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Bing Mei
School of Foreign Languages, Henan University, Kaifeng 475001, China

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Journal article
Published: 15 July 2021 in Sustainability
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Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.

ACS Style

Juan Chen; Shuxia Yang; Bing Mei. Towards the Sustainable Development of Digital Educational Games for Primary School Students in China. Sustainability 2021, 13, 7919 .

AMA Style

Juan Chen, Shuxia Yang, Bing Mei. Towards the Sustainable Development of Digital Educational Games for Primary School Students in China. Sustainability. 2021; 13 (14):7919.

Chicago/Turabian Style

Juan Chen; Shuxia Yang; Bing Mei. 2021. "Towards the Sustainable Development of Digital Educational Games for Primary School Students in China." Sustainability 13, no. 14: 7919.

Articles
Published: 14 April 2020 in Computer Assisted Language Learning
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This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.

ACS Style

Peijian Sun; Bing Mei. Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning 2020, 1 -24.

AMA Style

Peijian Sun, Bing Mei. Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective. Computer Assisted Language Learning. 2020; ():1-24.

Chicago/Turabian Style

Peijian Sun; Bing Mei. 2020. "Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective." Computer Assisted Language Learning , no. : 1-24.

Journal article
Published: 08 August 2019 in Sustainability
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In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students’ perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants’ experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

ACS Style

Bing Mei; Shuxia Yang. Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help? Sustainability 2019, 11, 4292 .

AMA Style

Bing Mei, Shuxia Yang. Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help? Sustainability. 2019; 11 (16):4292.

Chicago/Turabian Style

Bing Mei; Shuxia Yang. 2019. "Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?" Sustainability 11, no. 16: 4292.

Journal article
Published: 18 February 2019 in System
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This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.

ACS Style

Bing Mei. Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective. System 2019, 83, 13 -24.

AMA Style

Bing Mei. Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective. System. 2019; 83 ():13-24.

Chicago/Turabian Style

Bing Mei. 2019. "Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective." System 83, no. : 13-24.

Journal article
Published: 18 December 2018 in Australasian Journal of Educational Technology
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With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.

ACS Style

Bing Mei; Lawrence May. Reflective renovation: Insights from a collaborative and active learning space project evaluation. Australasian Journal of Educational Technology 2018, 34, 1 .

AMA Style

Bing Mei, Lawrence May. Reflective renovation: Insights from a collaborative and active learning space project evaluation. Australasian Journal of Educational Technology. 2018; 34 (6):1.

Chicago/Turabian Style

Bing Mei; Lawrence May. 2018. "Reflective renovation: Insights from a collaborative and active learning space project evaluation." Australasian Journal of Educational Technology 34, no. 6: 1.

Original articles
Published: 08 June 2018 in Interactive Learning Environments
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In recent years, there has been an exponential growth of the explorations around the pedagogical use of Web 2.0 technologies in China. This study offers an alternate perspective by examining predictors of pre-service teachers’ uptake of Web 2.0 technologies for teaching purposes. On the basis of prior related research focusing on the pedagogical use of ICT, an eight-factor research model was hypothesised. Data were collected from two universities in China through a questionnaire (N = 464). Structural equation modelling analysis results suggested that perceived usefulness, perceive enjoyment, subjective norm, technological pedagogical and content knowledge, and facilitating conditions had statistically significant direct effects on intention to use Web 2.0 technologies. The findings can help stakeholders in China (e.g. teacher educators, school leaders, and education policy makers) develop a better understanding of the realities of teachers’ pedagogical use Web 2.0 technologies in China.

ACS Style

Timothy Teo; Guoyuan Sang; Bing Mei; Cathy Ka Weng Hoi. Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments 2018, 27, 530 -546.

AMA Style

Timothy Teo, Guoyuan Sang, Bing Mei, Cathy Ka Weng Hoi. Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective. Interactive Learning Environments. 2018; 27 (4):530-546.

Chicago/Turabian Style

Timothy Teo; Guoyuan Sang; Bing Mei; Cathy Ka Weng Hoi. 2018. "Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective." Interactive Learning Environments 27, no. 4: 530-546.

Product review
Published: 27 April 2018 in Journal of Chemical Education
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This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.

ACS Style

Shuxia Yang; Bing Mei; Xiaoyu Yue. Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D. Journal of Chemical Education 2018, 95, 1060 -1062.

AMA Style

Shuxia Yang, Bing Mei, Xiaoyu Yue. Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D. Journal of Chemical Education. 2018; 95 (6):1060-1062.

Chicago/Turabian Style

Shuxia Yang; Bing Mei; Xiaoyu Yue. 2018. "Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D." Journal of Chemical Education 95, no. 6: 1060-1062.

Journal article
Published: 12 March 2018 in Journal of Education for Teaching
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ACS Style

Shuxia Yang; Bing Mei. Understanding learners’ use of augmented reality in language learning: insights from a case study. Journal of Education for Teaching 2018, 44, 511 -513.

AMA Style

Shuxia Yang, Bing Mei. Understanding learners’ use of augmented reality in language learning: insights from a case study. Journal of Education for Teaching. 2018; 44 (4):511-513.

Chicago/Turabian Style

Shuxia Yang; Bing Mei. 2018. "Understanding learners’ use of augmented reality in language learning: insights from a case study." Journal of Education for Teaching 44, no. 4: 511-513.

Research article
Published: 08 September 2017 in Social Science Computer Review
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Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.

ACS Style

Bing Mei; Gavin T. L. Brown. Conducting Online Surveys in China. Social Science Computer Review 2017, 36, 721 -734.

AMA Style

Bing Mei, Gavin T. L. Brown. Conducting Online Surveys in China. Social Science Computer Review. 2017; 36 (6):721-734.

Chicago/Turabian Style

Bing Mei; Gavin T. L. Brown. 2017. "Conducting Online Surveys in China." Social Science Computer Review 36, no. 6: 721-734.

Research article
Published: 23 March 2017 in Journal of Educational Computing Research
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Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.

ACS Style

Bing Mei; Gavin T. L. Brown; Timothy Teo. Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research 2017, 56, 74 -104.

AMA Style

Bing Mei, Gavin T. L. Brown, Timothy Teo. Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China. Journal of Educational Computing Research. 2017; 56 (1):74-104.

Chicago/Turabian Style

Bing Mei; Gavin T. L. Brown; Timothy Teo. 2017. "Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China." Journal of Educational Computing Research 56, no. 1: 74-104.