Publications

Using transmodal analysis on facial recognition and team dialogues, the study examined and compared the co-occurrences of emotion and socially-shared regulatory interactions of expert and novice medical teams.

Using machine learning techniques, the study examined the phychological underpinnings in digital social annotation that are associated with received peer acknwoledgement and learners' annotation behavior.

This study examines how doctoral students collaborate with a GAI-assisted writing tool. Students engaging in iterative, interactive collaboration with the tool produced higher-quality writing, while those using it as a passive information source performed worse. Findings highlight the importance of active human-AI collaboration and suggest directions for designing educational strategies that enhance learning with AI.

This paper reviews empirical studies on social presence (SP) in technology-rich learning environments. By examining factors influencing SP and providing implications for instruction and educational technology development, it offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.

The epistemic network analysis can detect learning and reasoning co-occurrences. High performers show more co-occurrences in reflection and higher-order reasoning. Task complexity has impact on students’ learning and reasoning co-occurrences. Intelligent tutoring systems should foster regulation and reasoning acquisition.

The paper reviews empirical studies on social emotional interactions in collaborative learning contexts and summarizes implications and future directions in research and practical concerns.

To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.

The nBrowser system is designed to support student teachers to regulate their learning while navigating the web and designing a lesson plan that implements technologies into the classroom. Through evaluating teachers' think-aloud protocols while using the computer-based learning environment, we identified emotions and self-regulated learning strategies as core elements in influencing teachers' instructional design performance.