methods (13 works) · Cognition (9 works) · Online and Blended Learning (9 works) · Artificial Intelligence (7 works) · Online Learning and Analytics (7 works) · Educational technology (6 works) · Human–computer interaction (6 works)