Guangji Yuan
Biographic Data
| ID | 8841390 |
|---|---|
| NAME | Guangji Yuan |
| GIVEN NAMES | Guangji |
| FAMILY NAME | Yuan |
| SIGNATURE | YUAN G |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-3397-4170 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Development trajectories of undergraduates’ interdisciplinary competence over time
Considering the importance of cultivating interdisciplinary competence, higher education institutions have developed programs, courses and activities to engage students in interdisciplinary learning. However, what remains underexplored is whether students’ interdisciplinary competence can develop in these settings and which activity designs may be more effective. To address this gap, this study employed a quasi-experiment design involving 130 und…
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
Supporting students’ inquiry through doubly authentic learning designs
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practic…
Epistemic agency for costructuring expansive knowledge‐building practices
As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: “reflective structuration” by which members of a classroom community coconstruct ever‐evolving inquiry directions and group structures as their collective inquiry work proceeds. Using a…
Cultural Diversity in Online Education
Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to…
No prominent works on this page.
Cultural Diversity in Online Education
Purpose/Objectives/Research/Focus of Study This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to…
Epistemic agency for costructuring expansive knowledge‐building practices
As a hallmark of authentic science practices, students need to enact epistemic agency to shape/reshape the key aspects of their inquiry work as a collaborative community. This study elaborates an emergent temporal mechanism for engaging students' epistemic agency: “reflective structuration” by which members of a classroom community coconstruct ever‐evolving inquiry directions and group structures as their collective inquiry work proceeds. Using a…
Supporting students’ inquiry through doubly authentic learning designs
In this research, we examine learning within doubly authentic learning designs, which combine the sociocultural perspective that classrooms should be congruent with professional practices, along with a humanistic perspective that suggests students’ identities should be aligned with what they inquire about in class. Our work is situated in a long-term design based research effort where we have come to theorize and develop a set of specific practic…
Development trajectories of undergraduates’ interdisciplinary competence over time
Considering the importance of cultivating interdisciplinary competence, higher education institutions have developed programs, courses and activities to engage students in interdisciplinary learning. However, what remains underexplored is whether students’ interdisciplinary competence can develop in these settings and which activity designs may be more effective. To address this gap, this study employed a quasi-experiment design involving 130 und…
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
Psychology (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · Agency (philosophy) (2 works) · Educational Strategies and Epistemologies (2 works) · AI in Service Interactions (1 work) · Artificial Intelligence (1 work)