Xiaojing Weng
Biographic Data
| ID | 8988786 |
|---|---|
| NAME | Xiaojing Weng |
| GIVEN NAMES | Xiaojing |
| FAMILY NAME | Weng |
| SIGNATURE | WENG X |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-2248-5312 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Creativity in University Students: The Role of Personality Traits and Basic Psychological Needs in the Digital Context
Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory
AI competency as a catalyst for creativity and entrepreneurship: Insights from the Big Five personality traits
Artificial intelligence (AI) competency refers to the capacity to apply AI-related knowledge ethically and effectively. Students’ personality traits shape their learning patterns and preferences. Both AI competency and personality traits can affect students’ creativity and entrepreneurship. However, the interactions between AI competency, personality traits, and creativity and entrepreneurship remain underexplored. This study investigates the imp…
Effects of a Self‐Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self‐Efficacy
Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship
Designing effective strategies for developing higher education students’ competencies, such as creativity and entrepreneurship, is crucial for their survival and self-realization in the technology-rich 21st century. This study is important as it addresses a significant research gap by designing and implementing self-determination theory (SDT)-guided case-based instruction (CBI) to enhance digital learners’ creativity and entrepreneurship. A class…
Middle School Students' In‐Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach
Needs Satisfaction Mediates the Relationships Between TPACK , Self‐Efficacy and Teachers' Willingness to Integrate Generative AI Into Higher Education Practices
The success of efforts to integrate generative AI (GenAI) into classrooms depends heavily on teachers' willingness to integrate the relevant technologies. However, few studies have examined the effect of perceived psychological needs satisfaction on teachers' willingness to integrate GenAI (WIAI). This study investigated the effect of perceived needs satisfaction according to self‐determination theory (SDT) on the relationships between technologi…
A scoping review on how generative artificial intelligence transforms assessment in higher education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and re…
The mediating effects of engagement on the relationship between perceived digital inquiry and creativity
Students’ perceived competencies may reflect dispositions to trigger and enhance engagement acts and promote engagement benefits. Although perceived competencies and engagement acts are significant resources in STEM learning, their relationships remain unclear. Accordingly, we applied the transactional model of engagement (TME) to examine these associations, focusing on how emotional and cognitive engagement affect the mediating effect of perceiv…
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining
Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends
Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-…
Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis
No prominent works on this page.
Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis
A scoping review on how generative artificial intelligence transforms assessment in higher education
Generative artificial intelligence provides both opportunities and challenges for higher education. Existing literature has not properly investigated how this technology would impact assessment in higher education. This scoping review took a forward-thinking approach to investigate how generative artificial intelligence transforms assessment in higher education. We used the PRISMA extension for scoping reviews to select articles for review and re…
The mediating effects of engagement on the relationship between perceived digital inquiry and creativity
Students’ perceived competencies may reflect dispositions to trigger and enhance engagement acts and promote engagement benefits. Although perceived competencies and engagement acts are significant resources in STEM learning, their relationships remain unclear. Accordingly, we applied the transactional model of engagement (TME) to examine these associations, focusing on how emotional and cognitive engagement affect the mediating effect of perceiv…
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining
Assessment and learning outcomes for generative AI in higher education: A scoping review on current research status and trends
Generative artificial intelligence (GenAI) impacts higher education assessment and learning outcomes, which are closely related and intertwined. Literature suggests that educators and researchers have many varied concerns regarding student assessment in the higher education GenAI context, such as how to assess students’ learning and the new (refocused) learning outcomes that emerged in GenAI-facilitated learning environments. To provide evidence-…
Satisfying higher education students’ psychological needs through case-based instruction for fostering creativity and entrepreneurship
Designing effective strategies for developing higher education students’ competencies, such as creativity and entrepreneurship, is crucial for their survival and self-realization in the technology-rich 21st century. This study is important as it addresses a significant research gap by designing and implementing self-determination theory (SDT)-guided case-based instruction (CBI) to enhance digital learners’ creativity and entrepreneurship. A class…
Middle School Students' In‐Moment Engagement in Synchronous Online Learning: An Activity–Community of Inquiry Approach
Needs Satisfaction Mediates the Relationships Between TPACK , Self‐Efficacy and Teachers' Willingness to Integrate Generative AI Into Higher Education Practices
The success of efforts to integrate generative AI (GenAI) into classrooms depends heavily on teachers' willingness to integrate the relevant technologies. However, few studies have examined the effect of perceived psychological needs satisfaction on teachers' willingness to integrate GenAI (WIAI). This study investigated the effect of perceived needs satisfaction according to self‐determination theory (SDT) on the relationships between technologi…
Creativity in University Students: The Role of Personality Traits and Basic Psychological Needs in the Digital Context
Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory
AI competency as a catalyst for creativity and entrepreneurship: Insights from the Big Five personality traits
Artificial intelligence (AI) competency refers to the capacity to apply AI-related knowledge ethically and effectively. Students’ personality traits shape their learning patterns and preferences. Both AI competency and personality traits can affect students’ creativity and entrepreneurship. However, the interactions between AI competency, personality traits, and creativity and entrepreneurship remain underexplored. This study investigates the imp…
Effects of a Self‐Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self‐Efficacy
Computer Science (7 works) · Psychology (7 works) · Creativity (4 works) · Creativity in Education and Neuroscience (4 works) · Mathematics education (4 works) · Online Learning and Analytics (4 works) · Generative grammar (3 works) · Medicine (3 works) · Pedagogy (3 works) · Political science (3 works)