Luotong Hui
Biographic Data
| ID | 8902069 |
|---|---|
| NAME | Luotong Hui |
| GIVEN NAMES | Luotong |
| FAMILY NAME | Hui |
| SIGNATURE | HUI L |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0003-2226-2688 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Investigating Choice of and Perceived Efficacy of Learning Strategies Used by STEM Students
The use of appropriate learning strategies that accommodate working memory capacity is crucial for successful long-term learning. To our knowledge, there is little evidence in the literature showing which learning strategies STEM students use and their perceived effectiveness of these strategies. This paper addresses this gap by applying a mixed-methods design to gain insight into STEM students’ learning behaviour in terms of the use and perceive…
Self-regulation of Flow
The dynamic characteristics of Self-Regulated Learning are similar to those that shape the flow state. • The self-regulation process in a flow state takes effort but students may perceive that the effort they put into an activity is minimal because they interpret effort as valuable. • Flow is only a seemingly effortless state, which may be regulated by the way effort is interpreted. Being in a flow state leads to an optimal learning experience an…
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations
To maximise the feedback effect, it is crucial to establish a dialogic feedback process between students and teachers. This can facilitate a mutually reinforcing cycle on each other’s feedback practice and uncover unrealistic feedback expectations. In this article, we present a co-developed reflective ePortfolio platform designed to foster students’ self-reflection, facilitate dialogic feedback processes and change the departmental feedback cultu…
Stimulating the intention to change learning strategies
Practice testing and distributed practice are effective in enhancing learning outcomes and long-term retention. Yet, many students use ineffective learning strategies instead and are reluctant to change them because they hold erroneous beliefs about practice testing and distributed practice. This intervention study examined whether narratives, compared to traditional didactic communication, can change learning strategy-beliefs, stimulate intentio…
No prominent works on this page.
Stimulating the intention to change learning strategies
Practice testing and distributed practice are effective in enhancing learning outcomes and long-term retention. Yet, many students use ineffective learning strategies instead and are reluctant to change them because they hold erroneous beliefs about practice testing and distributed practice. This intervention study examined whether narratives, compared to traditional didactic communication, can change learning strategy-beliefs, stimulate intentio…
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations
To maximise the feedback effect, it is crucial to establish a dialogic feedback process between students and teachers. This can facilitate a mutually reinforcing cycle on each other’s feedback practice and uncover unrealistic feedback expectations. In this article, we present a co-developed reflective ePortfolio platform designed to foster students’ self-reflection, facilitate dialogic feedback processes and change the departmental feedback cultu…
Self-regulation of Flow
The dynamic characteristics of Self-Regulated Learning are similar to those that shape the flow state. • The self-regulation process in a flow state takes effort but students may perceive that the effort they put into an activity is minimal because they interpret effort as valuable. • Flow is only a seemingly effortless state, which may be regulated by the way effort is interpreted. Being in a flow state leads to an optimal learning experience an…
Investigating Choice of and Perceived Efficacy of Learning Strategies Used by STEM Students
The use of appropriate learning strategies that accommodate working memory capacity is crucial for successful long-term learning. To our knowledge, there is little evidence in the literature showing which learning strategies STEM students use and their perceived effectiveness of these strategies. This paper addresses this gap by applying a mixed-methods design to gain insight into STEM students’ learning behaviour in terms of the use and perceive…
Psychology (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Social Psychology (2 works) · Behavior change (1 work) · Communication in Education and Healthcare (1 work) · Cooperative learning (1 work)