Yu‐Chang Hsu
Biographic Data
| ID | 6769332 |
|---|---|
| NAME | Yu‐Chang Hsu |
| GIVEN NAMES | Yu‐Chang |
| FAMILY NAME | Hsu |
| SIGNATURE | HSU Y C |
| AFFILIATIONS | Boise State University |
| ORCID | 0000-0002-6373-2052 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Beyond FIRST Lego League: AI-era Transition, Fragmentation, and the Future of Global Educational Robotics
FIRST LEGO League (FLL) has long functioned as one of the world’s most recognizable educational robotics ecosystems, connecting classrooms, competitions, and STEM learning communities across more than 100 countries. Recent announcements regarding the redesign of FLL around interactive gameplay, wireless technologies, and AI-oriented learning systems, followed by the dissolution of the nearly 30-year partnership between FIRST and LEGO Education, s…
Standardized International Definitions of ADHD to Assist with The Development of Educational Policies and Technology
Introduction to the Special Section on Integrating Generative AI in Education
Protecting Students: Data Privacy in the African Union
Generative Artificial Intelligence in Education, Part One: The Dynamic Frontier
Generative Artificial Intelligence in Education, Part Two: International Perspectives
Using WhatsApp to Enhance International Distance Education at the University of South Africa
The Marrakesh Treaty’s Impact on the Accessibility and Reproduction of Published Works
Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 Iste Standards
Educational 360-Degree Videos in Virtual Reality: A Scoping Review of the Emerging Research
Enhancing STEM Majors’ College Trigonometry Learning through Collaborative Mobile Apps Coding
Educational Technology Research with International Perspectives and Cultural Contexts
Making Spaces for STEM in the School Library
Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe
Online Course Design in Higher Education: A Review of National and Statewide Evaluation Instruments
Developing Computational Thinking with Educational Technologies for Young Learners
Makerspaces in Diverse Places: A Comparative Analysis of Distinctive National Discourses Surrounding the Maker Movement and Education in Four Countries
Learning through Making and Maker Education
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education
This paper synthesises three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in a small-group collaborative concept mapping activity using Web 2.0 applications (e.g. Webspiration )…
Learning through Making and Maker Education
Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Using WhatsApp to Enhance International Distance Education at the University of South Africa
Makerspaces in Diverse Places: A Comparative Analysis of Distinctive National Discourses Surrounding the Maker Movement and Education in Four Countries
Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education
This paper synthesises three theoretical perspectives, including sociocultural theory, distributed cognition, and situated cognition, into a framework to guide the design and assessment of Web 2.0 practices in higher education. In addition, this paper presents a case study of Web 2.0 practices. Thirty-seven online graduate students participated in a small-group collaborative concept mapping activity using Web 2.0 applications (e.g. Webspiration )…
Am I a STEM professional? Documenting STEM student professional identity development
Post-secondary education is expected to substantially contribute to the cognitive growth and professional achievement of students studying science, technology, engineering, and mathematics (STEM). Yet, there is limited understanding of how students studying STEM develop a professional identity. We used the lens of self-authorship to develop a model for STEM student professional identity development. We applied the model to frame our assessment of…
Learning through Making and Maker Education
Online Course Design in Higher Education: A Review of National and Statewide Evaluation Instruments
Developing Computational Thinking with Educational Technologies for Young Learners
Makerspaces in Diverse Places: A Comparative Analysis of Distinctive National Discourses Surrounding the Maker Movement and Education in Four Countries
Educational Technology Research with International Perspectives and Cultural Contexts
Making Spaces for STEM in the School Library
Computational Thinking Educational Policy Initiatives (CTEPI) Across the Globe
Educational 360-Degree Videos in Virtual Reality: A Scoping Review of the Emerging Research
Enhancing STEM Majors’ College Trigonometry Learning through Collaborative Mobile Apps Coding
The Marrakesh Treaty’s Impact on the Accessibility and Reproduction of Published Works
Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 Iste Standards
Using WhatsApp to Enhance International Distance Education at the University of South Africa
Protecting Students: Data Privacy in the African Union
Generative Artificial Intelligence in Education, Part One: The Dynamic Frontier
Generative Artificial Intelligence in Education, Part Two: International Perspectives
Introduction to the Special Section on Integrating Generative AI in Education
Standardized International Definitions of ADHD to Assist with The Development of Educational Policies and Technology
Beyond FIRST Lego League: AI-era Transition, Fragmentation, and the Future of Global Educational Robotics
FIRST LEGO League (FLL) has long functioned as one of the world’s most recognizable educational robotics ecosystems, connecting classrooms, competitions, and STEM learning communities across more than 100 countries. Recent announcements regarding the redesign of FLL around interactive gameplay, wireless technologies, and AI-oriented learning systems, followed by the dissolution of the nearly 30-year partnership between FIRST and LEGO Education, s…
Educational technology (14 works) · Computer Science (13 works) · Psychology (13 works) · Mathematics education (11 works) · Pedagogy (10 works) · Political science (10 works) · Sociology (9 works) · Engineering (8 works) · Engineering ethics (6 works) · Teaching and Learning Programming (6 works)