Wangda Zhu
Biographic Data
| ID | 9258831 |
|---|---|
| NAME | Wangda Zhu |
| GIVEN NAMES | Wangda |
| FAMILY NAME | Zhu |
| SIGNATURE | ZHU W |
| AFFILIATIONS | University of Florida |
| ORCID | 0000-0001-9611-4800 |
| 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 |
Fostering preservice teachers’ design thinking by integrating generative AI and analytics-supported reflective assessment in a collaborative inquiry environment
Immersive Virtual Environment for Automotive Security Education
Investigating perceived fairness of AI prediction system for math learning
The role of teachable agents’ personality traits on student-AI interactions and math learning
Are simpler math stories better? Automatic readability assessment of GAI ‐generated multimodal mathematical stories validated by engagement
Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text‐image coherence …
Development of a generative AI ‐powered teachable agent for middle school mathematics learning
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math . This study chronicles one usability…
Enhancing students’ learning experience using social networking applications
During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students’ interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting …
Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design
Share and embrace demographic and location diversity
It is critical to create an inclusive online learning environment for students with diverse demographic information studying in different environments, especially during the COVID‐19 pandemic when they are disconnected from peers. Guided to create an inclusive online learning community by situated learning theory and community of practice, both of which advocate learning in context and community, we invited 115 undergraduate students to post phot…
No prominent works on this page.
Share and embrace demographic and location diversity
It is critical to create an inclusive online learning environment for students with diverse demographic information studying in different environments, especially during the COVID‐19 pandemic when they are disconnected from peers. Guided to create an inclusive online learning community by situated learning theory and community of practice, both of which advocate learning in context and community, we invited 115 undergraduate students to post phot…
Enhancing students’ learning experience using social networking applications
During the COVID-19 quarantine, we conducted a field-setting pre/post-test randomized experiment (n = 115), creating a community using the social media application Instagram to enhance students’ interactions with their peers and immediate physical environments in a large, introductory online course in environmental psychology. We used the framework of the community of inquiry (CoI) to explain the ecological effects of this project. After posting …
Enhancing undergraduates’ engagement in a learning community by including their voices in the technological and instructional design
Investigating perceived fairness of AI prediction system for math learning
The role of teachable agents’ personality traits on student-AI interactions and math learning
Are simpler math stories better? Automatic readability assessment of GAI ‐generated multimodal mathematical stories validated by engagement
Mathematical stories can enhance students' motivation and interest in learning mathematics, thereby positively impacting their academic performance. However, due to resource constraints faced by the creators, generative artificial intelligence (GAI) is employed to create mathematical stories accompanied by images. This study introduces a method for automatically assessing the quality of these multimodal stories by evaluating text‐image coherence …
Development of a generative AI ‐powered teachable agent for middle school mathematics learning
This paper reports on a design‐based research (DBR) study that aims to devise an artificial intelligence (AI)‐powered teachable agent that supports secondary school students' learning‐by‐teaching practices of mathematics learning content. A long‐standing pedagogical practice of learning‐by‐teaching is powered by a recent advancement of generative AI technologies, yielding our teachable agent called ALTER‐Math . This study chronicles one usability…
Fostering preservice teachers’ design thinking by integrating generative AI and analytics-supported reflective assessment in a collaborative inquiry environment
Immersive Virtual Environment for Automotive Security Education
Computer Science (7 works) · Psychology (6 works) · Mathematics education (5 works) · Innovative Teaching and Learning Methods (4 works) · Instructional design (3 works) · Intelligent Tutoring Systems and Adaptive Learning (3 works) · Online and Blended Learning (3 works) · Pedagogy (3 works) · Teaching and Learning Programming (3 works) · Artificial Intelligence (2 works)