Xiao‐Fan Lin
Biographic Data
| ID | 6508053 |
|---|---|
| NAME | Xiao‐Fan Lin |
| GIVEN NAMES | Xiao‐Fan |
| FAMILY NAME | Lin |
| SIGNATURE | LIN X F |
| AFFILIATIONS | South China Normal University |
| ORCID | 0000-0002-4544-0849 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring Chinese teachers’ concerns about teaching artificial intelligence: The role of knowledge and perceived social good
Effects of immersive augmented reality learning environment for hearing-impaired students’ reading achievement, perceptions, and behaviors
The Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot: Insights From Conversation Content and Epistemic Network Analysis
Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach
Teacher learning community for AR-integrated STEM education
Effects of a contextualised reflective mechanism-based augmented reality learning model on students’ scientific inquiry learning performances, behavioural patterns, and higher order thinking
Augmented reality (AR) can represent a contextualised scientific inquiry environment in which students may explore the real world and develop science process skills via interacting with rich information from virtual systems. However, it remains a challenge for most students to complete scientific inquiry tasks without proper support. Research evidence has suggested the potential of reflective scaffolding when applying scientific inquiry. Accordin…
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach
Effects of contextual interactive healthcare training on caregivers of patients with suspected Covid ‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarant…
Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: The mediation effect of hardiness
This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an average age of 11.5. Structural equation modelling (SEM) analysis results confirmed our assumption th…
The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace
With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.’s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliabil…
The moderating role of self-regulated learning in job characteristics and attitudes towards web-based continuing learning in the airlines workplace
With the increasing importance of adult and continuing education, the present study aimed to examine the factors that influence continuing web-based learning at work. Three questionnaires were utilised to investigate the association of the job characteristics from Karasek et al.’s (1998) job demand-control-support model and the self-regulated learning with web-based continuing learning; exploratory factor analyses indicate their adequate reliabil…
Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: The mediation effect of hardiness
This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an average age of 11.5. Structural equation modelling (SEM) analysis results confirmed our assumption th…
Effects of contextual interactive healthcare training on caregivers of patients with suspected Covid ‐19 infection: Anxiety, learning achievements, perceived support and self‐efficacies during quarant…
Effects of a contextualised reflective mechanism-based augmented reality learning model on students’ scientific inquiry learning performances, behavioural patterns, and higher order thinking
Augmented reality (AR) can represent a contextualised scientific inquiry environment in which students may explore the real world and develop science process skills via interacting with rich information from virtual systems. However, it remains a challenge for most students to complete scientific inquiry tasks without proper support. Research evidence has suggested the potential of reflective scaffolding when applying scientific inquiry. Accordin…
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach
Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach
Teacher learning community for AR-integrated STEM education
The Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot: Insights From Conversation Content and Epistemic Network Analysis
Exploring Chinese teachers’ concerns about teaching artificial intelligence: The role of knowledge and perceived social good
Effects of immersive augmented reality learning environment for hearing-impaired students’ reading achievement, perceptions, and behaviors
Psychology (9 works) · Computer Science (7 works) · Mathematics education (5 works) · Augmented reality (3 works) · Augmented Reality Applications (3 works) · Pedagogy (3 works) · Perception (3 works) · Applied Psychology (2 works) · Artificial Intelligence (2 works) · Artificial Intelligence in Healthcare and Education (2 works)