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Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

International Journal of Educational Technology in Higher Education, 2020-12, Vol.17 (1), p.57-57, Article 57

2020

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FNeXter: A Multi-Scale Feature Fusion Network Based on ConvNeXt and Transformer for Retinal OCT Fluid Segmentation

Sensors (Basel, Switzerland), 2024-04, Vol.24 (8), p.2425

2024

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Incorporating fantasy into gamification promotes student learning and quality of online interaction

International Journal of Educational Technology in Higher Education, 2022-06, Vol.19 (1), p.29-29, Article 29

2022

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Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

Educational research review, 2020-06, Vol.30, p.100322, Article 100322

2020

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From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement

Computers and education, 2021-11, Vol.173, p.104297, Article 104297

2021

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Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement

Journal of research on technology in education, 2022-05, Vol.54 (2), p.281-301

2022

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Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement

Interactive Technology and Smart Education, 2024-08

2024

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The Post-Pandemic Landscape of Education and Beyond: Innovation and Transformation : Selected Papers from the HKAECT 2022 International Conference

2023

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Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher

Interactive learning environments, 2024-10, p.1-20

2024

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Meta-analyses of flipped classroom studies: A review of methodology

Educational research review, 2021-06, Vol.33, p.100393, Article 100393

2021

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Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning

IEEE transactions on learning technologies, 2024, Vol.17, p.1313-1324

2024

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On the Use of Flipped Classroom across Various Disciplines: Insights from a Second-Order Meta-Analysis

Australasian Journal of Educational Technology, 2021-01, Vol.37 (2), p.132-151

2021

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Applying Visual Mnemonics Enhances Chinese Characters Learning for Chinese as Second Language Learners: A Mixed-Method Study

Proceedings of the 7th International Conference on Digital Technology in Education, 2023, p.150-154

2023

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Critical Reflections on ICT and Education: Selected Papers from the HKAECT 2023 International Conference

1, 2023

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The Post-Pandemic Landscape of Education and Beyond: Selected Papers from the HKAECT 2022 International Conference

1, 2023

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Does Flipped Classroom Improve Student Cognitive and Behavioral Outcomes in STEM Subjects? Evidence from a Second-Order Meta-Analysis and Validation Study

Blended Learning. Education in a Smart Learning Environment, 2020, Vol.12218, p.264-275

2020

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How Fantasy May Affect Student Engagement in Gamified Fully Online Classes: A Mixed-Method Study

2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET), 2022, p.1-6

2022

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Effects of Tangible Rewards on Student Learning Performance, Knowledge Construction, and Perception in Fully Online Gamified Learning

2021 IEEE International Conference on Engineering, Technology & Education (TALE), 2021, p.899-904

2021

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Examining Effects of Different Leaderboards on Students' Learning Performance, Intrinsic Motivation, and Perception in Gamified Online Learning Setting

2021 IEEE International Conference on Educational Technology (ICET), 2021, p.36-41

2021

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Examining Effects of Science Flipped Classrooms A Meta-analysis

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 2022, p.276-283

2022

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Evaluation of Good Practices of Using Rewards in Online Classrooms Based on the Five Principles of Motivation

Critical Reflections on ICT and Education, 2023, p.145-157

2023

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The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation: Selected Papers from the HKAECT 2022 International Conference

2023

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Exploring the Roles of Cognitive and Affect Empathy in Enhancing Prosocial Bystander Behavior in Simulated Cyberbullying Context

The Post-Pandemic Landscape of Education and Beyond: Innovation and Transformation, 2023, p.196-215

2023

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The Effects of Learning Analytics on Online Self-regulated Learning: A Meta Analysis

The Post-Pandemic Landscape of Education and Beyond: Innovation and Transformation, 2023, p.148-161

2023

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Bridging the Gap Between Digital Divide and Educational Equity by Engaging Parental Digital Citizenship and Literacy at Post-Covid-19 Age in the Hong Kong Context

The Post-Pandemic Landscape of Education and Beyond: Innovation and Transformation, 2023, p.165-182

2023

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Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms

FNeXter: A Multi-Scale Feature Fusion Network Based on ConvNeXt and Transformer for Retinal OCT Fluid Segmentation

Incorporating fantasy into gamification promotes student learning and quality of online interaction

Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement

Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement

Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement

The Post-Pandemic Landscape of Education and Beyond: Innovation and Transformation : Selected Papers from the HKAECT 2022 International Conference

Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher

Meta-analyses of flipped classroom studies: A review of methodology

Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning

On the Use of Flipped Classroom across Various Disciplines: Insights from a Second-Order Meta-Analysis

Applying Visual Mnemonics Enhances Chinese Characters Learning for Chinese as Second Language Learners: A Mixed-Method Study

Critical Reflections on ICT and Education: Selected Papers from the HKAECT 2023 International Conference

The Post-Pandemic Landscape of Education and Beyond: Selected Papers from the HKAECT 2022 International Conference

Does Flipped Classroom Improve Student Cognitive and Behavioral Outcomes in STEM Subjects? Evidence from a Second-Order Meta-Analysis and Validation Study

How Fantasy May Affect Student Engagement in Gamified Fully Online Classes: A Mixed-Method Study

Effects of Tangible Rewards on Student Learning Performance, Knowledge Construction, and Perception in Fully Online Gamified Learning

Examining Effects of Different Leaderboards on Students' Learning Performance, Intrinsic Motivation, and Perception in Gamified Online Learning Setting

Examining Effects of Science Flipped Classrooms A Meta-analysis

Evaluation of Good Practices of Using Rewards in Online Classrooms Based on the Five Principles of Motivation

The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation: Selected Papers from the HKAECT 2022 International Conference

Exploring the Roles of Cognitive and Affect Empathy in Enhancing Prosocial Bystander Behavior in Simulated Cyberbullying Context

The Effects of Learning Analytics on Online Self-regulated Learning: A Meta Analysis

Bridging the Gap Between Digital Divide and Educational Equity by Engaging Parental Digital Citizenship and Literacy at Post-Covid-19 Age in the Hong Kong Context

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