Yafeng Zheng
Biographic Data
| ID | 9589804 |
|---|---|
| NAME | Yafeng Zheng |
| GIVEN NAMES | Yafeng |
| FAMILY NAME | Zheng |
| SIGNATURE | ZHENG Y |
| AFFILIATIONS | Beijing Normal University |
| ORCID | 0000-0003-4599-163X |
| 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 |
Teachers’ creativity-fostering behaviors and students’ creativity
Effects of elaborative and metacognitive feedback on students' science achievement, epistemological beliefs, and inquiry behaviors in simulation-based science inquiry learning
While simulation-based inquiry learning (SBIL) offers rich interactive opportunities, the mechanisms by which different feedback types reshape students' underlying inquiry strategies remain under-explored. This study addresses this gap by comparing the differential effects of Elaborative Feedback (EF) and Metacognitive Feedback (MF) on fifth-grade students' science achievement, scientific epistemological beliefs (SEB), and inquiry behaviors. A ra…
The Effects of Algorithm Visualisation on Elementary School Students' Algorithm‐Learning Performance, Motivation, and Behaviour
Individuals in a group
Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role profiles in CPS and the impact of individual engagement, as reflected in within-group configurations of r…
Effects of different feedback strategies on academic achievements, learning motivations, and self-efficacy for novice programmers
Predicting programming performance by using process behavior in a block-based programming environment
In this study, a predictive model is constructed to analyze learners’ performance in programming tasks using data of programming behavioral events and behavioral sequences. First, this study identifies behavioral events from log data and applies lag sequence analysis to extract behavioral sequences that reflect learners’ programming strategies. Then, learners’ behavioral events and behavioral sequences are selected using linear regression. Finall…
No prominent works on this page.
Predicting programming performance by using process behavior in a block-based programming environment
In this study, a predictive model is constructed to analyze learners’ performance in programming tasks using data of programming behavioral events and behavioral sequences. First, this study identifies behavioral events from log data and applies lag sequence analysis to extract behavioral sequences that reflect learners’ programming strategies. Then, learners’ behavioral events and behavioral sequences are selected using linear regression. Finall…
Effects of different feedback strategies on academic achievements, learning motivations, and self-efficacy for novice programmers
Individuals in a group
Collaborative problem-solving (CPS) has been widely used in K-12, higher education, and informal learning to enhance the quality of student learning. Understanding the relationship between learning engagement and group performance is crucial for CPS pedagogy and analytics. However, few empirical studies investigated individual engagement role profiles in CPS and the impact of individual engagement, as reflected in within-group configurations of r…
The Effects of Algorithm Visualisation on Elementary School Students' Algorithm‐Learning Performance, Motivation, and Behaviour
Teachers’ creativity-fostering behaviors and students’ creativity
Effects of elaborative and metacognitive feedback on students' science achievement, epistemological beliefs, and inquiry behaviors in simulation-based science inquiry learning
While simulation-based inquiry learning (SBIL) offers rich interactive opportunities, the mechanisms by which different feedback types reshape students' underlying inquiry strategies remain under-explored. This study addresses this gap by comparing the differential effects of Elaborative Feedback (EF) and Metacognitive Feedback (MF) on fifth-grade students' science achievement, scientific epistemological beliefs (SEB), and inquiry behaviors. A ra…
Computer Science (4 works) · Mathematics education (3 works) · Psychology (3 works) · Artificial Intelligence (2 works) · Creativity in Education and Neuroscience (2 works) · Educational technology (2 works) · Machine learning (2 works) · Online Learning and Analytics (2 works) · Programming language (2 works) · Teaching and Learning Programming (2 works)