Taotao Long
Biographic Data
| ID | 6769643 |
|---|---|
| NAME | Taotao Long |
| GIVEN NAMES | Taotao |
| FAMILY NAME | Long |
| SIGNATURE | LONG T |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0003-1368-3229 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Impact of project-based learning (PjBL) on creative thinking in fourth graders: A quasi-experimental study in blended science synchronous classroom
Fusing Six-Hat thinking with AI: How the Green Hat and ChatGPT Co-Regulate pre-service teachers' instructional design—insights from epistemic network analysis
Understanding how pre-service teachers and faculty design and implement an AI-integrated science course in interdisciplinary lesson study: A social epistemic network signature approach
Exploring ChatGPT's potential in dialogic teaching: A comparative neurocognitive study of AI and human instruction
Recent advances in large language models (LLMs) have intensified interest in using ChatGPT for educational dialogue. This study examined whether ChatGPT can function as an instructional partner in dialogic teaching and how it differs from a human instructor in learning outcomes and neurocognitive processes. Thirty-four undergraduates were randomly assigned to a ChatGPT group or a human-instructor group while learning histogram equalization in a d…
Generative Artificial Intelligence Amplifies the Role of Critical Thinking Skills and Reduces Reliance on Prior Knowledge While Promoting In-Depth Learning
This study examines how generative AI (GAI) impacts primary students’ in-depth learning, focusing on critical thinking and prior knowledge. A quasi-experiment involved 163 sixth-graders divided into three groups: a control group (lecture-based instruction) and two experimental groups using GAI as a cognitive tool (materials generation) or thinking tool (critical analysis), in which 126 participants successfully completed all the tests and were in…
Understanding teachers’ willingness to use artificial intelligence-based teaching analysis system: Extending TAM model with teaching efficacy, goal orientation, anxiety, and trust
A growing body of research has documented that artificial intelligence (AI) has the potential to facilitate teaching analysis. However, few studies investigated teachers’ attitudes toward AI-based teaching analysis systems. As a tool for analyzing and evaluating teaching quality, teachers’ willingness to use AI-based teaching analysis systems will undoubtedly affect the application effect of the analysis systems. Considering the evaluative proper…
Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
Understanding how pre-service science teachers design inquiry-based activities in a knowledge integration (KI) based collaborative learning environment: A network analytic approach
Innovation and diffusion of blended synchronous classroom in Chinese primary and junior middle schools
Profiling students’ learning engagement in Mooc discussions to identify learning achievement: An automated configurational approach
How was teaching thinking adopted and diffused in Chinese primary schools? A qualitative study from principals’ perspectives
This study aimed at gaining an in-depth understanding of how teaching thinking was adopted and diffused as an instructional innovation in primary schools from principals’ perspectives. Using Rogers’ Diffusion of Innovation (DOI) theory as a theoretical lens, one-on-one semi-structured interviews were conducted with eight Chinese primary school principals. Interviews were audio-recorded, transcribed, open coded, and analysed by using constant comp…
Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools
This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers fro…
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study
Exploring the reliability and its influencing factors of peer assessment in massive open online courses
As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small‐scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been id…
Teachers' perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement
Wisdom of Science, Technology, and Humanities: The 23rd Global Chinese Conference on Computers in Education
Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom
Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom
Teachers' perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement
Wisdom of Science, Technology, and Humanities: The 23rd Global Chinese Conference on Computers in Education
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study
Exploring the reliability and its influencing factors of peer assessment in massive open online courses
As an innovative evaluation tool, peer assessment is essential in Massive Open Online Courses (MOOCs). In both formative and summative peer assessments in MOOCs, providing reliable feedback is crucial in enhancing learning outcomes. Peer assessment has been highlighted as a reliable tool in both traditional classrooms and small‐scale online learning contexts by a wealth of studies. Factors impacting the result of peer assessment have also been id…
Exploring Chinese in-service primary teachers’ Technological Pedagogical Content Knowledge (TPACK) for the use of thinking tools
This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK, and TPCK-TT) scale with 31 items was developed. Research data gathered from 204 primary teachers fro…
How was teaching thinking adopted and diffused in Chinese primary schools? A qualitative study from principals’ perspectives
This study aimed at gaining an in-depth understanding of how teaching thinking was adopted and diffused as an instructional innovation in primary schools from principals’ perspectives. Using Rogers’ Diffusion of Innovation (DOI) theory as a theoretical lens, one-on-one semi-structured interviews were conducted with eight Chinese primary school principals. Interviews were audio-recorded, transcribed, open coded, and analysed by using constant comp…
Understanding teachers’ willingness to use artificial intelligence-based teaching analysis system: Extending TAM model with teaching efficacy, goal orientation, anxiety, and trust
A growing body of research has documented that artificial intelligence (AI) has the potential to facilitate teaching analysis. However, few studies investigated teachers’ attitudes toward AI-based teaching analysis systems. As a tool for analyzing and evaluating teaching quality, teachers’ willingness to use AI-based teaching analysis systems will undoubtedly affect the application effect of the analysis systems. Considering the evaluative proper…
Effects of self-regulated learning on cognitive engagement and learning achievement in online discussions
Understanding how pre-service science teachers design inquiry-based activities in a knowledge integration (KI) based collaborative learning environment: A network analytic approach
Innovation and diffusion of blended synchronous classroom in Chinese primary and junior middle schools
Profiling students’ learning engagement in Mooc discussions to identify learning achievement: An automated configurational approach
Generative Artificial Intelligence Amplifies the Role of Critical Thinking Skills and Reduces Reliance on Prior Knowledge While Promoting In-Depth Learning
This study examines how generative AI (GAI) impacts primary students’ in-depth learning, focusing on critical thinking and prior knowledge. A quasi-experiment involved 163 sixth-graders divided into three groups: a control group (lecture-based instruction) and two experimental groups using GAI as a cognitive tool (materials generation) or thinking tool (critical analysis), in which 126 participants successfully completed all the tests and were in…
The Impact of project-based learning (PjBL) on creative thinking in fourth graders: A quasi-experimental study in blended science synchronous classroom
Fusing Six-Hat thinking with AI: How the Green Hat and ChatGPT Co-Regulate pre-service teachers' instructional design—insights from epistemic network analysis
Understanding how pre-service teachers and faculty design and implement an AI-integrated science course in interdisciplinary lesson study: A social epistemic network signature approach
Exploring ChatGPT's potential in dialogic teaching: A comparative neurocognitive study of AI and human instruction
Recent advances in large language models (LLMs) have intensified interest in using ChatGPT for educational dialogue. This study examined whether ChatGPT can function as an instructional partner in dialogic teaching and how it differs from a human instructor in learning outcomes and neurocognitive processes. Thirty-four undergraduates were randomly assigned to a ChatGPT group or a human-instructor group while learning histogram equalization in a d…
Psychology (12 works) · Mathematics education (11 works) · Online and Blended Learning (9 works) · Computer Science (7 works) · Innovative Teaching and Learning Methods (7 works) · Pedagogy (6 works) · Cognition (5 works) · Educational technology (5 works) · Sociology (5 works) · Critical thinking (4 works)