Journal Publications Publication in refereed journal Qiao, S., Yeung, S. S.-S., Zainuddin, Z., Ng, D. T. K., & Chu, S. K. W. (2022). Examining the effects of mixed and non-digital gamification on students’ learning performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, XX, XX-XX Doi:doi: 10.1111/bjet.13249. Qiao, S., Chu, S. K. W., Shen, X., Yeung, S. S. (2022). The impact of an online gamified approach embedded with self-regulated learning support on students' reading performance and intrinsic motivation: A randomized controlled trial. Journal of Computer Assisted Learning Doi:10.1111/jcal.12684. Qiao, S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students’ cognitive, motivational and affective outcomes. British Journal of Educational Technology, 53, 952-976 Doi:Doi:10.1111/bjet.13178. . Yeung, S. S., Qiao, S., Pan, J., & Lin, D. (2022). Directionality and developmental mechanism of cross linguistic transfer in low-proficiency young Chinese learners. Foreign Language Annals, xx, xx-xx Doi:https://doi.org/10.1111/flan.12650. Leung, J., Ng, T. K., Chu, S. K. W., & Qiao, S. (2021). Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course.. IEEE Transactions on Education, 65 (2), 210-219 Ng, T. K., Leung, J., Chu, S. K. W., & Qiao, S. (2021). Conceptualizing AI literacy: An exploratory review. Computers & Education: Artificial Intelligence, 2, 1-11 Qiao, S., Liu, Y., Yeung, S. S. (2021). Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension. Journal of Research in Reading, 44, 189-209 Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness.. Reading and Writing, 33, 671-689 Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of English spelling in Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. . Research in Developmental Disabilities, 93, 103456
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