Qiuchen Yu
Biographic Data
| ID | 9493643 |
|---|---|
| NAME | Qiuchen Yu |
| GIVEN NAMES | Qiuchen |
| FAMILY NAME | Yu |
| SIGNATURE | YU Q |
| AFFILIATIONS | Central China Normal University |
| ORCID | 0000-0003-0587-5087 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering dialogic peer feedback in synchronous online discussions
Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students’ cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students’ emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving…
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Which experiences are consistently associated with other-regulation of peer feedback length
Presenting points or rank
Introducing support for learner control
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning …
Understanding the what and when of peer feedback benefits for performance and transfer
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment
Neural oscillations and learning performance vary with an instructor's gestures and visual materials in video lectures
Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated the instructor's gestures (beat gestures vs. pointing gestures vs. depictive gestures) on neural oscil…
No prominent works on this page.
Neural oscillations and learning performance vary with an instructor's gestures and visual materials in video lectures
Instructors' speech and gestures are tightly integrated. However, little is known about the neural mechanisms by which different types of gestures affect learning. We conducted two experiments on the effects of gestures in video lectures that included an instructor and slides, with English vocabulary as the topic. In Experiment 1, we manipulated the instructor's gestures (beat gestures vs. pointing gestures vs. depictive gestures) on neural oscil…
Understanding the what and when of peer feedback benefits for performance and transfer
Effect of summarizing scaffolding and textual cues on learning performance, mental model, and cognitive load in a virtual reality environment
Presenting points or rank
Introducing support for learner control
Instructional videos risk overloading learners' limited working memory resources due to the transient information effect. Learner control is one way to mitigate this concern, but has shown almost zero overall effect and considerable heterogeneity. Consequently, it is essential to identify when learner control is most beneficial. The present study examined the influence of cues on learners' behaviour, cognitive process, metacognition and learning …
Investigating the impact of explanation type and peer relationship closeness on multimedia learning
Which experiences are consistently associated with other-regulation of peer feedback length
Fostering dialogic peer feedback in synchronous online discussions
Dialogic peer feedback in synchronous online discussions provides multiple educational benefits; however, its implementation is often constrained by students’ cognitive and interactional limitations. To address this issue, this study investigated the effects of argumentation scaffold and role assignment on students’ emotion, social metacognition, and discourse patterns in dialogic peer feedback. A quasi-experimental design was employed, involving…
Psychology (7 works) · Computer Science (6 works) · Visual and Cognitive Learning Processes (5 works) · Cognitive psychology (4 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Cognition (3 works) · Peer feedback (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works)