Yungwei Hao
Biographic Data
| ID | 9611699 |
|---|---|
| NAME | Yungwei Hao |
| GIVEN NAMES | Yungwei |
| FAMILY NAME | Hao |
| SIGNATURE | HAO Y |
| AFFILIATIONS | National Taiwan Normal University |
| ORCID | 0009-0002-6051-9309 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Interaction-Rich instructional design in AI-Supported teacher education
As generative artificial intelligence (GAI) becomes embedded in educational practice, a central challenge for teacher education is no longer technical adoption but developing instructional readiness grounded in pedagogical reasoning and ethical judgment. Moving beyond outcome-oriented evaluations of technology competence, this study adopts a process-oriented perspective to examine how AI-integrated instructional activities shape pre-service teach…
Governing generative AI in applied undergraduate education
Generative AI is rapidly reshaping applied undergraduate education, streamlining teaching practices and enabling personalised learning, yet its diffusion amplifies a triad of ethical challenges. These challenges encompass technological opacity and dependency, institutional policy inertia and diffuse accountability, and cultural frictions tied to shifting teacher – student dynamics and the erosion of traditional educational values. To address thes…
From awareness to transformation
The rapid expansion of generative AI in education has shifted attention from tool adoption to teachers’ learning interactions, reflection, and professional growth. This study examines teachers’ development in an AI-supported interactive learning context, focusing on how awareness, integration, and instructional transformation relate to reflective and collaborative learning. A three-module professional learning program engaged teachers across thre…
From cognitive offloading to learning accountability erosion
Generative artificial intelligence (GAI) is reshaping higher education, yet its significance may lie less in efficiency gains than in how it reconfigures learners’ cognitive, epistemic, and responsibility-related orientations. Drawing on educational psychology, this study examines whether AI use is associated with a sequential process involving cognitive offloading, epistemic trust transfer, and reduced learning accountability. An exploratory seq…
Immersive experiential-flipped AR for culinary skill learning
Let technology serve learning
Despite its growing adoption, flipped learning still struggles with limited pre-class engagement, superficial in-class interaction, and insufficient individualized support. Meanwhile, the rapid uptake of generative AI (GAI) in higher education introduces opportunities for learning scaffolding alongside concerns about overreliance and diminished learner agency. To address these tensions, this study proposes a six-phase, human-centered flipped fram…
Dual empowerment in VR-based technical training
Virtual reality (VR) has become an important tool in vocational education, particularly for supporting procedural rehearsal, real-time feedback, and safe skill practice. Although prior studies have explored the combination of VR and hands-on training, less is known about how these modalities should be systematically integrated within an instructional model to support both learning and sustained skill transfer. To address this gap, this study prop…
Visual feedback design and cognitive immersion
Fostering Career Awareness and Self-Directed Learning through an AI-Induced Disruptive Learning Environment
The relationship between teacher support and bullying in schools
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The relationship between teacher support and bullying in schools
Interaction-Rich instructional design in AI-Supported teacher education
As generative artificial intelligence (GAI) becomes embedded in educational practice, a central challenge for teacher education is no longer technical adoption but developing instructional readiness grounded in pedagogical reasoning and ethical judgment. Moving beyond outcome-oriented evaluations of technology competence, this study adopts a process-oriented perspective to examine how AI-integrated instructional activities shape pre-service teach…
Governing generative AI in applied undergraduate education
Generative AI is rapidly reshaping applied undergraduate education, streamlining teaching practices and enabling personalised learning, yet its diffusion amplifies a triad of ethical challenges. These challenges encompass technological opacity and dependency, institutional policy inertia and diffuse accountability, and cultural frictions tied to shifting teacher – student dynamics and the erosion of traditional educational values. To address thes…
From awareness to transformation
The rapid expansion of generative AI in education has shifted attention from tool adoption to teachers’ learning interactions, reflection, and professional growth. This study examines teachers’ development in an AI-supported interactive learning context, focusing on how awareness, integration, and instructional transformation relate to reflective and collaborative learning. A three-module professional learning program engaged teachers across thre…
From cognitive offloading to learning accountability erosion
Generative artificial intelligence (GAI) is reshaping higher education, yet its significance may lie less in efficiency gains than in how it reconfigures learners’ cognitive, epistemic, and responsibility-related orientations. Drawing on educational psychology, this study examines whether AI use is associated with a sequential process involving cognitive offloading, epistemic trust transfer, and reduced learning accountability. An exploratory seq…
Immersive experiential-flipped AR for culinary skill learning
Let technology serve learning
Despite its growing adoption, flipped learning still struggles with limited pre-class engagement, superficial in-class interaction, and insufficient individualized support. Meanwhile, the rapid uptake of generative AI (GAI) in higher education introduces opportunities for learning scaffolding alongside concerns about overreliance and diminished learner agency. To address these tensions, this study proposes a six-phase, human-centered flipped fram…
Dual empowerment in VR-based technical training
Virtual reality (VR) has become an important tool in vocational education, particularly for supporting procedural rehearsal, real-time feedback, and safe skill practice. Although prior studies have explored the combination of VR and hands-on training, less is known about how these modalities should be systematically integrated within an instructional model to support both learning and sustained skill transfer. To address this gap, this study prop…
Visual feedback design and cognitive immersion
Fostering Career Awareness and Self-Directed Learning through an AI-Induced Disruptive Learning Environment
Educational technology (6 works) · Experiential learning (4 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Cognition (3 works) · Electronic learning (3 works) · Generative grammar (3 works) · Generative model (3 works) · Instructional design (3 works) · Mobile device (3 works) · Teaching method (3 works)