Jacqueline Wong
Biographic Data
| ID | 9493689 |
|---|---|
| NAME | Jacqueline Wong |
| GIVEN NAMES | Jacqueline |
| FAMILY NAME | Wong |
| SIGNATURE | WONG J |
| AFFILIATIONS | Delft University of Technology |
| ORCID | 0000-0002-5387-7696 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Integrating Generative AI in Higher Education: Teachers’ Perceptions Through the TPACK Lens
Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teacher…
Student engagement profiles in a mobile app: Links to self-regulated learning and performance
Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback …
From perception to policy: Course coordinators’ views on generative artificial intelligence in higher education
Purpose As key figures in curriculum design and implementation, course coordinators operate at the intersection of institutional goals, the needs of students, institutional policy and classroom practice, balancing educators alike (Stark and Lattuca, 1997). Their perspective is especially valuable in understanding the broader implications of GenAI integration, as they are often responsible for shaping educational experiences and adapting course co…
Goal setting in higher education: How, why, and when are students prompted to set goals? A systematic review
The increasingly digital landscape of higher education has highlighted the importance of self-regulated learning in digital learning environments. To support this, academic goal setting is frequently used to enhance self-regulated learning in order to improve academic performance. Although many studies have explored the implementation of goal setting activities as behavioral modifiers, the implementation of goal setting across these studies is va…
Enhancing goal attainment in higher education with a scripted conversational agent: Effects of monitoring and reflection support in digital learning
Contains fulltext : 324977.pdf (Publisher’s version ) (Open Access)
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
“Feel free to ask”: Nudging to promote asking questions in the online classroom
Adaptive support for self‐regulated learning in digital learning environments
A core focus of self‐regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity f…
Effects of Desk-Bike Cycling on Phonological Working Memory Performance in Adolescents With Attention Deficit Hyperactivity Disorder
We investigated the effects of active workstations on cognitive control functions in individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In a fully counterbalanced randomized control design, we examined the effects of cycling on a desk bike on phonological working memory (WM) in 18 adolescents with ADHD. Adolescents performed a phonological WM test across two separate sessions during which they either cycled or not. It was…
Measuring Cognitive Load: Are There More Valid Alternatives to Likert Rating Scales
Cognitive load researchers have used varying subjective techniques based on rating scales to quantify experienced cognitive load. Although it is generally assumed that subjects can introspect on their cognitive processes and have no difficulty in assigning numerical values to the imposed cognitive load, little is known about how visual characteristics of the rating scales influence the validity of the cognitive load measure. In this study we look…
Facilitating goal setting and planning to enhance online self-regulation of learning
Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the fo…
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that learners are more successful when they engage in self-regulated learning (SRL) behaviors such as planning what to study and reviewing study materials. However, many learners struggle with SRL. In this study, we examined the effect of two types of SRL prompts (i.e., questions or a combinatio…
Supporting Self-Regulated Learning in Online Learning Environments and Moocs: A Systematic Review
Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning
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Engaging with others’ mathematical ideas: Interrelationships among student participation, teachers’ instructional practices, and learning
Supporting Self-Regulated Learning in Online Learning Environments and Moocs: A Systematic Review
Measuring Cognitive Load: Are There More Valid Alternatives to Likert Rating Scales
Cognitive load researchers have used varying subjective techniques based on rating scales to quantify experienced cognitive load. Although it is generally assumed that subjects can introspect on their cognitive processes and have no difficulty in assigning numerical values to the imposed cognitive load, little is known about how visual characteristics of the rating scales influence the validity of the cognitive load measure. In this study we look…
Facilitating goal setting and planning to enhance online self-regulation of learning
Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the fo…
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
The limited instructional support in Massive Open Online Courses (MOOCs) inherently demands learners to self-regulate their learning. MOOC research shows that learners are more successful when they engage in self-regulated learning (SRL) behaviors such as planning what to study and reviewing study materials. However, many learners struggle with SRL. In this study, we examined the effect of two types of SRL prompts (i.e., questions or a combinatio…
Effects of Desk-Bike Cycling on Phonological Working Memory Performance in Adolescents With Attention Deficit Hyperactivity Disorder
We investigated the effects of active workstations on cognitive control functions in individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In a fully counterbalanced randomized control design, we examined the effects of cycling on a desk bike on phonological working memory (WM) in 18 adolescents with ADHD. Adolescents performed a phonological WM test across two separate sessions during which they either cycled or not. It was…
“Feel free to ask”: Nudging to promote asking questions in the online classroom
Adaptive support for self‐regulated learning in digital learning environments
A core focus of self‐regulated learning (SRL) research lies in uncovering methods to empower learners within digital learning environments. As digital technologies continue to evolve during the current hype of artificial intelligence (AI) in education, the theoretical, empirical and methodological nuances to support SRL are emerging and offering new ways for adaptive support and guidance for learners. Such affordances offer a unique opportunity f…
Goal setting in higher education: How, why, and when are students prompted to set goals? A systematic review
The increasingly digital landscape of higher education has highlighted the importance of self-regulated learning in digital learning environments. To support this, academic goal setting is frequently used to enhance self-regulated learning in order to improve academic performance. Although many studies have explored the implementation of goal setting activities as behavioral modifiers, the implementation of goal setting across these studies is va…
Enhancing goal attainment in higher education with a scripted conversational agent: Effects of monitoring and reflection support in digital learning
Contains fulltext : 324977.pdf (Publisher’s version ) (Open Access)
To move or not to move? The effect of active versus passive pre‐training on cognitive load and in‐game performance in an AR game
A distinct feature of educational games using augmented reality (AR) is that the game is played through physically interacting with the environment, whereas physical interaction is typically rather limited in other digital games. Understanding and performing the interactive game mechanics can be cognitively demanding. Adding pre‐training could help students manage cognitive load during in‐game performance. However, traditional approaches of pre‐t…
Integrating Generative AI in Higher Education: Teachers’ Perceptions Through the TPACK Lens
Generative AI (GenAI) in education has become a divisive topic. While some teachers view GenAI as a transformative tool, others caution against harms and impacts on teaching and learning. Since the usefulness of a tool depends on the user, how teachers view and use GenAI and their perceptions of its role in teaching and learning may influence its benefits and risks. The study adopts a qualitative approach, interviewing 23 higher education teacher…
Student engagement profiles in a mobile app: Links to self-regulated learning and performance
Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback …
From perception to policy: Course coordinators’ views on generative artificial intelligence in higher education
Purpose As key figures in curriculum design and implementation, course coordinators operate at the intersection of institutional goals, the needs of students, institutional policy and classroom practice, balancing educators alike (Stark and Lattuca, 1997). Their perspective is especially valuable in understanding the broader implications of GenAI integration, as they are often responsible for shaping educational experiences and adapting course co…
Computer Science (9 works) · Psychology (9 works) · Innovative Teaching and Learning Methods (6 works) · Mathematics education (4 works) · Online and Blended Learning (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Online Learning and Analytics (3 works) · Student engagement (3 works) · Academic achievement (2 works)