Fan Ouyang
Biographic Data
| ID | 6511331 |
|---|---|
| NAME | Fan Ouyang |
| GIVEN NAMES | Fan |
| FAMILY NAME | Ouyang |
| SIGNATURE | OUYANG F |
| AFFILIATIONS | Zhejiang University |
| ORCID | 0000-0002-4382-1381 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Using multimodal learning analytics to understand the combined effects of dynamic self-regulated scaffoldings and learning from examples on computer programming: An empirical study
As computational thinking and programming skills become increasingly essential across STEM disciplines, secondary schools worldwide are integrating programming education into their curricula. However, many students encounter significant challenges when learning programming, due to the high cognitive demands of writing code and the need for effective self-regulation. Prior research has demonstrated the potential of worked and erroneous examples, a…
Human-AI interactions (Haii) in STEM education: A systematic review from 2010 to 2025
The influences of three types of peer-questioning scaffoldings on online peer learning in a virtual museum environment
Peer questioning scaffoldings have potentials to improve students’ meaning making and knowledge construction, as well as promote students’ high-order cognitive skills in online peer learning settings. However, existing empirical research reported controversial results concerning the effects of various peer-questioning scaffoldings and limited research employed integrated methods to offer process-oriented, summative, and psychological or emotional…
The implementation of a group knowledge awareness tool to promote collaborative discussions in China’s higher education
A systematic review of multimodal learning analytics in computer-supported collaborative learning
Voice or silence: An explanation of illegitimate tasks
Illegitimate tasks, as a prevalent source of workplace stress, exert a substantial impact on employee behavior. Drawing on affective events theory and conservation of resources theory, the present study investigates the effects of illegitimate tasks on employee silence and prohibitive voice behavior, with discrete negative emotions—specifically boredom and anger—serving as mediators. Additionally, the study examines the cross-level moderating rol…
Hierarchical clustering of groups’ collaborative discourses during the computer-supported collaborative concept mapping process
The influence of peer feed-back and peer feed-forward on international students’ L2 writing in China’s higher education
Peer feedback has been recognized as a crucial strategy in enhancing L2 writing skills and performance. It addresses common challenges faced by students, such as grammar and spelling errors, limited expression ability, and cultural differences. Peer feed-back and feed-forward are two major approaches to providing peer feedback. However, existing teaching practices overlooked the distinction between peer feed-back and feed-forward, both of which c…
A scoping review on how generative artificial intelligence transforms assessment in higher education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and re…
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool
Profiling students’ learning engagement in Mooc discussions to identify learning achievement: An automated configurational approach
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement
Using multimodal learning analytics to understand effects of block‐based and text‐based modalities on computer programming
The influence of instructor support levels on collaborative knowledge construction
Making strides towards AI-supported regulation of learning in collaborative knowledge construction
The application of AI technologies in STEM education: A systematic review from 2011 to 2021
Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020
Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool
Artificial intelligence in education: The three paradigms
With the development of computing and information processing techniques, artificial intelligence (AI) has been extensively applied in education. Artificial intelligence in education (AIEd) opens new opportunities, potentials, and challenges in educational practices. In its short history, AIEd has been undergoing several paradigmatic shifts, which are characterized into three paradigms in this position paper: AI-directed, learner-as-recipient, AI-…
Effect of three network visualizations on students' social‐cognitive engagement in online discussions
Social learning analytics (SLA) tools are designed to visually demonstrate online discussions with a goal to foster student engagement. However, empirical studies indicate controversial results of the effect of SLA tools on student engagement. This design‐based research designs a student‐facing SLA tool to demonstrate discussions from three perspectives and further uses mixed methods to investigate the effects of the tool. Results indicate the to…
Using a three-layered social-cognitive network analysis framework for understanding online collaborative discussions
Understanding the relationship between social and cognitive engagement has critical implications for collaborative learning theory, pedagogy and analytics. This study proposed a three-layered social-cognitive network analysis framework for examining the relationship between students’ social and cognitive engagement from summative, epistemic and micro-level perspectives within online collaborative discussions. A multi-method approach was used, con…
In-service teachers’ knowledge building during face-to-face collaborative learning
Teaching is inherently a knowledge-building (KB) endeavor. This research engaged groups of in-service teachers in collaborative concept mapping activities to foster their KB and used a multi-method approach to empirically investigate KB. Four teacher groups were identified: two high-performing, collectively oriented groups engaging in argumentation (Group 2) and agreement (Group 3); and two low-performing, individually oriented groups engaging in…
Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (Mooc)
The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more m…
Examining the instructor-student collaborative partnership in an online learning community course
Self‐directed reflective assessment for collective empowerment among pre‐service teachers
This study investigated the role and process of self‐directed reflective assessment (SDRA) enhanced by learning analytics to support pre‐service teachers' (PTs') collective empowerment in a knowledge‐building (KB) classroom. The participants were 43 second‐year PTs from a compulsory course taught by a teacher who had 2 years' teaching experience. A comparison class of 47 PTs, taught by the same teacher and studying the same topics in a regular KB…
No prominent works on this page.
Illuminating the (in)visibility of female scholars: A gendered analysis of publishing rates within educational technology journals from 2004 to 2015
This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate tha…
Learners’ Discussion Patterns, Perceptions, and Preferences in a Chinese Massive Open Online Course (Mooc)
The development of massive open online courses (MOOCs) has proceeded through three generations, and in all three, online discussions have been considered a critical component. Although discussions in MOOCs have the potential to promote learning, instructors have faced challenges facilitating learners’ knowledge inquiry, construction, and management through social interaction. In addition, understanding various aspects of learning calls for more m…
Examining the instructor-student collaborative partnership in an online learning community course
Self‐directed reflective assessment for collective empowerment among pre‐service teachers
This study investigated the role and process of self‐directed reflective assessment (SDRA) enhanced by learning analytics to support pre‐service teachers' (PTs') collective empowerment in a knowledge‐building (KB) classroom. The participants were 43 second‐year PTs from a compulsory course taught by a teacher who had 2 years' teaching experience. A comparison class of 47 PTs, taught by the same teacher and studying the same topics in a regular KB…
Artificial intelligence in education: The three paradigms
With the development of computing and information processing techniques, artificial intelligence (AI) has been extensively applied in education. Artificial intelligence in education (AIEd) opens new opportunities, potentials, and challenges in educational practices. In its short history, AIEd has been undergoing several paradigmatic shifts, which are characterized into three paradigms in this position paper: AI-directed, learner-as-recipient, AI-…
Effect of three network visualizations on students' social‐cognitive engagement in online discussions
Social learning analytics (SLA) tools are designed to visually demonstrate online discussions with a goal to foster student engagement. However, empirical studies indicate controversial results of the effect of SLA tools on student engagement. This design‐based research designs a student‐facing SLA tool to demonstrate discussions from three perspectives and further uses mixed methods to investigate the effects of the tool. Results indicate the to…
Using a three-layered social-cognitive network analysis framework for understanding online collaborative discussions
Understanding the relationship between social and cognitive engagement has critical implications for collaborative learning theory, pedagogy and analytics. This study proposed a three-layered social-cognitive network analysis framework for examining the relationship between students’ social and cognitive engagement from summative, epistemic and micro-level perspectives within online collaborative discussions. A multi-method approach was used, con…
In-service teachers’ knowledge building during face-to-face collaborative learning
Teaching is inherently a knowledge-building (KB) endeavor. This research engaged groups of in-service teachers in collaborative concept mapping activities to foster their KB and used a multi-method approach to empirically investigate KB. Four teacher groups were identified: two high-performing, collectively oriented groups engaging in argumentation (Group 2) and agreement (Group 3); and two low-performing, individually oriented groups engaging in…
The application of AI technologies in STEM education: A systematic review from 2011 to 2021
Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020
Promoting student engagement in online collaborative writing through a student‐facing social learning analytics tool
Making strides towards AI-supported regulation of learning in collaborative knowledge construction
A scoping review on how generative artificial intelligence transforms assessment in higher education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and re…
Empowering collaborative knowledge construction through the implementation of a collaborative argument map tool
Profiling students’ learning engagement in Mooc discussions to identify learning achievement: An automated configurational approach
Using multilayer network analysis to detect the collaborative knowledge construction characteristics among learner groups with low, medium, and high levels of cognitive engagement
Using multimodal learning analytics to understand effects of block‐based and text‐based modalities on computer programming
The influence of instructor support levels on collaborative knowledge construction
Voice or silence: An explanation of illegitimate tasks
Illegitimate tasks, as a prevalent source of workplace stress, exert a substantial impact on employee behavior. Drawing on affective events theory and conservation of resources theory, the present study investigates the effects of illegitimate tasks on employee silence and prohibitive voice behavior, with discrete negative emotions—specifically boredom and anger—serving as mediators. Additionally, the study examines the cross-level moderating rol…
Hierarchical clustering of groups’ collaborative discourses during the computer-supported collaborative concept mapping process
The influence of peer feed-back and peer feed-forward on international students’ L2 writing in China’s higher education
Peer feedback has been recognized as a crucial strategy in enhancing L2 writing skills and performance. It addresses common challenges faced by students, such as grammar and spelling errors, limited expression ability, and cultural differences. Peer feed-back and feed-forward are two major approaches to providing peer feedback. However, existing teaching practices overlooked the distinction between peer feed-back and feed-forward, both of which c…
Using multimodal learning analytics to understand the combined effects of dynamic self-regulated scaffoldings and learning from examples on computer programming: An empirical study
As computational thinking and programming skills become increasingly essential across STEM disciplines, secondary schools worldwide are integrating programming education into their curricula. However, many students encounter significant challenges when learning programming, due to the high cognitive demands of writing code and the need for effective self-regulation. Prior research has demonstrated the potential of worked and erroneous examples, a…
Human-AI interactions (Haii) in STEM education: A systematic review from 2010 to 2025
The influences of three types of peer-questioning scaffoldings on online peer learning in a virtual museum environment
Peer questioning scaffoldings have potentials to improve students’ meaning making and knowledge construction, as well as promote students’ high-order cognitive skills in online peer learning settings. However, existing empirical research reported controversial results concerning the effects of various peer-questioning scaffoldings and limited research employed integrated methods to offer process-oriented, summative, and psychological or emotional…
The implementation of a group knowledge awareness tool to promote collaborative discussions in China’s higher education
Psychology (17 works) · Computer Science (16 works) · Innovative Teaching and Learning Methods (16 works) · Mathematics education (12 works) · Online Learning and Analytics (11 works) · Online and Blended Learning (10 works) · Collaborative learning (9 works) · Knowledge management (9 works) · World Wide Web (8 works) · Cognition (7 works)