Feiya Luo
Biographic Data
| ID | 9611638 |
|---|---|
| NAME | Feiya Luo |
| GIVEN NAMES | Feiya |
| FAMILY NAME | Luo |
| SIGNATURE | LUO F |
| AFFILIATIONS | University of Alabama |
| ORCID | 0000-0002-3037-085X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Promoting elementary students’ computer science conceptual knowledge and coding performance
This mixed-methods study reported how teaching core CS concepts through coordinated unplugged and plugged activities improved elementary students’ coding performances. Through collaborative design with elementary teachers, we developed 14 activities focusing on data, conditional logic, and variables and implemented them with 13 fourth- and fifth-grade students in Spring 2025. Using a convergent mixed methods approach, we analyzed students’ pre-, …
Artificial intelligence for engaging neurodiverse learners in K-12 education
While artificial intelligence (AI) has been widely explored in educational research, limited studies have specifically examined its intentional use to support K-12 neurodiverse learners. Existing literature often conflates clinical diagnosis, assistive technology, and instructional design, obscuring AI’s distinct pedagogical contributions. This qualitative systematic review addresses this gap by exploring how AI tools are used to engage and suppo…
How Do Elementary Students Apply Debugging Strategies in a Block-Based Programming Environment
Debugging is a growing topic in K-12 computer science (CS) education research. Although some previous studies have examined debugging behaviors, only a few have focused on an in-depth analysis of elementary students’ debugging behaviors in block-based programming environments. This qualitative study explored the debugging behaviors of four students, including their strategies and challenges. The study employed thematic video analysis of students’…
Broadening Participation in Computing Through Cultivating Teacher Professional Growth
With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepres…
Engaging students of color in physiological computing with insights from eye-tracking
Computing involving physiological data such as heart rate and electrodermal activity has been used as a way to enrich K-12 students’ computing learning experiences. This study explored a novel way to engage elementary students of color as “developers” through a series of physiological computing lessons during a summer learning program. Learners used real-time physiological data (i.e. muscle energy) as computer inputs to build computer programs. T…
Exploring the evolution of two girls’ conceptions and practices in computational thinking in science
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Exploring the evolution of two girls’ conceptions and practices in computational thinking in science
How Do Elementary Students Apply Debugging Strategies in a Block-Based Programming Environment
Debugging is a growing topic in K-12 computer science (CS) education research. Although some previous studies have examined debugging behaviors, only a few have focused on an in-depth analysis of elementary students’ debugging behaviors in block-based programming environments. This qualitative study explored the debugging behaviors of four students, including their strategies and challenges. The study employed thematic video analysis of students’…
Broadening Participation in Computing Through Cultivating Teacher Professional Growth
With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepres…
Engaging students of color in physiological computing with insights from eye-tracking
Computing involving physiological data such as heart rate and electrodermal activity has been used as a way to enrich K-12 students’ computing learning experiences. This study explored a novel way to engage elementary students of color as “developers” through a series of physiological computing lessons during a summer learning program. Learners used real-time physiological data (i.e. muscle energy) as computer inputs to build computer programs. T…
Promoting elementary students’ computer science conceptual knowledge and coding performance
This mixed-methods study reported how teaching core CS concepts through coordinated unplugged and plugged activities improved elementary students’ coding performances. Through collaborative design with elementary teachers, we developed 14 activities focusing on data, conditional logic, and variables and implemented them with 13 fourth- and fifth-grade students in Spring 2025. Using a convergent mixed methods approach, we analyzed students’ pre-, …
Artificial intelligence for engaging neurodiverse learners in K-12 education
While artificial intelligence (AI) has been widely explored in educational research, limited studies have specifically examined its intentional use to support K-12 neurodiverse learners. Existing literature often conflates clinical diagnosis, assistive technology, and instructional design, obscuring AI’s distinct pedagogical contributions. This qualitative systematic review addresses this gap by exploring how AI tools are used to engage and suppo…
Teaching and Learning Programming (5 works) · Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · Computer-Assisted Instruction (2 works) · Educational Games and Gamification (2 works) · Electronic learning (2 works) · Gender and Technology in Education (2 works) · Multimedia (2 works) · Pedagogy (2 works)