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Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Journal of research on technology in education, 2022, Vol.54 (S1), p.S14-S30

Chiu, Thomas K. F.

2022

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Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory

Educational psychology (Dorchester-on-Thames), 2022-11, Vol.42 (10), p.1263-1282

2022

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Introducing electronic textbooks as daily‐use technology in schools: A top‐down adoption process

British journal of educational technology, 2017-03, Vol.48 (2), p.524-537

Chiu, Thomas K. F.

2017

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Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective

Interactive learning environments, 2023-08, Vol.31 (6), p.3326-3339

Chiu, Thomas K. F.

2023

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Teacher Professional Development on Self-Determination Theory-Based Design Thinking in STEM Education

Educational Technology ＆ Society, 2021-10, Vol.24 (4), p.153-165

2021

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A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools

TechTrends, 2021-09, Vol.65 (5), p.796-807

Chiu, Thomas K. F.

2021

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A Classification System for Teachers' Motivational Behaviors Recommended in Self-Determination Theory Interventions

Journal of educational psychology, 2023-11, Vol.115 (8), p.1158-1176

2023

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The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

British journal of educational technology, 2023-07, Vol.54 (4), p.967-986

2023

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School learning support for teacher technology integration from a self-determination theory perspective

Educational technology research and development, 2022-06, Vol.70 (3), p.931-949

Chiu, Thomas K.F.

2022

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Motivating Online Learning: The Challenges of COVID-19 and Beyond

The Asia-Pacific education researcher, 2021-06, Vol.30 (3), p.187-190

2021

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Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students

Educational Technology ＆ Society, 2021-07, Vol.24 (3), p.89-101

2021

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Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

ECNU review of education (Online), 2020-12, Vol.3 (4), p.715-734

2020

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Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Frontiers in psychology, 2022-02, Vol.13, p.819884-819884

2022

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Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?

Educational technology research and development, 2020-10, Vol.68 (5), p.2305-2320

2020

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Modeling Chinese Secondary School Students’ Behavioral Intentions to Learn Artificial Intelligence with the Theory of Planned Behavior and Self-Determination Theory

Sustainability, 2023-01, Vol.15 (1), p.605

2023

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Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

Frontiers in psychology, 2022-01, Vol.12, p.800569-800569

2022

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Characterizing Students’ 4C Skills Development During Problem-based Digital Making

Journal of science education and technology, 2022-06, Vol.31 (3), p.372-385

2022

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Using Self-Determination Theory to Explain How Community-Based Learning Fosters Student Interest and Identity in Integrated STEM Education

International journal of science and mathematics education, 2023-06, Vol.21 (Suppl 1), p.109-130

2023

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Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

IEEE transactions on education, 2022-02, Vol.65 (1), p.30-39

2022

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A scoping review of BCIs for learning regulation in mainstream educational contexts

Behaviour & information technology, 2024-07, Vol.43 (10), p.2096-2117

2024

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Factors Influencing Peer Learning and Performance in MOOC Asynchronous Online Discussion Forum

Australasian Journal of Educational Technology, 2018-01, Vol.34 (4), p.16

2018

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Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

Sustainability, 2020-07, Vol.12 (14), p.5568

2020

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The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)

Education and information technologies, 2023-07, Vol.28 (7), p.8691-8713

2023

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Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

Interactive learning environments, 2016-02, Vol.24 (2), p.317-327

2016

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Secondary school students’ intentions to learn AI: testing moderation effects of readiness, social good and optimism

Educational technology research and development, 2022-06, Vol.70 (3), p.765-782

2022

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Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory

Introducing electronic textbooks as daily‐use technology in schools: A top‐down adoption process

Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective

Teacher Professional Development on Self-Determination Theory-Based Design Thinking in STEM Education

A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools

A Classification System for Teachers' Motivational Behaviors Recommended in Self-Determination Theory Interventions

The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot

School learning support for teacher technology integration from a self-determination theory perspective

Motivating Online Learning: The Challenges of COVID-19 and Beyond

Perceptions of and Behavioral Intentions towards Learning Artificial Intelligence in Primary School Students

Strategic Use of Technology for Inclusive Education in Hong Kong: A Content-Level Perspective

Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?

Modeling Chinese Secondary School Students’ Behavioral Intentions to Learn Artificial Intelligence with the Theory of Planned Behavior and Self-Determination Theory

Applying Relatedness to Explain Learning Outcomes of STEM Maker Activities

Characterizing Students’ 4C Skills Development During Problem-based Digital Making

Using Self-Determination Theory to Explain How Community-Based Learning Fosters Student Interest and Identity in Integrated STEM Education

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

A scoping review of BCIs for learning regulation in mainstream educational contexts

Factors Influencing Peer Learning and Performance in MOOC Asynchronous Online Discussion Forum

Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI)

Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety

Secondary school students’ intentions to learn AI: testing moderation effects of readiness, social good and optimism

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