Chenglu Li
Biographic Data
| ID | 7518592 |
|---|---|
| NAME | Chenglu Li |
| GIVEN NAMES | Chenglu |
| FAMILY NAME | Li |
| SIGNATURE | LI C |
| AFFILIATIONS | University of Utah |
| ORCID | 0000-0002-1782-0457 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Elementary school students’ and teachers’ perceptions toward creative mathematical writing with Generative AI
While mathematical creative writing can engage students in expressing mathematical ideas in an imaginative way, young learners struggle in this process. Generative AI (GenAI) offers possibilities for supporting them, such as providing story generation. As the design of GenAI-powered learning technologies requires careful consideration of the technology reception in classrooms, this study explores students’ and teachers’ perceptions of creative ma…
Students’ perceived roles, opportunities, and challenges of a generative AI-powered teachable agent: A case of middle school math class
Ongoing advancements in generative AI (GenAI) have boosted the potential of applying long-standing “learning-by-teaching” practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students’ perceived roles, benefits, and challen…
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning
The alignment of knowledge focus during teaching preparation and AI-powered learning-by-teaching and their effects on mathematics learning outcomes in the context of high-stakes state assessments
The learning-by-teaching paradigm, particularly with AI-powered teachable agents, has shown particular promise for mathematics education. Despite this potential, it remains unclear how to best balance conceptual and procedural knowledge in this paradigm to optimize learning. This study addresses that question by examining how students' knowledge focus during two learning phases, preparing for teaching by watching instructional videos and active l…
Unveiling interaction patterns between students and generative AI teachable agent: Focusing on students' agency and AI agents' authority
With the growing integration of artificial intelligence (AI) in education, conversational AI agents are increasingly used to support student learning. This study examines how interactions with AI teachable agents are temporally associated with students' agency and how these associations relate to students' learning outcomes. Analysing 7188 discussion threads containing over 117,000 text utterances, we explore the relationship between AI authority…
Diversity Embedding Deep Optimal Graph Regularized Nonnegative Matrix Factorization for Robust Multiview Clustering
Analyzing multimedia data, which often comprises diverse views such as text, images, and videos, presents unique challenges for data processing. Deep matrix factorization (DMF) provides an elegant way to obtain reduced-dimensional representation of the multiview data produced by multimedia. Compared with single-layer matrix factorization, DMF can better discover the hierarchical information in a layerwise technique. However, the existing multivie…
The effects of text-based conversational teachable agents’ communicative features on student math learning: Tone style and emoji use
As artificial intelligence (AI) continues to advance, its integration into education has generated growing interest in conversational AI as a tool to support student learning. Conversational AI systems facilitate natural language interactions between AI and students, serving diverse pedagogical roles, such as tutoring students, providing feedback, and offering learning companionship. However, most existing research has focused on conversational A…
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students
The role of teachable agents’ personality traits on student-AI interactions and math learning
Are simpler math stories better? Automatic readability assessment of GAI ‐generated multimodal mathematical stories validated by engagement
Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text‐image coherence …
Development of a generative AI ‐powered teachable agent for middle school mathematics learning: A design‐based research study
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math . This study chronicles one usability…
Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning
A promising approach to support students' math learning effectively, automatically and at scale within existing learning environments is conversational artificial intelligence (ConvAI). Although previous studies have suggested ConvAI's potential to guide, facilitate and enhance learning, its effects on students' conceptual change and academic motivation—the latter a crucial moderator of conceptual change—in math education remain understudied. Our…
Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures
After nationwide school closures due to COVID-19, virtual learning environments (VLE) have seen tremendous increase in usage. The current study identified teacher activities for orchestration using an Algebra VLE during school closures, and whether these activities were related to student achievement. In May 2020, we collected survey data on how 213 teachers were using a VLE for Algebra with 10,590 students, along with system logs and student ach…
Using fair AI to predict students’ math learning outcomes in an online platform
As instruction shifts away from traditional approaches, online learning has grown in popularity in K-12 and higher education. Artificial intelligence (AI) and learning analytics methods such as machine learning have been used by educational scholars to support online learners on a large scale. However, the fairness of AI prediction in educational contexts has received insufficient attention, which can increase educational inequality. This study a…
Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large‐scale data analytics
Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated linguistic synchrony , shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school…
Teaching thermodynamics with augmented interaction and learning analytics
Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation
A discussion forum is a valuable tool to support student learning in online contexts. However, interactions in online discussion forums are sparse, leading to other issues such as low engagement and dropping out. Recent educational studies have examined the affordances of conversational agents (CA) powered by artificial intelligence (AI) to automatically support student participation in discussion forums. However, few studies have paid attention …
Exploring the relationship between social presence and learners’ prestige in Mooc discussion forums using automated content analysis and social network analysis
Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement
Examining middle school teachers’ implementation of a technology-enriched problem-based learning program: Motivational factors, challenges, and strategies
Literature has documented the benefits of problem-based learning (PBL), but also shown significant barriers to using PBL in K–12 education. Yet, the research describing why and how K–12 teachers implement PBL is insufficient. In this qualitative study, using semi-structured interviews, we investigate why 25 middle school teachers chose to implement a technology-enriched PBL program, challenges they encountered, and facilitation strategies they us…
Late Pleistocene paleolake evolution in the Hetao Basin, Inner Mongolia, China
No prominent works on this page.
Late Pleistocene paleolake evolution in the Hetao Basin, Inner Mongolia, China
Examining middle school teachers’ implementation of a technology-enriched problem-based learning program: Motivational factors, challenges, and strategies
Literature has documented the benefits of problem-based learning (PBL), but also shown significant barriers to using PBL in K–12 education. Yet, the research describing why and how K–12 teachers implement PBL is insufficient. In this qualitative study, using semi-structured interviews, we investigate why 25 middle school teachers chose to implement a technology-enriched PBL program, challenges they encountered, and facilitation strategies they us…
Exploring the relationship between social presence and learners’ prestige in Mooc discussion forums using automated content analysis and social network analysis
Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement
Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation
A discussion forum is a valuable tool to support student learning in online contexts. However, interactions in online discussion forums are sparse, leading to other issues such as low engagement and dropping out. Recent educational studies have examined the affordances of conversational agents (CA) powered by artificial intelligence (AI) to automatically support student participation in discussion forums. However, few studies have paid attention …
Teaching thermodynamics with augmented interaction and learning analytics
Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures
After nationwide school closures due to COVID-19, virtual learning environments (VLE) have seen tremendous increase in usage. The current study identified teacher activities for orchestration using an Algebra VLE during school closures, and whether these activities were related to student achievement. In May 2020, we collected survey data on how 213 teachers were using a VLE for Algebra with 10,590 students, along with system logs and student ach…
Using fair AI to predict students’ math learning outcomes in an online platform
As instruction shifts away from traditional approaches, online learning has grown in popularity in K-12 and higher education. Artificial intelligence (AI) and learning analytics methods such as machine learning have been used by educational scholars to support online learners on a large scale. However, the fairness of AI prediction in educational contexts has received insufficient attention, which can increase educational inequality. This study a…
Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large‐scale data analytics
Previous literature has associated math literacy with linguistic factors such as verbal ability and phonological skills. However, few studies have investigated linguistic synchrony , shown in mathematical discussions. This study modelled math literacy and examined the relationship of math literacy with linguistic synchrony between students and facilitators. We retrieved data from 20,776 online mathematical discussion threads at a secondary school…
Diversity Embedding Deep Optimal Graph Regularized Nonnegative Matrix Factorization for Robust Multiview Clustering
Analyzing multimedia data, which often comprises diverse views such as text, images, and videos, presents unique challenges for data processing. Deep matrix factorization (DMF) provides an elegant way to obtain reduced-dimensional representation of the multiview data produced by multimedia. Compared with single-layer matrix factorization, DMF can better discover the hierarchical information in a layerwise technique. However, the existing multivie…
The effects of text-based conversational teachable agents’ communicative features on student math learning: Tone style and emoji use
As artificial intelligence (AI) continues to advance, its integration into education has generated growing interest in conversational AI as a tool to support student learning. Conversational AI systems facilitate natural language interactions between AI and students, serving diverse pedagogical roles, such as tutoring students, providing feedback, and offering learning companionship. However, most existing research has focused on conversational A…
Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students
The role of teachable agents’ personality traits on student-AI interactions and math learning
Are simpler math stories better? Automatic readability assessment of GAI ‐generated multimodal mathematical stories validated by engagement
Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text‐image coherence …
Development of a generative AI ‐powered teachable agent for middle school mathematics learning: A design‐based research study
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math . This study chronicles one usability…
Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning
A promising approach to support students' math learning effectively, automatically and at scale within existing learning environments is conversational artificial intelligence (ConvAI). Although previous studies have suggested ConvAI's potential to guide, facilitate and enhance learning, its effects on students' conceptual change and academic motivation—the latter a crucial moderator of conceptual change—in math education remain understudied. Our…
Elementary school students’ and teachers’ perceptions toward creative mathematical writing with Generative AI
While mathematical creative writing can engage students in expressing mathematical ideas in an imaginative way, young learners struggle in this process. Generative AI (GenAI) offers possibilities for supporting them, such as providing story generation. As the design of GenAI-powered learning technologies requires careful consideration of the technology reception in classrooms, this study explores students’ and teachers’ perceptions of creative ma…
Students’ perceived roles, opportunities, and challenges of a generative AI-powered teachable agent: A case of middle school math class
Ongoing advancements in generative AI (GenAI) have boosted the potential of applying long-standing “learning-by-teaching” practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students’ perceived roles, benefits, and challen…
Fair AI in educational predictions: A multi-group fairness approach using reinforcement learning
The alignment of knowledge focus during teaching preparation and AI-powered learning-by-teaching and their effects on mathematics learning outcomes in the context of high-stakes state assessments
The learning-by-teaching paradigm, particularly with AI-powered teachable agents, has shown particular promise for mathematics education. Despite this potential, it remains unclear how to best balance conceptual and procedural knowledge in this paradigm to optimize learning. This study addresses that question by examining how students' knowledge focus during two learning phases, preparing for teaching by watching instructional videos and active l…
Unveiling interaction patterns between students and generative AI teachable agent: Focusing on students' agency and AI agents' authority
With the growing integration of artificial intelligence (AI) in education, conversational AI agents are increasingly used to support student learning. This study examines how interactions with AI teachable agents are temporally associated with students' agency and how these associations relate to students' learning outcomes. Analysing 7188 discussion threads containing over 117,000 text utterances, we explore the relationship between AI authority…
Computer Science (16 works) · Psychology (15 works) · Mathematics education (12 works) · Online Learning and Analytics (8 works) · Artificial Intelligence (7 works) · Pedagogy (6 works) · Intelligent Tutoring Systems and Adaptive Learning (5 works) · Educational Games and Gamification (4 works) · Generative grammar (4 works) · Linguistics (4 works)