Zheyu LIU
Biographic Data
| ID | 8917155 |
|---|---|
| NAME | Zheyu LIU |
| GIVEN NAMES | Zheyu |
| FAMILY NAME | LIU |
| SIGNATURE | LIU Z |
| AFFILIATIONS | Zhejiang Normal University |
| ORCID | 0000-0002-7508-4013 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach
Virtual reality, as an excellent supportive instructional technology, has gained increasing attention from educators and professionals, where desktop‐based virtual reality (DVR) is broadly adopted due to its affordability and accessibility. However, when evaluating students' learning experiences such as flow experiences in DVR environments, most studies adopt a single construct (the total score of flow experience) rather than multiple constructs …
The epistemic trust of 3- to 6-year-olds in digital voice assistants in various domains
摘要: 基于双信息源实验范式, 考察3~6岁幼儿和成人对智能语音助手(Digital Voice Assistants, DVAs)的知识性信任, 并验证准确性在其信任中的作用。实验1, 操纵了信息源类型(DVAs vs人类)和知识领域(自然vs社会)。结果显示, 与人类相比, 幼儿和成人对DVAs的知识性信任更强。对DVAs的信任程度, 6岁幼儿高于4、5岁幼儿, 成人高于幼儿。与社会领域相比, 幼儿和成人均更倾向于询问DVAs自然领域的问题。基于实验1, 实验2操纵了两种信息源提供证言的准确性条件, 结果发现, 当DVAs不准确时, 幼儿和成人均不再信任其证言, 且3岁幼儿对准确性的敏感性较低。研究结果表明, 信息源类型、知识领域和证言准确性都会影响幼儿的知识性信任, 准确性是评估DVAs可靠性的重要标准
How to reflect more effectively in online video learning: Balancing processes and outcomes
Designing reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further expl…
No prominent works on this page.
How to reflect more effectively in online video learning: Balancing processes and outcomes
Designing reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further expl…
How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach
Virtual reality, as an excellent supportive instructional technology, has gained increasing attention from educators and professionals, where desktop‐based virtual reality (DVR) is broadly adopted due to its affordability and accessibility. However, when evaluating students' learning experiences such as flow experiences in DVR environments, most studies adopt a single construct (the total score of flow experience) rather than multiple constructs …
The epistemic trust of 3- to 6-year-olds in digital voice assistants in various domains
摘要: 基于双信息源实验范式, 考察3~6岁幼儿和成人对智能语音助手(Digital Voice Assistants, DVAs)的知识性信任, 并验证准确性在其信任中的作用。实验1, 操纵了信息源类型(DVAs vs人类)和知识领域(自然vs社会)。结果显示, 与人类相比, 幼儿和成人对DVAs的知识性信任更强。对DVAs的信任程度, 6岁幼儿高于4、5岁幼儿, 成人高于幼儿。与社会领域相比, 幼儿和成人均更倾向于询问DVAs自然领域的问题。基于实验1, 实验2操纵了两种信息源提供证言的准确性条件, 结果发现, 当DVAs不准确时, 幼儿和成人均不再信任其证言, 且3岁幼儿对准确性的敏感性较低。研究结果表明, 信息源类型、知识领域和证言准确性都会影响幼儿的知识性信任, 准确性是评估DVAs可靠性的重要标准
Computer Science (3 works) · Psychology (3 works) · Affect (linguistics) (1 works) · AI in Service Interactions (1 works) · Applied Psychology (1 works) · Cognitive psychology (1 works) · Construct (python library) (1 works) · Education and Learning Interventions (1 works) · Educational technology (1 works) · Epistemology (1 works)