Zhong‐Mei Liang
Biographic Data
| ID | 6508058 |
|---|---|
| NAME | Zhong‐Mei Liang |
| GIVEN NAMES | Zhong‐Mei |
| FAMILY NAME | Liang |
| SIGNATURE | LIANG Z M |
| AFFILIATIONS | Shenzhen Baoan High School Group |
| ORCID | 0000-0001-7969-0793 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
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…
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
Teacher learning community for AR-integrated STEM education
Psychology (5 works) · Computer Science (4 works) · Artificial Intelligence (2 works) · Augmented reality (2 works) · Augmented Reality Applications (2 works) · Epistemology (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Sociology (2 works) · Anxiety (1 works)