Yonghe Wu
Biographic Data
| ID | 9493566 |
|---|---|
| NAME | Yonghe Wu |
| GIVEN NAMES | Yonghe |
| FAMILY NAME | Wu |
| SIGNATURE | WU Y |
| AFFILIATIONS | East China Normal University |
| ORCID | 0000-0002-1141-3316 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
AI support in self‐regulated learning: A decade of technological evolution and meta‐analysis
This meta‐analysis systematically examines 35 empirical studies (2013–2025) investigating artificial intelligence applications within Zimmerman's cyclical model of self‐regulated learning (SRL). Three principal discoveries emerge: (1) Technological progression has evolved through three co‐existing paradigms: rule‐based architectures, data‐driven adaptive systems and generative AI ecosystems, that demonstrate increasingly sophisticated capabilitie…
Uncovering the predictive effect of behaviours on self‐directed learning ability
Self‐direction has become an important skill in the 21st century. To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self‐directed 3D design class lasting 90 minutes. A total of 193 middle school students participated in the study. The results of…
The role of self-directed learning in studying 3D design and modeling
3D design and modeling is an important part of design education. Self-directed learning (SDL) has been considered in order to effectively learn and teach 3D design and modeling. Exploring the relationship between students’ SDL ability and their behavior in learning 3D design will not only promote the 3D design learning process and outcomes, but also enhance their SDL ability. This study explored the relationship among students’ SDL ability, their…
Understanding self-directed learning behaviors in a computer-aided 3D design context
Exploring behavioural differences between certificate achievers and explorers in Moocs
Massive open online courses (MOOCs) face the ongoing problem of low pass rates. A number of MOOC learners engage in most or all course activities but fail to pass the course. To improve participation and thereby increase successful completion, this study explores the behavioural differences between certificate achievers and explorers that lead to their different learning outcomes. Eleven behaviours were extracted from more than 80,000 behaviour r…
Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in Moocs
Massively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive presence on students’ learning performance by analysing more than 400,000 posts of 13 MOOCs. First, t…
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Exploring behavioural differences between certificate achievers and explorers in Moocs
Massive open online courses (MOOCs) face the ongoing problem of low pass rates. A number of MOOC learners engage in most or all course activities but fail to pass the course. To improve participation and thereby increase successful completion, this study explores the behavioural differences between certificate achievers and explorers that lead to their different learning outcomes. Eleven behaviours were extracted from more than 80,000 behaviour r…
Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in Moocs
Massively open online courses (MOOCs) offer learners opportunities for self‐improvement and knowledge development. Linking cognitive processes and learning outcomes is helpful in supporting students learning with the help of MOOCs. Based on the cognitive presence of the Community of Inquiry framework, this study quantified the effect of cognitive presence on students’ learning performance by analysing more than 400,000 posts of 13 MOOCs. First, t…
The role of self-directed learning in studying 3D design and modeling
3D design and modeling is an important part of design education. Self-directed learning (SDL) has been considered in order to effectively learn and teach 3D design and modeling. Exploring the relationship between students’ SDL ability and their behavior in learning 3D design will not only promote the 3D design learning process and outcomes, but also enhance their SDL ability. This study explored the relationship among students’ SDL ability, their…
Understanding self-directed learning behaviors in a computer-aided 3D design context
Uncovering the predictive effect of behaviours on self‐directed learning ability
Self‐direction has become an important skill in the 21st century. To cultivate learners with a high level of self‐direction, it is necessary to diagnose their self‐directed learning (SDL) ability. This study diagnosed and predicted learners' SDL ability based on their actual SDL behaviours. The study was performed in a self‐directed 3D design class lasting 90 minutes. A total of 193 middle school students participated in the study. The results of…
AI support in self‐regulated learning: A decade of technological evolution and meta‐analysis
This meta‐analysis systematically examines 35 empirical studies (2013–2025) investigating artificial intelligence applications within Zimmerman's cyclical model of self‐regulated learning (SRL). Three principal discoveries emerge: (1) Technological progression has evolved through three co‐existing paradigms: rule‐based architectures, data‐driven adaptive systems and generative AI ecosystems, that demonstrate increasingly sophisticated capabilitie…
Computer Science (5 works) · Psychology (5 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Artificial Intelligence (3 works) · Online Learning and Analytics (3 works) · Autodidacticism (2 works) · Online and Blended Learning (2 works) · Perception (2 works) · Reflective Practices in Education (2 works)