探索学习的奥秘：我国近五年学习科学实证研究

尚俊杰; 王钰茹; 何奕霖

doi:10.16382/j.cnki.1000-5560.2020.09.009

探索学习的奥秘：我国近五年学习科学实证研究

doi: 10.16382/j.cnki.1000-5560.2020.09.009

北京大学教育学院学习科学实验室，北京 100871

基金项目: 北京大学基础教育研究中心于越教育发展基金2020年度教育研究重点课题"以学习科学推动课堂教学变革的关键问题研究"（JCJYYJ201902）

详细信息

中图分类号: G434
计量
- 文章访问数: 508
- HTML全文浏览量: 372
- PDF下载量: 51
- 被引次数: 0
出版历程
- 网络出版日期: 2020-09-14
- 刊出日期: 2020-09-01

Exploring the Mysteries of Learning: A Review of Empirical Research on Learning Sciences in Recent Five Years in China

Lab of Learning Sciences, Graduate School of Education, Peking University, Beijing 100871, China

摘要

摘要: 通过对我国大陆地区近五年的学习科学实证研究文献的全面调研和系统分析，可以看到过去几年学习科学吸引了认知科学、教育心理学、教育技术学等多学科的研究者，并在学习基础机制、学习环境设计、学习分析技术研究方面取得了比较丰硕的成果，在研究方法方面也进行了锐意探索；但研究的深度和广度及对学习科学的认识还需要加强；未来需要全面推进学习科学的研究工作，尤其要重视“婴幼儿、儿童、青少年的认知与学习的神经机制、影响因素及培养策略研究”、“基于课堂教学的对话分析、师生互动、学习评价等学习分析研究”、“基于模拟、仿真、游戏、VR/AR等新技术的认知工具设计研究”、“智慧学习环境设计研究”、“在线学习和混合式学习研究”等研究议题。
- 学习科学 /
- 学习技术 /
- 学习分析 /
- 实证研究 /
- 文献综述
Abstract: This paper presents a comprehensive research and systematic analysis on the empirical research literature of learning sciences in the mainland of China in the past five years. It points out that learning sciences have attracted researchers of cognitive science, educational psychology, educational technology and other disciplines in the past few years. Scholars have made great achievements in the research of basic learning mechanism, learning environment design and learning analysis technology, and also made a keen exploration in terms of research methods. However, the depth and breadth of research and the understanding of learning sciences need to be strengthened. The research work of learning sciences needs to be comprehensively promoted in the future, especially the research topics, such as study on neural mechanism: influencing factors and cultivation strategies of cognition and learning for infants, children and adolescents; dialogue analysis, teacher-student interaction, learning evaluation and other learning analysis research based on classroom teaching; study on cognitive tool design based on simulation, emulation, game, VR/AR and other new technologies; study on intelligent learning environment design; and study on online learning and hybrid learning; etc.
- learning science /
- learning technology /
- learning analytics /
- empirical research /
- literature review

HTML全文

参考文献(112)

[美]R. 基思•索耶. (2010). 剑桥学习科学手册. 徐晓东等译. 北京: 教育科学出版社, 2010.
[美]布兰思福特等. (2002). 人是如何学习的: 大脑、心理、经验及学校. 上海: 华东师范大学.
[3]	蔡慧英, 顾小清. (2017). 设计语义图示工具促进深度理解的实证研究. <italic>开放教育研究</italic>,23(06),71−79.
[4]	范文翔, 马燕, 李凯, 邱炳发. (2015). 移动学习环境下微信支持的翻转课堂实践探究. <italic>开放教育研究</italic>,21(03),90−97.
[5]	范逸洲, 张国罡, 陈伯栋, 汪琼. (2018). 他们为什么回来?——MOOCs中重复注册者行为与动机分析. <italic>开放教育研究</italic>,24(02),89−96.
[6]	顾晨璐, 周加仙. (2019). 汉语发展性阅读障碍儿童对快速视觉呈现汉字的加工. <italic>教育生物学杂志</italic>,7(02),70−79. doi: 10.3969/j.issn.2095-4301.2019.02.003
[7]	韩庆年, 柏宏权, 杨晓敏. (2018). 移动学习环境下同伴互评对大学生学习动机的影响效应研究. <italic>中国远程教育</italic>, (11),34−40.
[8]	韩锡斌, 程建钢. (2018). 基于网络教学平台的学习分析模型构建与应用. <italic>电化教育研究</italic>,39(07),33−39+48.
[9]	Jessica Li, 王辞晓, 吴峰. (2015). 成人在线学习自我效能感量表编制及测量. <italic>远程教育杂志</italic>,33(06),47−53. doi: 10.3969/j.issn.1672-0008.2015.06.007
[10]	贾积有, 张必兰, 颜泽忠, 任珺, 程宝贵. (2017). 在线数学教学系统设计及其应用效果研究. <italic>中国远程教育</italic>, (03),37−44+80.
[11]	江丰光, 陈慧. (2017). 不同学习空间密度的座位排列设计对学生主动学习的影响. <italic>现代教育技术</italic>,27(11),64−70. doi: 10.3969/j.issn.1009-8097.2017.11.010
[12]	康丹, 李飞燕, 文鑫, 胡姿, 杨智华, 李晶. (2018). 5~6岁潜在数学学习困难儿童数学和工作记忆的4周游戏训练效果. <italic>中国心理卫生杂志</italic>,32(06),495−501. doi: 10.3969/j.issn.1000-6729.2018.06.009
[13]	康丹, 文鑫. (2020). 心理旋转训练对5~6岁儿童空间能力和数学能力的影响. <italic>心理发展与教育</italic>,36(01),19−27.
[14]	乐惠骁, 范逸洲, 贾积有, 汪琼. (2019). 优秀的慕课学习者如何学习——慕课学习行为模式挖掘. <italic>中国电化教育</italic>, (02),72−79. doi: 10.3969/j.issn.1006-9860.2019.02.012
[15]	冷静, 郭日发, 侯嫣茹, 顾小清. (2018). 促进大学生批判性思维的在线活动设计研究及可视化分析. <italic>电化教育研究</italic>,39(10),75−82.
[16]	李曼丽, 徐舜平, 孙梦嫽. (2015). MOOC学习者课程学习行为分析——以“电路原理”课程为例. <italic>开放教育研究</italic>,21(02),63−69.
[17]	李小杉, 陈丽, 王文静, 李艳燕. (2020). 联通主义视阈下的cMOOC知识生产的实证研究——基于机器学习的对比分析. <italic>中国远程教育</italic>, (01),23−34+76.
[18]	李玉顺, 杨莹, 吴美琴, 陈圣日, 许波. (2017). 中学生网络学习活动设计流程及分析框架的研究——基于“视像中国”的初中生网络课程实践. <italic>中国电化教育</italic>, (05),80−87. doi: 10.3969/j.issn.1006-9860.2017.05.013
[19]	刘清堂, 冯小妹, 翟慧清, 劳传媛. (2018). 学习分析支持下的课堂互动工具设计与实现. <italic>现代教育技术</italic>,28(12),94−100. doi: 10.3969/j.issn.1009-8097.2018.12.014
[20]	刘三(女牙), 韩雪, 柴唤友, 欧阳柏强. (2019). SPOCs论坛中学习者的交互模式研究——基于回复网络和引用网络的比较. <italic>中国电化教育</italic>, (11),73−79. doi: 10.3969/j.issn.1006-9860.2019.11.010
[21]	刘三(女牙), 彭晛, 刘智, 孙建文, 刘海. (2017). 面向MOOC课程评论的学习者话题挖掘研究. <italic>电化教育研究</italic>,38(10),30−36.
[22]	刘哲雨, 郝晓鑫, 曾菲, 王红. (2019). 反思影响深度学习的实证研究——兼论人类深度学习对机器深度学习的启示. <italic>现代远程教育研究</italic>, (01),87−95. doi: 10.3969/j.issn.1009-5195.2019.01.010
[23]	刘哲雨, 王红, 郝晓鑫. (2018). 复杂任务下的深度学习: 作用机制与优化策略. <italic>现代教育技术</italic>,28(08),12−18. doi: 10.3969/j.issn.1009-8097.2018.08.002
[24]	吕林海. (2016). 转向沉默行为的背后: 中国学生课堂保守学习倾向及其影响机制——以南京大学物理专业本科生为对象的实证研究. <italic>远程教育杂志</italic>,34(06),28−38. doi: 10.3969/j.issn.1672-0008.2016.06.004
[25]	马红亮, 王琳, 特伦斯•卡瓦诺, 雷媛. (2019). 应用3D打印提升空间能力的有效性研究. <italic>开放教育研究</italic>,25(03),113−120.
[26]	马宁, 谢敏漪, 马超, 赵若辰. (2019). 网络环境下知识图谱协同建构对教师实践性知识的效果研究. <italic>教师教育研究</italic>,31(04),95−102.
[27]	马颖峰, 胡若楠. (2016). 不同类型电子游戏沉浸体验研究及对教育游戏设计的启示. <italic>电化教育研究</italic>,37(03),86−92+114.
[28]	马志强, 岳芸竹. (2020). 面向即时数据采集与分析的学习投入纵向研究——基于经验取样法与交叉滞后分析的综合应用. <italic>电化教育研究</italic>,41(04),71−77.
[29]	裴蕾丝, 尚俊杰. (2019). 学习科学视野下的数学教育游戏设计、开发与应用研究——以小学一年级数学“20以内数的认识和加减法”为例. <italic>中国电化教育</italic>, (01),94−105. doi: 10.3969/j.issn.1006-9860.2019.01.015
[30]	裴新宁, 刘新阳. (2018). 初中课堂科学探究中究竟发生了什么——基于多案例的实证考察. <italic>华东师范大学学报(教育科学版)</italic>,36(04),107−121+165-166.
[31]	曲茜美, 曾嘉灵, 尚俊杰. (2019). 情境故事视角下的MOOC游戏化设计模型研究. <italic>中国远程教育</italic>,40(12),24−33+92-93.
[32]	权国龙, 顾小清. (2019). 图示化解答数学问题的异质分析及其应用启示. <italic>电化教育研究</italic>,40(03),98−105.
[33]	任友群, 赵建华, 孔晶, 尚俊杰. (2020). 国际学习科学研究的现状、核心领域与发展趋势——2018版《国际学习科学手册》之解析. <italic>远程教育杂志</italic>,38(01),18−27.
[34]	尚俊杰, 裴蕾丝, 吴善超. (2018). 学习科学的历史溯源、研究热点及未来发展. <italic>教育研究</italic>,39(03),136−145+159.
[35]	尚俊杰, 庄绍勇, 陈高伟. (2015). 学习科学: 推动教育的深层变革. <italic>中国电化教育</italic>, (01),6−13. doi: 10.3969/j.issn.1006-9860.2015.01.002
[36]	舒忠梅, 徐晓东, 屈琼斐. (2015). 基于数据挖掘的学生投入模型与学习分析. <italic>远程教育杂志</italic>,33(01),39−47. doi: 10.3969/j.issn.1672-0008.2015.01.004
[37]	孙洪涛, 李秋劼, 郑勤华. (2016). MOOCs交互模式聚类研究. <italic>中国远程教育</italic>, (03),33−38+44+80.
[38]	孙江山, 林立甲, 任友群. (2016). 3D CAD支持中学生创造力和空间能力发展的实证研究. <italic>中国电化教育</italic>, (10),45−50. doi: 10.3969/j.issn.1006-9860.2016.10.008
[39]	唐雪梅, 任维, 胡卫平. (2016). 科学语言的认知神经加工机制研究, 来自ERP的证据. <italic>心理科学</italic>,39(05),1071−1079.
[40]	汪时冲, 方海光, 张鸽, 马涛. (2019). 人工智能教育机器人支持下的新型“双师课堂”研究——兼论“人机协同”教学设计与未来展望. <italic>远程教育杂志</italic>,37(02),25−32.
[41]	王博韬, 段海军, 韩琴, 胡卫平. (2017). 大脑半球互动对创造性科学问题提出能力的影响. <italic>心理与行为研究</italic>,15(02),211−217. doi: 10.3969/j.issn.1672-0628.2017.02.010
[42]	王陆, 彭玏, 李瑶, 任艺. (2019a). 优秀教师的实践性知识特征——基于大数据的知识发现. <italic>课程. 教材. 教法</italic>,39(02),126−131.
[43]	王陆, 彭玏, 马如霞, 杨佳辰. (2019b). 大数据知识发现的教师成长行为路径. <italic>电化教育研究</italic>,40(01),95−103.
[44]	王朋利, 柯清超, 张洁琪. (2020). 脑机接口的智能化课堂教学应用研究. <italic>开放教育研究</italic>,26(01),72−81.
[45]	王芝英, 唐家慧, 贾一丹, 江丰光. (2020). 探究新教师对学习空间物理环境的感知与理解. <italic>教学研究</italic>,43(02),46−55. doi: 10.3969/j.issn.1005-4634.2020.02.009
[46]	吴峰, 王辞晓. (2016). 五种不同模式下学习者在线学习动机测量比较. <italic>现代远程教育研究</italic>, (01),78−84+95. doi: 10.3969/j.issn.1009-5195.2016.01.010
[47]	夏琪, 马斯婕, 尚俊杰. (2019). 学习科学未来发展趋势——基于对美国六大学习科学中心的分析. <italic>现代教育技术</italic>,29(10),5−11. doi: 10.3969/j.issn.1009-8097.2019.10.001
[48]	杨九民, 章仪, 李丽, 皮忠玲. (2019). 教师引导行为与学习者先前知识水平对视频学习的交互影响. <italic>中国电化教育</italic>, (07),74−81. doi: 10.3969/j.issn.1006-9860.2019.07.011
[49]	杨玉芹. (2018). 反思性评价在协同知识创新能力培养中的应用研究. <italic>中国电化教育</italic>, (01),42−49. doi: 10.3969/j.issn.1006-9860.2018.01.007
[50]	余胜泉, 彭燕, 卢宇. (2019). 基于人工智能的育人助理系统——“AI好老师”的体系结构与功能. <italic>开放教育研究</italic>,25(01),25−36.
[51]	余胜泉, 万海鹏, 崔京菁. (2015). 基于学习元平台的生成性课程设计与实施. <italic>中国电化教育</italic>, (06),7−16.
[52]	袁振国. (2017). 实证研究是教育学走向科学的必要途径. <italic>华东师范大学学报(教育科学版)</italic>,35(03),4−17+168.
[53]	张宝辉, 胡立如, 李鹏飞, 秦健. (2017). “学生作为课程共同创造者”理念的应用实践——基于“教育技术学研究方法”研究生双语课程的设计研究. <italic>开放教育研究</italic>,23(06),36−48.
[54]	张睆, 辛自强, 陈英和, 胡卫平. (2018). 小学儿童分数概念语义理解水平及模式: 基于潜在类别分析. <italic>数学教育学报</italic>,27(03),66−71+75.
[55]	张婧婧, 王轩, 沈灵亮, 蒋丽平. (2019). 微博视角下的MOOCs学习特征: 自主性、社会性、多样性与开放性. <italic>中国远程教育</italic>, (11),38−47.
[56]	张婧婧, 杨业宏, 安欣. (2017). 弹幕视频中的学习交互分析. <italic>中国远程教育</italic>, (11),22−30+79-80.
[57]	张慕华, 魏宁, 李艳. (2019). 自带设备环境下学习者学习行为分析实证研究. <italic>现代远距离教育</italic>, (03),3−12. doi: 10.3969/j.issn.1001-8700.2019.03.001
[58]	张文兰, 张思琦, 林君芬, 吴琼, 陈淑兰. 网络环境下基于课程重构理念的项目式学习设计与实践研究. 电化教育研究 (2016). 网络环境下基于课程重构理念的项目式学习设计与实践研究. <italic>电化教育研究</italic>,37(02),38−45+53.
[59]	张晓蕾, 黄振中, 李曼丽. (2017). 在线学习者“交互学习”体验及其对学习效果影响的实证研究. <italic>清华大学教育研究</italic>,38(02),117−124.
[60]	张义兵, 孙俊梅, 木塔里甫. (2018). 基于知识建构的同伴互评教学实践研究. <italic>电化教育研究</italic>,39(07),108−113.
[61]	张屹, 白清玉, 李晓艳, 朱映辉, 范福兰, 谢玲. (2016). 基于APT教学模型的移动学习对学生学习兴趣与成绩的影响研究——以小学数学“扇形统计图”为例. <italic>中国电化教育</italic>, (01),26−33. doi: 10.3969/j.issn.1006-9860.2016.01.004
[62]	赵健, 郑太年, 任友群, 裴新宁. (2007). 学习科学研究之发展综述. <italic>开放教育研究</italic>, (02),15−20. doi: 10.3969/j.issn.1007-2179.2007.02.004
[63]	赵铮, 李振, 周东岱, 钟绍春. (2016). 智慧学习空间中学习行为分析及推荐系统研究. <italic>现代教育技术</italic>,26(01),100−106. doi: 10.3969/j.issn.1009-8097.2016.01.015
[64]	郑勤华, 陈耀华, 孙洪涛, 陈丽. (2016). 基于学习分析的在线学习测评建模与应用——学习者综合评价参考模型研究. <italic>电化教育研究</italic>,37(09),33−40.
[65]	朱云, 裴蕾丝, 尚俊杰. (2017). 游戏化与MOOC课程视频的整合途径研究——以《游戏化教学法》MOOC为例. <italic>远程教育杂志</italic>,35(06),95−103.
[66]	Baker, M., Andriessen, J., Lund, K., van Amelsvoort, M., & Quignard, M. (2007). Rainbow: A framework for analysing computer-mediated pedagogical debates. <italic>International Journal of Computer-Supported Collaborative Learning</italic>, 2(2), 315−357. doi: 10.1007/s11412-007-9022-4
[67]	Cai, H., & Gu, X. (2019). Supporting collaborative learning using a diagram‐based visible thinking tool based on cognitive load theory. <italic>British Journal of Educational Technology</italic>, 50(5), 2329−2345. doi: 10.1111/bjet.12818
[68]	Cai, S., Zhu, G., Wu, Y.T., et al. (2018). A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism. <italic>Interactive Learning Environments</italic>, 26(8), 1039−1052. doi: 10.1080/10494820.2018.1437048
[69]	Cui, J., Zhang, Y., Wan, S., Chen, C., Zeng, J., & Zhou, X. (2019). Visual form perception is fundamental for both reading comprehension and arithmetic computation. <italic>Cognition</italic>, 189, 141−154. doi: 10.1016/j.cognition.2019.03.014
[70]	Wu, D., Xing, D., & Lu, C. (2019). The effects of learner factors on higher-order thinking in the smart classroom environment. <italic>Journal of Computers in Education (the Official Journal of the Global Chinese Society for Computers in Education)</italic>, 6(4), 483−498. doi: 10.1007/s40692-019-00146-4
[71]	Feng, K., Zhao, X., Liu, J., Cai, Y., Ye, Z., Chen, C., & Xue, G. (2019). Spaced learning enhances episodic memory by increasing neural pattern similarity across repetitions. <italic>Journal of Neuroscience</italic>, 39(27), 5351−5360. doi: 10.1523/JNEUROSCI.2741-18.2019
[72]	Gu, X., Chen, S., Zhu, W., & Lin, L. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. <italic>Educational Technology Research and Development</italic>, 63(1), 143−159. doi: 10.1007/s11423-014-9365-2
[73]	He, J., Guo, D., Zhai, S., Shen, M., & Gao, Z. (2019). Development of social working memory in preschoolers and its relation to theory of mind. <italic>Child Development</italic>, 45(4), 513−522.
[74]	He, W., Holton, A.J., & George F. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. <italic>Computers & Education</italic>, 125, 120−131.
[75]	He, Y., Zhou, X., Shi, D., Song, H., Zhang, H., & Shi, J. (2016). New evidence on causal relationship between approximate number system (ANS) acuity and arithmetic ability in elementary-school students: A longitudinal cross-lagged analysis. <italic>Frontiers in Psychology</italic>, 7, 1052−1059.
[76]	Huang, C., Han, Z., Li, M., Jong, M. S., & Tsai, C. (2019). Investigating students' interaction patterns and dynamic learning sentiments in online discussions. <italic>Computers and Education</italic>, 140, 103589. doi: 10.1016/j.compedu.2019.05.015
[77]	Huang, F., Teo, T., Sánchez-Prieto, J. C., García-Peñalvo, F. J., & Olmos-Migueláñez, S. (2019). Cultural values and technology adoption: A model comparison with university teachers from china and spain. <italic>Computers and Education</italic>, 133, 69−81. doi: 10.1016/j.compedu.2019.01.012
[78]	Lei, C., & Chan, C. K. K. (2018). Developing metadiscourse through reflective assessment in knowledge building environments. <italic>Computers and Education</italic>, 126, 153−169. doi: 10.1016/j.compedu.2018.07.006
[79]	Li, S., Cai, Y., Liu, J., Li, D., Feng, Z., Chen, C., & Xue, G. (2017). Dissociated roles of the parietal and frontal cortices in the scope and control of attention during visual working memory. <italic>Neuroimage</italic>, 149, 210−219. doi: 10.1016/j.neuroimage.2017.01.061
[80]	Li, X., & Chu, S.K.W. (2018). Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students. <italic>Computers & Education</italic>, 126, 359−375.
[81]	Liu, L., Li, H., Zhang, M., Wang, Z., Wei, N., & Liu, L., et al. (2016). Aberrant topologies and reconfiguration pattern of functional brain network in children with second language reading impairment. <italic>Developmental Science</italic>, 19(4), 657−672. doi: 10.1111/desc.12440
[82]	Liu, Y., & Gu, X. (2019). Media multitasking, attention, and comprehension: a deep investigation into fragmented reading. <italic>Educational Technology Research & Development</italic>, 68(1), 67−87.
[83]	Lu, C., Qi. Z., Harris, A., et al. (2016a). Shared neuroanatomical substrates of impaired phonological working memory across reading disability and autism. <italic>Biological Psychiatry: Cognitive Neuroence and Neuroimaging</italic>, 1(2), 169−177. doi: 10.1016/j.bpsc.2015.11.001
[84]	Lu, C., Long, Y., Zheng, L., Shi, G., et al. (2016b). Relationship between Speech Production and Perception in People Who Stutter. <italic>Frontiers in Human Neuroscience</italic>, 10(2016), 224. doi: 10.3389/fnhum.2016.00224
[85]	Luo, N., Zhang, M., & Qi, D. (2017). Effects of different interactions on students’ sense of community in e-learning environment. <italic>Computers & Education</italic>, 115(dec.), 153−160.
[86]	Pi, Z., Xu, K., Liu, C., & Yang, J. (2019). Instructor presence in video lectures: Eye gaze matters, but not body orientation. <italic>Computers and Education</italic>, 144, 103713. doi: 10.1016/j.compedu.2019.103713
[87]	Qu, Z., Chen, J., Li, B., Tan, J., Zhang, D., & Zhang, Y. (2020). Measurement of high-school students’ trait math anxiety using neurophysiological recordings during math exam. <italic>IEEE Access</italic>, 8, 57460−57471. doi: 10.1109/ACCESS.2020.2982198
[88]	Rau, P. P. L., Zheng, J., Guo, Z., & Li, J. (2018). Speed reading on virtual reality and augmented reality. <italic>Computers & Education</italic>, 125(OCT.), 240−245.
[89]	Shi, Y., Peng, C., Zhang, X., & Yang, H. H. (2017). Interactive whiteboard-based instruction versus lecture-based instruction: A study on college students’ academic self-efficacy and academic press. <italic>Paper presented at the</italic>, 10309, 319−328. doi: 10.1007/978-3-319-59360-9_28
[90]	Shi, Y., Yang, H., Wu, D., & Zhu, S. (2016). Interactive whiteboard-based instruction versus lecture-based instruction: A study on students' learning achievement. Paper presented at the 231-235. doi: 10.1109/EITT.2015.56
[91]	Shu, H., & Gu, X. (2018). Determining the differences between online and face-to-face student-group interactions in a blended learning course. <italic>The internet and higher education</italic>, 39(OCT.), 13−21.
[92]	Su, Y., Li, Y., Hu, H., & Rosé, Carolyn P. (2018). Exploring college english language learners’ self and social regulation of learning during wiki-supported collaborative reading activities. <italic>International Journal of Computer-Supported Collaborative Learning</italic>, 13(1), 35−60. doi: 10.1007/s11412-018-9269-y
[93]	Wang, C., Fang, T., & Gu, Y. (2020). Learning performance and behavioral patterns of online collaborative learning: Impact of cognitive load and affordances of different multimedia. <italic>Computers and Education</italic>, 143, 103683. doi: 10.1016/j.compedu.2019.103683
[94]	Wang, M., Sun, B., Le, H., Guo, W. (2019). Does group size influences middle school students’ interaction in online forums?. <italic>Journal of Computers in Education</italic>, 7(1), 29−49.
[95]	Wang, S., Zhang, K., Du, M., & Wang, Z. (2018). Development and measurement validity of an instrument for the impact of technology-mediated learning on learning processes. <italic>Computers & Education</italic>, 121, 131−142. doi: 10.1016/j.compedu.2018.03.006
[96]	Wang, X., Duan, H., Kan, Y., Wang, B., Qi, S., & Hu, W. (2019). The creative thinking cognitive process influenced by acute stress in humans: An electroencephalography study. <italic>Stress (Amsterdam, Netherlands)</italic>, 22(4), 472−481. doi: 10.1080/10253890.2019.1604665
[97]	Wang, X., Kollar, I., & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. <italic>International Journal of Computer-Supported Collaborative Learning</italic>, 12(2), 153−172. doi: 10.1007/s11412-017-9254-x
[98]	Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. <italic>Computers & Education</italic>, 81, 221−234.
[99]	Wu, P., Yu, S., Ren, N., & Wang, Q., et al. (2018). Development of a visual e-learning system for supporting the semantic organization and utilization of open learning content. <italic>Multimedia Tools and Applications</italic>, 77(13), 17437−17456. doi: 10.1007/s11042-017-5312-7
[100]	Yang, J., Yu, H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. <italic>Computers and Education</italic>, 141, 103619. doi: 10.1016/j.compedu.2019.103619
[101]	Yang, X., Guo, X., & Yu, S. (2016). Effects of cooperative translation on chinese efl student levels of interest and self-efficacy in specialized english translation. <italic>Computer Assisted Language Learning</italic>, 29(3), 477−493. doi: 10.1080/09588221.2014.991794
[102]	Zhang, J. (2016). Can MOOCs be interesting to students? an experimental investigation from regulatory focus perspective. <italic>Computers and Education</italic>, 95, 340−351. doi: 10.1016/j.compedu.2016.02.003
[103]	Zhang, L., Shang, J., Pelton, T., & Pelton, L. F. (2020). Supporting primary students' learning of fraction conceptual knowledge through digital games. Journal of Computer Assisted Learning, doi: 10.1111/jcal.12422.
[104]	Zhang, Q., Li, Y., & Zhao, W., et al. (2019). Erp evidence for the effect of working memory span training on working memory maintenance: a randomized controlled trial. <italic>Neurobiology of Learning and Memory</italic>, 167, 107129.
[105]	Zhang, Y., & Zhou, X. (2016). Building knowledge structures by testing helps children with mathematical learning difficulty. <italic>Journal of Learning Disabilities</italic>, 49(2), 166−175. doi: 10.1177/0022219414538515
[106]	Zhao, G., Wang, X., Li, M., & Ma, X. (2018). Effects of Semi-Finished Products as a Scaffolding on University Liberal Art Students’ Learning of Multimedia Technology and Webpage Producing. <italic>Creative Education</italic>, 9(15), 2405−2418. doi: 10.4236/ce.2018.915181
[107]	Zhao, L., Chen, L., Sun, W., Compton, B. J., Lee, K., & Heyman, G. D. (2019). Young children are more likely to cheat after overhearing that a classmate is smart. <italic>Developmental science</italic>, e12930. doi: 10.1111/desc.12930
[108]	Zhao, Y., Wang, A., & Sun, Y. (2020). Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. <italic>Computers and Education</italic>, 144, 103721. doi: 10.1016/j.compedu.2019.103721
[109]	Zheng, L., Chen, C., Liu, W., et al. (2018). Enhancement of teaching outcome through neural prediction of the students' knowledge state. <italic>Human Brain Mapping</italic>, 39(7), 3046−3057. doi: 10.1002/hbm.24059
[110]	Zhou, X., Li, M., Li, L., Zhang, Y., Cui, J., Liu, J., & Chen, C. (2018). The semantic system is involved in mathematical problem solving. <italic>Neuroimage</italic>, 166, 360−370. doi: 10.1016/j.neuroimage.2017.11.017
[111]	Zhou, X., Shen, C., Li, L., Li, D., & Cui, J. (2016). Mental numerosity line in the Human’s approximate number system. <italic>Experimental Psychology</italic>, 63(3), 169−179. doi: 10.1027/1618-3169/a000324
[112]	Zhu, Y., Zhang, L., Leng, Y., Pang, R., & Wang, X. (2019). Event-Related potential evidence for persistence of an intuitive misconception about electricity. <italic>Mind, Brain, and Education</italic>, 13(2), 80−91. doi: 10.1111/mbe.12188