Yuchun Zhong
Biographic Data
| ID | 7563603 |
|---|---|
| NAME | Yuchun Zhong |
| GIVEN NAMES | Yuchun |
| FAMILY NAME | Zhong |
| SIGNATURE | ZHONG Y |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-2019-7870 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From virtual to reality
Can Virtual Reality Promote Cognitive, Affective, and Psychomotor Learning? A Synthesis of Systematic Reviews and Meta-Analytic Evidence
This umbrella review provides a thorough synthesis of evidence on the impact of virtual reality on three domains of learning (cognitive, affective, and psychomotor), informed by Bloom’s Taxonomy. Content analysis was applied to 93 articles comprising 70 systematic reviews, 17 systematic reviews and meta-analyses, and 6 meta-analyses, extracted from three databases (i.e., Web of Science, Scopus, and IEEE Xplore). The results indicated that affecti…
Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing
This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to unders…
Realizing individual positioning in urban agglomeration under competitive-cooperative networks of niche
Investigating students’ engagement in chatbot-supported classroom debates
This study proposed a novel approach to classroom debates, in which chatbots that are able to engage in argumentative dialogues are adopted to facilitate students’ debate preparation. The approach comprised three stages: first, students interacted with a chatbot named Argumate to help them generate ideas; second, students discussed the ideas with their group members; third, students participated in debates with other groups. The study investigate…
Technology education in early childhood education
Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
The impact of esports participation on the development of 21st century skills in youth
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The impact of esports participation on the development of 21st century skills in youth
Technology education in early childhood education
Influences of Gender and Socioeconomic Status on Children’s Use of Robotics in Early Childhood Education
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation
Investigating students’ engagement in chatbot-supported classroom debates
This study proposed a novel approach to classroom debates, in which chatbots that are able to engage in argumentative dialogues are adopted to facilitate students’ debate preparation. The approach comprised three stages: first, students interacted with a chatbot named Argumate to help them generate ideas; second, students discussed the ideas with their group members; third, students participated in debates with other groups. The study investigate…
Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing
This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to unders…
Realizing individual positioning in urban agglomeration under competitive-cooperative networks of niche
From virtual to reality
Can Virtual Reality Promote Cognitive, Affective, and Psychomotor Learning? A Synthesis of Systematic Reviews and Meta-Analytic Evidence
This umbrella review provides a thorough synthesis of evidence on the impact of virtual reality on three domains of learning (cognitive, affective, and psychomotor), informed by Bloom’s Taxonomy. Content analysis was applied to 93 articles comprising 70 systematic reviews, 17 systematic reviews and meta-analyses, and 6 meta-analyses, extracted from three databases (i.e., Web of Science, Scopus, and IEEE Xplore). The results indicated that affecti…
Argumentative (3 works) · Chatbot (3 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Psychology (3 works) · AI in Service Interactions (2 works) · Artificial Intelligence (2 works) · Linguistics (2 works) · Pedagogy (2 works)