Wenlan Zhang
Biographic Data
| ID | 7317002 |
|---|---|
| NAME | Wenlan Zhang |
| GIVEN NAMES | Wenlan |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG W |
| AFFILIATIONS | Shaanxi Normal University |
| ORCID | 0000-0001-9854-2307 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The relationship between teacher support and high school students’ mathematical modelling skill
Grounded in self-determination theory (SDT) and social cognitive theory (SCT), this study examined how teacher support (TS) influences high school students’ mathematical modelling skill (MMS). Data from 667 students were analysed using a chain-mediation regression model. Results showed that TS had no significant direct effect on MMS but exerted significant indirect effects through academic self-efficacy (SE) and learning motivation. SE positively…
A study on the factors influencing the acceptance of generative artificial intelligence among primary and secondary school teachers
At present, a technological revolution has unfolded in the education sector due to the rapid development of generative artificial intelligence. What makes a profound impact on the quality of educational transformation is whether primary and secondary school teachers are willing to integrate generative artificial intelligence into teaching practices. Against this backdrop, the Unified Theory of Acceptance and Use of Technology (UTAUT) model is app…
Preparing teachers for the age of artificial intelligence
Background The integration of Artificial Intelligence (AI) into education necessitates a new set of teacher competencies that extend beyond traditional technological proficiency. The AI-Technological Pedagogical Content Knowledge (AI-TPACK) framework, which incorporates AI-specific technological knowledge, pedagogical strategies, and ethical considerations, provides a comprehensive model for evaluating teacher readiness. This study adapts and app…
Modeling K-12 teachers’ continuance intention to use generative AI
K-12 teachers are the primary implementers of intelligent technology education. Prior research has emphasized teachers' initial intentions to adopt generative AI, but successful implementation depends on sustained long-term use. Exploring teachers' continuance intention to use generative AI in educational work and its influencing factors is vital for the depth and sustainability of technology adoption. This study integrates the Expectation Confir…
Can Generative Artificial Intelligence Effectively Enhance Students’ Mathematics Learning Outcomes?—A Meta-Analysis of Empirical Studies from 2023 to 2025
Generative artificial intelligence (GenAI) shows transformative potential in mathematics education. However, empirical findings remain inconsistent, and a systematic synthesis of its effects across distinct engagement dimensions is lacking. This preregistered meta-analysis (INPLASY2025110051) systematically reviewed 22 empirical studies (46 independent samples, N = 5232) published between 2023 and 2025. The results indicated that GenAI has a mode…
Barriers and Facilitators of Teachers’ Teaching Competency Development in Project-Based Learning
PBL design and implementation remain challenging, despite its prominence in 21st-century curriculum reforms. Teachers often reduce it to superficial thematic activities or product showcases, rather than facilitating students’ authentic inquiry and meaningful learning. To better support in-service teachers in integrating PBL into disciplinary instruction, this study examines the experiences of 25 primary school teachers in Shenzhen, China, who par…
Fostering Creative Instructional Design
Despite advances in AI pedagogical agents, research on developing creative instructional design remains limited, and how they affect pre-service teachers’ creative thinking—especially with metacognitive scaffolding—is unclear. Based on metacognitive and creativity investment theories, this study examines how such scaffolding in an AI agent fosters creative instructional design among pre-service preschool teachers, and whether critical thinking me…
Can Generative AI Feedback Effectively Enhance Learning Outcomes? A Meta-Analysis of 36 Experimental and Quasi-Experimental Studies
Although generative artificial intelligence (GenAI) feedback shows promise for educational applications, its actual impact on learning outcomes and the factors influencing its effectiveness remain unclear. This study conducted a systematic review and meta-analysis to evaluate the effectiveness of GenAI feedback and identify key moderating factors. Following the PRISMA 2020 guidelines, we reviewed 36 experimental and quasi-experimental studies pub…
The impact of project-based learning on EFL learners’ learning motivation and academic performance
Project-based learning (PBL) as an instructional method has been adopted across various academic disciplines, including foreign language education. While existing research has demonstrated the significant efficacy of PBL in enhancing students’ foreign language acquisition, investigations into its implementation and effectiveness within rural education settings remain notably scarce. This study adopted a mixed method design to conduct an 8-week pe…
Can the utilization of technology-enhanced learning spaces lead to improved learning outcomes? A meta-analysis based on 39 experimental and quasi-experimental studies
In recent years, the promotion and application of technology-enhanced learning spaces in teaching have garnered significant attention, but the effectiveness of their application remains controversial. This is the first meta-analysis to examine the effectiveness of technology-enhanced learning spaces on student learning outcomes. The study integrates data from 39 experimental and quasi-experimental studies. The results show that technology-enhance…
From recorded to AI ‐generated instructional videos
Generative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip…
Fostering twenty-first century skills among primary school students through math project-based learning
In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century…
An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment
Reading literacy is the core component of Chinese literacy and the basic ability needed in students' personal development. From the experience of international curriculum and teaching reform, project‐based learning is an important way to train students' core literacy. In this context, this paper explores the impact of project‐based learning on reading literacy of primary school students in blended learning environment by adopting a mixed‐method d…
Two birds with one stone
Assessment of municipal solid waste management system in Lae City, Papua New Guinea in the context of sustainable development
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Assessment of municipal solid waste management system in Lae City, Papua New Guinea in the context of sustainable development
Two birds with one stone
Fostering twenty-first century skills among primary school students through math project-based learning
In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century…
An empirical study about the impact of project‐based learning on reading literacy of primary students in a blended learning environment
Reading literacy is the core component of Chinese literacy and the basic ability needed in students' personal development. From the experience of international curriculum and teaching reform, project‐based learning is an important way to train students' core literacy. In this context, this paper explores the impact of project‐based learning on reading literacy of primary school students in blended learning environment by adopting a mixed‐method d…
The impact of project-based learning on EFL learners’ learning motivation and academic performance
Project-based learning (PBL) as an instructional method has been adopted across various academic disciplines, including foreign language education. While existing research has demonstrated the significant efficacy of PBL in enhancing students’ foreign language acquisition, investigations into its implementation and effectiveness within rural education settings remain notably scarce. This study adopted a mixed method design to conduct an 8-week pe…
Can the utilization of technology-enhanced learning spaces lead to improved learning outcomes? A meta-analysis based on 39 experimental and quasi-experimental studies
In recent years, the promotion and application of technology-enhanced learning spaces in teaching have garnered significant attention, but the effectiveness of their application remains controversial. This is the first meta-analysis to examine the effectiveness of technology-enhanced learning spaces on student learning outcomes. The study integrates data from 39 experimental and quasi-experimental studies. The results show that technology-enhance…
From recorded to AI ‐generated instructional videos
Generative AI (GAI) and AI‐generated content (AIGC) have been increasingly involved in our work and daily life, providing a new learning experience for students. This study examines whether AI‐generated instructional videos (AIIV) can facilitate learning as effectively as traditional recorded videos (RV). We propose an instructional video generation pipeline that includes customized GPT (Generative Pre‐trained Transformer), text‐to‐speech and lip…
The relationship between teacher support and high school students’ mathematical modelling skill
Grounded in self-determination theory (SDT) and social cognitive theory (SCT), this study examined how teacher support (TS) influences high school students’ mathematical modelling skill (MMS). Data from 667 students were analysed using a chain-mediation regression model. Results showed that TS had no significant direct effect on MMS but exerted significant indirect effects through academic self-efficacy (SE) and learning motivation. SE positively…
A study on the factors influencing the acceptance of generative artificial intelligence among primary and secondary school teachers
At present, a technological revolution has unfolded in the education sector due to the rapid development of generative artificial intelligence. What makes a profound impact on the quality of educational transformation is whether primary and secondary school teachers are willing to integrate generative artificial intelligence into teaching practices. Against this backdrop, the Unified Theory of Acceptance and Use of Technology (UTAUT) model is app…
Preparing teachers for the age of artificial intelligence
Background The integration of Artificial Intelligence (AI) into education necessitates a new set of teacher competencies that extend beyond traditional technological proficiency. The AI-Technological Pedagogical Content Knowledge (AI-TPACK) framework, which incorporates AI-specific technological knowledge, pedagogical strategies, and ethical considerations, provides a comprehensive model for evaluating teacher readiness. This study adapts and app…
Modeling K-12 teachers’ continuance intention to use generative AI
K-12 teachers are the primary implementers of intelligent technology education. Prior research has emphasized teachers' initial intentions to adopt generative AI, but successful implementation depends on sustained long-term use. Exploring teachers' continuance intention to use generative AI in educational work and its influencing factors is vital for the depth and sustainability of technology adoption. This study integrates the Expectation Confir…
Can Generative Artificial Intelligence Effectively Enhance Students’ Mathematics Learning Outcomes?—A Meta-Analysis of Empirical Studies from 2023 to 2025
Generative artificial intelligence (GenAI) shows transformative potential in mathematics education. However, empirical findings remain inconsistent, and a systematic synthesis of its effects across distinct engagement dimensions is lacking. This preregistered meta-analysis (INPLASY2025110051) systematically reviewed 22 empirical studies (46 independent samples, N = 5232) published between 2023 and 2025. The results indicated that GenAI has a mode…
Barriers and Facilitators of Teachers’ Teaching Competency Development in Project-Based Learning
PBL design and implementation remain challenging, despite its prominence in 21st-century curriculum reforms. Teachers often reduce it to superficial thematic activities or product showcases, rather than facilitating students’ authentic inquiry and meaningful learning. To better support in-service teachers in integrating PBL into disciplinary instruction, this study examines the experiences of 25 primary school teachers in Shenzhen, China, who par…
Fostering Creative Instructional Design
Despite advances in AI pedagogical agents, research on developing creative instructional design remains limited, and how they affect pre-service teachers’ creative thinking—especially with metacognitive scaffolding—is unclear. Based on metacognitive and creativity investment theories, this study examines how such scaffolding in an AI agent fosters creative instructional design among pre-service preschool teachers, and whether critical thinking me…
Can Generative AI Feedback Effectively Enhance Learning Outcomes? A Meta-Analysis of 36 Experimental and Quasi-Experimental Studies
Although generative artificial intelligence (GenAI) feedback shows promise for educational applications, its actual impact on learning outcomes and the factors influencing its effectiveness remain unclear. This study conducted a systematic review and meta-analysis to evaluate the effectiveness of GenAI feedback and identify key moderating factors. Following the PRISMA 2020 guidelines, we reviewed 36 experimental and quasi-experimental studies pub…
Mathematics education (5 works) · Psychology (5 works) · Empirical research (4 works) · Innovative Teaching and Learning Methods (4 works) · Cognition (3 works) · Computer Science (3 works) · Curriculum (3 works) · Digital literacy in education (3 works) · Generative grammar (3 works) · Medicine (3 works)