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Di Zou
The Education University of Hong Kong

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Short Biography

Prof. Di Zou is an Assistant Professor at The Education University of Hong Kong. Her research interests include second-language acquisition, technology-enhanced language learning, game-based language learning and flipped classroom. She has published around 100 research papers in international journals, conferences and books, including Computers & Education, Computer Assisted Language Learning, Language Teaching Research, and British Journal of Educational Technology.

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Conference paper
Published: 03 August 2021 in Lecture Notes in Computer Science
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This research investigated the perceptions of a group of students in a university in Hong Kong concerning peer assessment enhanced collaborative learning in a virtual learning environment. A total of 31 Chinese learners of English participated in the project and conducted online collaborative learning and peer assessment in Moodle, ZOOM, and Flipgrid. They were interviewed afterwards and reported their perceptions of the learning process, the challenges that they encountered, and the strategies that they applied to overcome the challenges. The results showed that the students’ perceptions of this approach to teaching and learning were overall positive. Concerning the main challenges, the students indicated that when they received massive amounts of feedback, they felt overwhelmed and did not know where to start for further improvement. They also found that peer suggestions were inconsistent sometimes, and when they received similar critical feedback repeatedly, they felt frustrated. To overcome these challenges, the students reported that they managed to prioritize the areas that they need to improve and started with the most important ones. They also asked follow-up questions concerning the controversial suggestions to figure out why their peers’ suggestions were different and discussed within groups to decide which suggestions to follow. Moreover, they attempted to focus more on providing constructive feedback, rather than critical feedback. These results suggested that peer assessment enhanced collaborative online learning was an effective approach to active learning.

ACS Style

Di Zou; Haoran Xie; Fu Lee Wang. Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment. Lecture Notes in Computer Science 2021, 132 -141.

AMA Style

Di Zou, Haoran Xie, Fu Lee Wang. Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment. Lecture Notes in Computer Science. 2021; ():132-141.

Chicago/Turabian Style

Di Zou; Haoran Xie; Fu Lee Wang. 2021. "Peer-Assessment Enhanced Collaborative Learning in a Virtual Learning Environment." Lecture Notes in Computer Science , no. : 132-141.

Conference paper
Published: 03 August 2021 in Lecture Notes in Computer Science
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Under the influence of COVID-19, online learning has become the primary way for students to continue their education. At all stages of online learning, active learning is a useful strategy promoting optimal understanding. However, there is a lack of relevant research on how to evaluate students’ active learning performance. This paper presents an online active learning assessment framework based on the learning pyramid and learning dimension theory. After the division of course modules according to the learning pyramid theory, the active learning assessment is performed from five dimensions: (1) positive attitudes and perceptions about learning; (2) acquiring and integrating knowledge; (3) extending and refining knowledge; (4) using knowledge meaningfully, and (5) productive habits of mind. By identifying patterns from each online course module’s weblog data, instructors can assess students’ active learning conveniently from the beginning to the end of the online course. This study helps instructors understand learners’ learning situations and adopt corresponding strategies to adjust teaching activities to ensure high-quality teaching activities. Simultaneously, learners can also actively change their learning status according to active learning assessment to improve the learning effect.

ACS Style

Caixia Liu; Di Zou; Wai Hong Chan; Haoran Xie; Fu Lee Wang. An Assessment Framework for Online Active Learning Performance. Lecture Notes in Computer Science 2021, 338 -350.

AMA Style

Caixia Liu, Di Zou, Wai Hong Chan, Haoran Xie, Fu Lee Wang. An Assessment Framework for Online Active Learning Performance. Lecture Notes in Computer Science. 2021; ():338-350.

Chicago/Turabian Style

Caixia Liu; Di Zou; Wai Hong Chan; Haoran Xie; Fu Lee Wang. 2021. "An Assessment Framework for Online Active Learning Performance." Lecture Notes in Computer Science , no. : 338-350.

Research article
Published: 28 July 2021 in PLoS ONE
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Research has indicated strong relationships between learners’ affect and their learning. Emotions relate closely to students’ well-being, learning quality, productivity, and interaction. Digital game-based learning (DGBL) has been widely recognized to be effective in enhancing learning experiences and increasing student motivation. The field of emotions in DGBL has become an active research field with accumulated literature available, which calls for a comprehensive understanding of the up-to-date literature concerning emotions in virtual DGBL among students at all educational levels. Based on 393 research articles collected from the Web of Science, this study, for the first time, explores the current advances and topics in this field. Specifically, thematic evolution analysis is conducted to explore the evolution of topics that are categorized into four different groups (i.e., games, emotions, applications, and analytical technologies) in the corpus. Social network analysis explores the co-occurrences between topics to identify their relationships. Interesting results are obtained. For example, with the integration of diverse applications (e.g., mobiles) and analytical technologies (e.g., learning analytics and affective computing), increasing types of affective states, socio-emotional factors, and digital games are investigated. Additionally, implications for future research include 1) children’s anxiety/attitude and engagement in collaborative gameplay, 2) individual personalities and characteristics for personalized support, 3) emotion dynamics, 4) multimodal data use, 5) game customization, 6) balance between learners’ skill levels and game challenge as well as rewards and learning anxiety.

ACS Style

Xieling Chen; Di Zou; Lucas Kohnke; Haoran Xie; Gary Cheng. Affective states in digital game-based learning: Thematic evolution and social network analysis. PLoS ONE 2021, 16, e0255184 .

AMA Style

Xieling Chen, Di Zou, Lucas Kohnke, Haoran Xie, Gary Cheng. Affective states in digital game-based learning: Thematic evolution and social network analysis. PLoS ONE. 2021; 16 (7):e0255184.

Chicago/Turabian Style

Xieling Chen; Di Zou; Lucas Kohnke; Haoran Xie; Gary Cheng. 2021. "Affective states in digital game-based learning: Thematic evolution and social network analysis." PLoS ONE 16, no. 7: e0255184.

Review
Published: 30 June 2021 in Computer Assisted Language Learning
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Multimedia technology has been advancing the development of second/foreign language learning over the past two decades. Multimedia input (e.g. text, images, audio, animation, and captions/subtitles) has been extensively investigated and applied as facilitative in second/foreign language education. The increasing recognition and application appear to call for a review of the studies investigating the effectiveness of various multimedia input modes for promoting second/foreign language learning to provide a contemporary and comprehensive picture of the field. Accordingly, the present study reviews 41 relevant articles appearing in SSCI journals while identifying five main types of tools used in the studies (i.e. computers, mobile devices, printed materials, audio players, and the integration of PowerPoint slides and stereo speakers) and four main target aspects (i.e. vocabulary knowledge, listening comprehension, reading comprehension, and grammar knowledge). Reported most frequently were the effectiveness of three features: audio-plus-animation-plus-captions/subtitles in developing vocabulary and grammar knowledge; audio-plus-animation in promoting listening comprehension; and text-plus-audio in facilitating reading comprehension. The reviewed articles collectively noted the need for more research on learner factors and influences of different features of multimedia input on learning outcomes and learning process.

ACS Style

Ruofei Zhang; Di Zou. A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning 2021, 1 -27.

AMA Style

Ruofei Zhang, Di Zou. A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning. Computer Assisted Language Learning. 2021; ():1-27.

Chicago/Turabian Style

Ruofei Zhang; Di Zou. 2021. "A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning." Computer Assisted Language Learning , no. : 1-27.

Journal article
Published: 24 June 2021 in Sustainability
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This study explored emotions and self-regulatory learning in postgraduate students, forced to transition to emergency remote teaching, at a Hong Kong university after the start of the academic semester. Self-regulation is a critical factor for successful online learning, and emotions are important antecedents of self-regulated learning. The study adopted a two-phase research design, with an initial online questionnaire (n = 52) followed by semi-structured interviews (n = 16) to gain a rich and holistic understanding of students’ experiences. Our findings indicate that: (1) locating a suitable location to attend online classes and sharing problems with classmates were the two most frequently self-regulatory learning strategies employed by students; (2) students experienced some enjoyment attending online classes but experienced increased pressure and time commitment to complete assigned work; (3) students found online learning to lack a sense of community, making it challenging to interact with classmates. The findings suggest teachers need to incorporate various synchronous and asynchronous collaborative activities, and they need to increase their own and students’ presence online to motivate and facilitate effective teaching and learning.

ACS Style

Lucas Kohnke; Di Zou; Ruofei Zhang. Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning. Sustainability 2021, 13, 7111 .

AMA Style

Lucas Kohnke, Di Zou, Ruofei Zhang. Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning. Sustainability. 2021; 13 (13):7111.

Chicago/Turabian Style

Lucas Kohnke; Di Zou; Ruofei Zhang. 2021. "Pre-Service Teachers’ Perceptions of Emotions and Self-Regulatory Learning in Emergency Remote Learning." Sustainability 13, no. 13: 7111.

Research article
Published: 14 June 2021 in Computer Assisted Language Learning
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Spaced repetition has been widely implemented and examined in mobile-assisted word learning as an important learning strategy. However, the nature of spaced repetition by commercial word-learning apps and the factors leading to the favoured mobile-assisted spaced repetition have yet to be investigated in authentic contexts. In this study, we coded the spaced repetition patterns and methods of nine apps and interviewed 72 Chinese English learners about their perceptions of spaced repetition for word learning. The results showed three major repetition patterns at three knowledge levels (i.e. the word is unknown, familiar-but-unsure, and known to the learner). The three most common repetition methods were using text-plus-audio for multimedia learning, conducting retrieval practice through flashcards and multiple-choice questions, and integrating game elements such as Goals/Rules and Rewards/Points into learning. Concerning learner preferences, they preferred to have (a) six or seven learning sessions for ‘unknown’ words, three or four sessions for ‘familiar-but-unsure’ words, and two or three sessions for ‘known’ words over ten- to fourteen- day periods, (b) gradually longer intervals between learning sessions, (c) text-plus-audio-plus-image as multimedia, (d) two or three innovative formats of retrieval practice, and (e) integration of Goals/Rules, Rewards/Points, and Time Limits. The results indicate that teachers, researchers, and app designers ought to consider both learning effectiveness and learner perceptions when applying, designing, and developing spaced repetition patterns and methods for mobile-assisted word learning.

ACS Style

Ruofei Zhang; Di Zou; Haoran Xie. Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions. Computer Assisted Language Learning 2021, 1 -34.

AMA Style

Ruofei Zhang, Di Zou, Haoran Xie. Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions. Computer Assisted Language Learning. 2021; ():1-34.

Chicago/Turabian Style

Ruofei Zhang; Di Zou; Haoran Xie. 2021. "Spaced repetition for authentic mobile-assisted word learning: nature, learner perceptions, and factors leading to positive perceptions." Computer Assisted Language Learning , no. : 1-34.

Journal article
Published: 21 May 2021 in Sustainability
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This research discusses the potential of using big data for vocabulary learning from the perspective of learner-generated pictorial annotations. Pictorial annotations lead to effective vocabulary learning, the creation of which is however challenging and time-consuming. As user-generated annotations promote active learning, and in the big data era, data sources in social media platforms are not only huge but also user-generated, the proposal of using social media data to establish a natural and semantic connection between pictorial annotations and words seems feasible. This research investigated learners’ perceptions of creating pictorial annotations using Google images and social media images, learners’ evaluation of the learner-generated pictorial annotations, and the effectiveness of Google pictorial annotations and social media pictorial annotations in promoting vocabulary learning. A total of 153 undergraduates participated in the research, some of whom created pictorial annotations using Google and social media data, some evaluated the annotations, and some learned the target words with the annotations. The results indicated positive attitudes towards using Google and social media data sets as resources for language enhancement, as well as significant effectiveness of learner-generated Google pictorial annotations and social media pictorial annotations in promoting both initial learning and retention of target words. Specifically, we found that (i) Google images were more appropriate and reliable for pictorial annotations creation, and therefore they achieved better outcomes when learning with the annotations created with Google images than images from social media, and (ii) the participants who created word lists that integrate pictorial annotations were likely to engage in active learning when they selected and organized the verbal and visual information of target words by themselves and actively integrated such information with their prior knowledge.

ACS Style

Di Zou; Haoran Xie. Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources. Sustainability 2021, 13, 5767 .

AMA Style

Di Zou, Haoran Xie. Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources. Sustainability. 2021; 13 (11):5767.

Chicago/Turabian Style

Di Zou; Haoran Xie. 2021. "Vocabulary Learning Based on Learner-Generated Pictorial Annotations: Using Big Data as Learning Resources." Sustainability 13, no. 11: 5767.

Review
Published: 26 April 2021 in Sustainability
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Computers in Human Behavior (CHB) is a well-established source with a wide range of audiences in the field of human interactions with computers and has been one of the most widely acknowledged and leading venues with significant scientific impact for more than 35 years. This review provides an overview of the status, trends, and particularly the thematic structure of the CHB by adopting bibliometrics and structural topic modeling on 5957 studies. Specifically, we analyzed the trend of publications, identified major institutions and countries/regions, detected scientific collaboration patterns, and uncovered important topics. Significant findings were presented. For example, the contribution of the USA and Open University of Netherlands was highlighted. Important research topics such as e-commerce, social interactions and behaviors, public opinion and social media, cyberbullying, online sexual issues, and game and gamification were identified. This review contributes to the CHB community by justifying the interest in human behavior issues concerning computer use and identifying future research lines on this topic.

ACS Style

Xieling Chen; Di Zou; Haoran Xie; Gary Cheng. A Topic-Based Bibliometric Review of Computers in Human Behavior: Contributors, Collaborations, and Research Topics. Sustainability 2021, 13, 4859 .

AMA Style

Xieling Chen, Di Zou, Haoran Xie, Gary Cheng. A Topic-Based Bibliometric Review of Computers in Human Behavior: Contributors, Collaborations, and Research Topics. Sustainability. 2021; 13 (9):4859.

Chicago/Turabian Style

Xieling Chen; Di Zou; Haoran Xie; Gary Cheng. 2021. "A Topic-Based Bibliometric Review of Computers in Human Behavior: Contributors, Collaborations, and Research Topics." Sustainability 13, no. 9: 4859.

Journal article
Published: 24 April 2021 in ELT Journal
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Due to it being generally regarded as an effective pedagogic approach, the flipped classroom has been widely applied in various disciplines in higher education in many places around the world, but has rarely been used in primary English education. This research investigated teacher and student perceptions of the impact, feasibility, and potential of the flipped EFL classroom by conducting a one-year project among 277 students and eight teachers in a primary school in Hong Kong. Teacher and student reflection, roundtable discussion minutes, and trainer observation and logs were employed as means of continual data collection. The results showed that the flipped classroom improved the teacher–student relationship and teaching and learning performance, and increased teacher and student motivation and confidence. This study demonstrates the high feasibility of using the flipped classroom for primary English education and its great potential for providing students with personalized learning, developing their self-regulated learning and active learning skills.

ACS Style

Di Zou; Ruofei Zhang. Flipped primary EFL classroom: impact, feasibility, and potential. ELT Journal 2021, 1 .

AMA Style

Di Zou, Ruofei Zhang. Flipped primary EFL classroom: impact, feasibility, and potential. ELT Journal. 2021; ():1.

Chicago/Turabian Style

Di Zou; Ruofei Zhang. 2021. "Flipped primary EFL classroom: impact, feasibility, and potential." ELT Journal , no. : 1.

Review
Published: 21 April 2021 in Sustainability
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This paper provided a systematic review of previous Augmented Reality (AR) and Virtual Reality (VR) studies on language learning. A total of 88 articles were selected and analyzed from five perspectives: their ways of integrating AR or VR tools in language learning; main users of AR and VR technologies; major research findings; why AR and VR tools are effective in promoting language learning; and the implications. It was found that (1) immersing learners into virtual worlds is the main approach to language learning in AR and VR studies; (2) university students were the main users of AR/VR technologies; (3) the major research findings concerning the benefits of AR and VR included improvement of students’ learning outcomes, enhancement of motivation, and positive perceptions towards using AR and VR; (4) AR and VR tools promoted language learning through providing immersive learning experience, enhancing motivation, creating interaction, and reducing learning anxiety; and (5) implications identified from previous research include the need of providing training for teachers, enlarging sample sizes, and exploring learner factors such as learner engagement and satisfaction.

ACS Style

Xinyi Huang; Di Zou; Gary Cheng; Haoran Xie. A Systematic Review of AR and VR Enhanced Language Learning. Sustainability 2021, 13, 4639 .

AMA Style

Xinyi Huang, Di Zou, Gary Cheng, Haoran Xie. A Systematic Review of AR and VR Enhanced Language Learning. Sustainability. 2021; 13 (9):4639.

Chicago/Turabian Style

Xinyi Huang; Di Zou; Gary Cheng; Haoran Xie. 2021. "A Systematic Review of AR and VR Enhanced Language Learning." Sustainability 13, no. 9: 4639.

Review
Published: 17 April 2021 in Asia Pacific Education Review
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Massive Open Online Courses (MOOCs) have become a popular learning mode in recent years, especially since the outbreak of COVID-19 in late 2019, which had resulted in a significant increase in associated research. This paper presents a bibliometric review of 1078 peer-reviewed MOOC studies between 2008 and 2019. These papers are extracted from three influential databases, the Web of Science (WOS), Scopus, and the Education Resources Information Center (ERIC). The MOOC literature analysis with a bibliometric approach identified the research trends, journals, countries/regions, and institutions with high H-index, scientific collaborations, research topics, topic distributions of the prolific countries/regions and institutions, and annual topic distributions, after which the representative research and research implications were discussed. This review gives researchers a deep and comprehensive understanding of current MOOC research and identifies potential research topics and collaborative partners, which supports MOOC-related future research.

ACS Style

Caixia Liu; Di Zou; Xieling Chen; Haoran Xie; Wai Hong Chan. A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019). Asia Pacific Education Review 2021, 1 -20.

AMA Style

Caixia Liu, Di Zou, Xieling Chen, Haoran Xie, Wai Hong Chan. A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019). Asia Pacific Education Review. 2021; ():1-20.

Chicago/Turabian Style

Caixia Liu; Di Zou; Xieling Chen; Haoran Xie; Wai Hong Chan. 2021. "A bibliometric review on latent topics and trends of the empirical MOOC literature (2008–2019)." Asia Pacific Education Review , no. : 1-20.

Journal article
Published: 15 March 2021 in Computer Assisted Language Learning
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Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34 relevant empirical studies from 2009 to 2019. The results showed that wikis, Google Docs, offline word processors, Facebook, chats, and forums were the six main types of tools for collaborative writing. Technologies had overall positive effects on students’ joint writing qualities, individual writing development, and perceptions of learning tasks. Advantages include prompting group interactions, helping students reflect on their work and identify errors and weakness, boosting learner motivation and confidence, facilitating writing, encouraging students to learn from others, and making the learning process enjoyable. Technologies may be ineffective when technologies were inconvenient to use, when students did not devote adequate effort to planning and reflection, and when students lacked co-responsibility for the writing. This research aims to help researchers and educators understand factors that lead to effective technology enhanced collaborative writing and assist their selection of appropriate technologies and implementation of collaborative writing in and out of class.

ACS Style

Ruofei Zhang; Di Zou. Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning 2021, 1 -31.

AMA Style

Ruofei Zhang, Di Zou. Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning. 2021; ():1-31.

Chicago/Turabian Style

Ruofei Zhang; Di Zou. 2021. "Types, features, and effectiveness of technologies in collaborative writing for second language learning." Computer Assisted Language Learning , no. : 1-31.

Research article
Published: 10 February 2021 in Interactive Learning Environments
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Speaking is a challenge for most English learners owing to the lack of practicing environments and partners. The virtual reality (VR) technology has changed this situation by providing learners with rich opportunities for practice. In VR-based practicing environments, peer tutoring is a common strategy for promoting peer assistance. However, in conventional VR-based learning, students may merely follow the guidelines and content provided by the teacher without thinking about the meaning and reasons for the practice in the situated contexts, which generally leads to poor learning outcomes. To solve this problem, a progressive question prompt-based peer-tutoring approach in VR contexts (PQP-PTVR) is proposed to assist students’ English-speaking development. An experiment was conducted to evaluate the effectiveness of the proposed approach. The experimental group used the proposed approach, while the control group learned with the conventional question prompt-based peer-tutoring approach in VR contexts (C-PTVR). The results showed that the experimental group achieved significantly greater improvement in speaking and self-efficacy than the control group. Concerning the participants’ learning behaviors, the experimental group had more interactions and made more attempts to improve their speaking. This study contributes to the existing literature by proposing the PQP-PTVR approach to enhancing learners’ speaking development, improving their interactions and self-efficacy.

ACS Style

Chin-Yu Chen; Shao-Chen Chang; Gwo-Jen Hwang; Di Zou. Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments 2021, 1 -20.

AMA Style

Chin-Yu Chen, Shao-Chen Chang, Gwo-Jen Hwang, Di Zou. Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts. Interactive Learning Environments. 2021; ():1-20.

Chicago/Turabian Style

Chin-Yu Chen; Shao-Chen Chang; Gwo-Jen Hwang; Di Zou. 2021. "Facilitating EFL learners’ active behaviors in speaking: a progressive question prompt-based peer-tutoring approach with VR contexts." Interactive Learning Environments , no. : 1-20.

Review article
Published: 15 January 2021 in International Journal of Educational Technology in Higher Education
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Innovative information and communication technologies have reformed higher education from the traditional way to smart learning. Smart learning applies technological and social developments and facilitates effective personalized learning with innovative technologies, especially smart devices and online technologies. Smart learning has attracted increasing research interest from the academia. This study aims to comprehensively review the research field of smart learning by conducting a topic modeling analysis of 555 smart learning publications collected from the Scopus database. In particular, it seeks answers to (1) what the major research topics concerning smart learning were, and (2) how these topics evolved. Results demonstrate several major research issues, for example,Interactive and multimedia learning,STEM (science, technology, engineering, and mathematics) education,Attendance and attention recognition,Blended learning for smart learning, andAffective and biometric computing. Furthermore, several emerging topics were identified, for example,Smart learning analytics,Software engineering for e-learning systems,IoT (Internet of things) and cloud computing, andSTEM education. Additionally, potential inter-topic directions were highlighted, for instance,Attendance and attention recognitionandIoT and cloud computing,Semantics and ontologyandMobile learning,Feedback and assessmentandMOOCs (massive open online courses) and course content management, as well asBlended learning for smart learningandEcosystem and ambient intelligence.

ACS Style

Xieling Chen; Di Zou; Haoran Xie; Fu Lee Wang. Past, present, and future of smart learning: a topic-based bibliometric analysis. International Journal of Educational Technology in Higher Education 2021, 18, 1 -29.

AMA Style

Xieling Chen, Di Zou, Haoran Xie, Fu Lee Wang. Past, present, and future of smart learning: a topic-based bibliometric analysis. International Journal of Educational Technology in Higher Education. 2021; 18 (1):1-29.

Chicago/Turabian Style

Xieling Chen; Di Zou; Haoran Xie; Fu Lee Wang. 2021. "Past, present, and future of smart learning: a topic-based bibliometric analysis." International Journal of Educational Technology in Higher Education 18, no. 1: 1-29.

Conference paper
Published: 17 December 2020 in Communications in Computer and Information Science
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As an important educational form, online learning has attracted millions of registered learners, and a huge number of courses are available online. However, it is challenging for learners to identify appropriate courses from a large course pool due to the difficulties of mapping complex learning needs to the high-level course semantics. Several studies in the field of Natural Language Processing (NLP) have recently gained promising performance in capturing the semantic information. In this study, we use these NLP techniques to understand the semantics of learning needs and courses. Specifically, we model users’ historical course records as word sentences using skip-gram with negative sampling to obtain course semantics. Furthermore, we introduce Laplacian Eigenmaps as the objective function and integrate the course social tags and course-user interaction as penalty factors to fine-tune the course vectors, especially the courses of different categories but similar contexts. The result verifies that the proposed method is effective for recommending suitable courses for users.

ACS Style

Jingjing Wang; Haoran Xie; Oliver Tat Sheung Au; Lap-Kei Lee; Di Zou; Fu Lee Wang. Facilitating Course Recommendations by Word2vec Paradigm Through Social Tags. Communications in Computer and Information Science 2020, 239 -247.

AMA Style

Jingjing Wang, Haoran Xie, Oliver Tat Sheung Au, Lap-Kei Lee, Di Zou, Fu Lee Wang. Facilitating Course Recommendations by Word2vec Paradigm Through Social Tags. Communications in Computer and Information Science. 2020; ():239-247.

Chicago/Turabian Style

Jingjing Wang; Haoran Xie; Oliver Tat Sheung Au; Lap-Kei Lee; Di Zou; Fu Lee Wang. 2020. "Facilitating Course Recommendations by Word2vec Paradigm Through Social Tags." Communications in Computer and Information Science , no. : 239-247.

Review
Published: 13 November 2020 in Computer Assisted Language Learning
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This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students’ academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students’ readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions.

ACS Style

Di Zou; Shuqiong Luo; Haoran Xie; Gwo-Jen Hwang. A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 2020, 1 -27.

AMA Style

Di Zou, Shuqiong Luo, Haoran Xie, Gwo-Jen Hwang. A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning. 2020; ():1-27.

Chicago/Turabian Style

Di Zou; Shuqiong Luo; Haoran Xie; Gwo-Jen Hwang. 2020. "A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings." Computer Assisted Language Learning , no. : 1-27.

Journal article
Published: 14 October 2020 in Computer Assisted Language Learning
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ACS Style

Fan Su; Di Zou. Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning 2020, 1 -35.

AMA Style

Fan Su, Di Zou. Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Computer Assisted Language Learning. 2020; ():1-35.

Chicago/Turabian Style

Fan Su; Di Zou. 2020. "Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications." Computer Assisted Language Learning , no. : 1-35.

Conference paper
Published: 22 September 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
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Assessment feedback is an essential part of learners’ learning experiences. Personalized feedback in learning is a useful and common strategy for assisting learners to optimize their learning. With the increasing need to provide learners with high quality, immediate, and personalized feedback, a large number of studies had been conducted to investigate how to provide students with personalized feedback effectively. In this study, bibliometric analysis and word cloud techniques were applied to identify research trends and status related to personalized feedback in teaching and learning, based on 276 publications retrieved from the Web of Science database. To be specific, the data were analyzed in terms of annual numbers of publications and citations, important publication sources, countries/regions, and institutions, as well as important research issues and concerns. The findings of this study provided scholars as well as instructors with a general picture of the personalized feedback research.

ACS Style

Xieling Chen; Di Zou; Gary Cheng; Haoran Xie; Fu Lee Wang; Leung Pun Wong. Core Research Topics of Studies on Personalized Feedback in the Past Four Decades. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 121 -130.

AMA Style

Xieling Chen, Di Zou, Gary Cheng, Haoran Xie, Fu Lee Wang, Leung Pun Wong. Core Research Topics of Studies on Personalized Feedback in the Past Four Decades. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():121-130.

Chicago/Turabian Style

Xieling Chen; Di Zou; Gary Cheng; Haoran Xie; Fu Lee Wang; Leung Pun Wong. 2020. "Core Research Topics of Studies on Personalized Feedback in the Past Four Decades." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 121-130.

Conference paper
Published: 22 September 2020 in Transactions on Petri Nets and Other Models of Concurrency XV
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In MOOCs, course reviews are valuable sources for exploiting learners’ attitudes towards the courses provided. This study employed an innovative structural topic modeling technique to analyze 1920 reviews of 339 courses regarding computer science to understand what primary concerns the learners had. Nine major topics, including course levels, learning perception, course assessment, teaching styles, problem solving, course content, course organization, critique, and learning tools and platforms were revealed. In addition, we investigated how the identified nine topics varied across reviews with different ratings. Results indicated that negative reviews tended to relate more to issues such as course assessment, learning tools and platforms, and critique, while positive reviews concerned more about issues such as course levels, course organization, and learning perception. This study provided tutors with novel implications for developing online courses, particularly computer science courses.

ACS Style

Xieling Chen; Di Zou; Haoran Xie; Gary Cheng. What Are MOOCs Learners’ Concerns? Text Analysis of Reviews for Computer Science Courses. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 73 -79.

AMA Style

Xieling Chen, Di Zou, Haoran Xie, Gary Cheng. What Are MOOCs Learners’ Concerns? Text Analysis of Reviews for Computer Science Courses. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():73-79.

Chicago/Turabian Style

Xieling Chen; Di Zou; Haoran Xie; Gary Cheng. 2020. "What Are MOOCs Learners’ Concerns? Text Analysis of Reviews for Computer Science Courses." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 73-79.

Review article
Published: 07 September 2020 in Computers and Education: Artificial Intelligence
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Considering the increasing importance of Artificial Intelligence in Education (AIEd) and the absence of a comprehensive review on it, this research aims to conduct a comprehensive and systematic review of influential AIEd studies. We analyzed 45 articles in terms of annual distribution, leading journals, institutions, countries/regions, the most frequently used terms, as well as theories and technologies adopted. We also evaluated definitions of AIEd from broad and narrow perspectives and clarified the relationship among AIEd, Educational Data Mining, Computer-Based Education, and Learning Analytics. Results indicated that: 1) there was a continuingly increasing interest in and impact of AIEd research; 2) little work had been conducted to bring deep learning technologies into educational contexts; 3) traditional AI technologies, such as natural language processing were commonly adopted in educational contexts, while more advanced techniques were rarely adopted, 4) there was a lack of studies that both employ AI technologies and engage deeply with educational theories. Findings suggested scholars to 1) seek the potential of applying AI in physical classroom settings; 2) spare efforts to recognize detailed entailment relationships between learners’ answers and the desired conceptual understanding within intelligent tutoring systems; 3) pay more attention to the adoption of advanced deep learning algorithms such as generative adversarial network and deep neural network; 4) seek the potential of NLP in promoting precision or personalized education; 5) combine biomedical detection and imaging technologies such as electroencephalogram, and target at issues regarding learners’ during the learning process; and 6) closely incorporate the application of AI technologies with educational theories.

ACS Style

Xieling Chen; Haoran Xie; Di Zou; Gwo-Jen Hwang. Application and theory gaps during the rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence 2020, 1, 100002 .

AMA Style

Xieling Chen, Haoran Xie, Di Zou, Gwo-Jen Hwang. Application and theory gaps during the rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence. 2020; 1 ():100002.

Chicago/Turabian Style

Xieling Chen; Haoran Xie; Di Zou; Gwo-Jen Hwang. 2020. "Application and theory gaps during the rise of Artificial Intelligence in Education." Computers and Education: Artificial Intelligence 1, no. : 100002.