SSCI/SCI
| 1. | Cheng, L., Baidoo-Anu, D., DeLuca, C. (2023). Understanding School Principal’s Conceptions of Assessment and Grading Practices. Alberta Journal of Educational Research, 69(1), 41-65 https://journalhosting.ucalgary.ca/index.php/ajer/ |
| 2. | Baidoo-Anu, D., Rasooli, A., DeLuca, C. & Cheng, L., (2023). Conceptions of Classroom Assessment and Approaches to Grading: What do Teachers and Students Say? Education Inquiry. 10.1080/20004508.2023.2244136 |
| 3. | McLeod, M. & Cheng, L. (2023). The Canadian English Language Proficiency Index Program (CELPIP) Test. Language Assessment Quarterly, 20(3), 339–352. https://doi.org/10.1080/15434303.2023.2237487 |
| 4. | Jones, D. M., Cheng, L., and Tweedie, M. G. (2023) Automated Scoring of Speaking and Writing: Starting to hit its stride. The Canadian Journal of Learning and Technology, 48(3). https://cjlt.ca/index.php/cjlt/article/view/28241 |
| 5. | Lu, S., Cheng, L. & Chahine, S. (2022). Chinese University Students' Conceptions of Feedback and the Relationships with Self-regulated Learning, Self-efficacy and English Language Achievement. Frontiers in Education: Educational Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1047323/full |
| 6. | O'Sullivan, B. & Cheng, L. (2022). Lessons from the Chinese Imperial Examination System. Language Testing in Asia, 12:52 https://doi.org/10.1186/s40468-022-00201-5 |
| 7. | Douglas, S., Landry, M., Doe, C., Cheng, L. (2022) English for Academic Purposes Student Reflections: Factors Related to Their Additional Language Socialization at a Canadian University. TESL Canada, 39(1). https://doi.org/10.18806/tesl.v39i1/1373 |
| 8. | Raudienė, I., Kaminskienė, L., & Cheng, L. (2022). The education and assessment system in Lithuania. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2022.2103516 |
| 9. | Rasooli, A., DeLuca, C. & Cheng, L. (2022). Teacher Candidates’ Approaches to Grading and Assessment Conceptions: Implications for Teacher Education in Assessment. Educational Research for Policy and Practice https://link.springer.com/article/10.1007/s10671-022-09320-5 |
| 10. | Braund, H., DeLuca, C., Panadero, E., Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten through Interviews and Direct Observation. Frontiers in Education: Educational Psychology. https://doi.org/10.3389/feduc.2021.732373 |
| 11. | Cheng, L., DeLuca, C., Yan, W., Braund, H., & Rassoli, A. (2020). Teachers’ Grading Decisions and Practices across Cultures: Exploring the Value, Consistency, and Construction of Grades across Canadian and Chinese Secondary Schools. Studies in Educational Evaluation, 67 https://doi.org/10.1016/j.stueduc.2020.100928 |
| 12. | Peng, Y., Yan, W., & Cheng, L. (2020). Hanyu Shuiping Kaoshi (HSK): A multi-level proficiency testing. Language Testing https://doi.org/10.1177/0265532220957298 |
| 13. | Baldwin, S. & Cheng, L. (2020). Internationally Educated Nurses and the Canadian English Language Benchmark Assessment for Nurses: A Qualitative Analysis of Test-Taker Perceptions. Canadian Journal for Applied Linguistics, 23(2), 96-117. https://doi.org/10.37213/cjal.2020.30435 |
| 14. | Wang, P., Strachan, A., Coetzee, K., Monteiro, S. & Cheng, L. (2020). Examining Rater Performance on the CELBAN Speaking: A Many-Facets Rasch Measurement Analysis. Canadian Journal for Applied Linguistics, 23(2), 73-95. https://doi.org/10.37213/cjal.2020.30436 |
| 15. | Cheng, L., Im, G.-H., Douglas, S., & Doe, C. (2020). Identifying English language use and communication challenges facing entry-level workplace immigrants in Canada. Journal of International Migration and Integration. https://doi.org/10.1007/s12134-020-00779-w |
| 16. | Douglas, S., Doe, C., & Cheng, L. (2020). The role of the interlocutor: Factors impeding workplace communication with newcomers from linguistically diverse backgrounds. Canadian Modern Language Review, 76(1), 31-49. https://utpjournals.press/doi/10.3138/cmlr.2018-0161 |
| 17. | Peng, J., Sun, M., Yuan, B. et al. Visible thinking to support online project-based learning: Narrowing the achievement gap between high- and low-achieving students. Educ Inf Technol 29, 2329–2363 (2024). https://doi.org/10.1007/s10639-023-11896-1 (SSCI, Q1, JIF5.5） |
| 18. | Peng J, Su B. Aspect Sentiment Triplet Extraction Based on Deep Relationship Enhancement Networks. Applied Sciences. 2024; 14(5):2221. https://doi.org/10.3390/app14052221 （SSCI,Q2 IF 2.7） |
| 19. | Su B, Peng J*. Sentiment Analysis of Comment Texts on Online Courses Based on Hierarchical Attention Mechanism. Applied Sciences. 2023; 13(7):4204. https://doi.org/10.3390/app13074204 （SSCI,Q2 IF 2.7） |
| 20. | Shu, X., Peng, J*., & Wang, G. (2023). Deciding Alone or with Others: Employment Anxiety and Social Distance Predict Intuitiveness in Career Decision Making. International Journal of Environmental Research and Public Health, 20(2), 1484.（SSCI,Q1，IF4.614） |
| 21. | Peng, J.; Yuan, B.; Sun, M.; Jiang, M.; Wang, M. Computer-Based Scaffolding for Sustainable Project-Based Learning: Impact on High- and Low-Achieving Students. Sustainability 2022, 14, 12907. https://doi.org/10.3390/su141912907 （SSCI,Q2，index 3.9） |
| 22. | Li, Y., & Peng, J.* (2022). Evaluation of Expressive Arts Therapy on the Resilience of University Students in COVID-19: A Network Analysis Approach. International Journal of Environmental Research and Public Health, 19(13), 7658. (SSCI&SCI, Q1, JIF4.614） |
| 23. | Weichen Jia, Jun Peng*, The Public Sentiment Analysis of Double Reduction Policy on Weibo Platform, Computational Intelligence and Neuroscience, vol. 2022, Article ID 3212681, 9 pages, 2022. https://doi.org/10.1155/2022/3212681 （SCI,Q2, JIF3.12） |
| 24. | Yue Li, Jun Peng*，Yanqiang Tao. Relationship between social support, coping strategy against COVID‑19, and anxiety among home‑quarantined Chinese university students: A path analysis modeling approach. Current Psychology, 1-16, (SSCI, JCR Q1, JIF(2021) 4.297） |
| 25. | Li, Y., Jun Peng*. Does social support matter? The mediating links with coping strategy and anxiety among Chinese college students in a cross-sectional study of COVID-19 pandemic. BMC Public Health 2021, 1298 (SCI,SSCI, JCR Q2 IF 4.135). |
| 26. | Jun Peng, Minhong Wang, Demetrios Sampson, and Jeroen van Merriënboer (2019). Using a visualization-based and progressive learning environment as a cognitive tool for learning computer programming. Australasian Journal of Educational Technology, 35(2), 52-68. (SSCI,Q1,IF 4.1) |
| 27. | Jun Peng, Minhong Wang, & Demetrios Sampson (2017). Visualizing the Complex Process for Deep Learning with an Authentic Programming Project. Educational Technology & Society, 20(4), 275-287. (SSCI Q1 IF 4.02) |
| 28. | Wang, Z., Chen, X., Liu, J., Bullock, A., Li, D., Chen, X., & French, D. (2020). Moderating Role of Conflict Resolution Strategies in the Links between Peer Victimization and Psychological Adjustment among Youth. Journal of Adolescence. 79, 184-192. https://doi.org/10.1016/j.adolescence.2020.01.002. (JCR 一區) |
| 29. | Meng Sun, Minhong Wang, Rupert Wegerif, Jun Peng (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping? Computers & Education, 176: 104359. (SSCI Q1 IF 11.182, ranked No.3 in education and educational research) |
| 30. | Wang, Z., Bowker, J., Liu, J., Li, D., & Chen, X. (2020). Relations between shyness and psychological adjustment during early adolescence: the role of friendship quality. Infant and Child Development, 30(2), e2209. https://doi.org/10.1002/icd.2209. (JCR 三區) |
| 31. | Huang, Y., Bullock, A., Liu, J., Wang, Z., Xu, G., & Sang, B. (2022). Co-rumination with friends exacerbates association between peer victimization and adjustment in adolescence. Journal of Applied Developmental Psychology, 80, 101410. https://doi.org/10.1016/j.appdev.2022.101410. (JCR 二區) |
| 32. | Wang, Z., Laninga-Wijnen, L., Garandeau, C. F., & Liu, J. (2023). Development and Validation of the Adolescent Defending Behaviours Questionnaire Among Chinese Early Adolescents. Assessment, 10731911221149082. https://doi.org/10.1177/10731911221149082. (JCR 二區) |
| 33. | Hu, Y., Zhu, Z., Wang, Z., Ju, K., Liu J., & Bullock A. (2023). The Moderating Effect of Classroom Status Hierarchy on the Associations between Shyness and Peer Relationship Difficulties in Chinese Children. Children and Youth Services Review, Available online 24 September 2023, 107171.（JCR 二區） |
| 34. | Zheng, L., Liu, T., Atiquil Islam, A., & Gu, X. (2023). Interpreting Institute Culture Dynamics of Technology Adoption: A Downscaling Dynamic Model. Educational Technology Research and Development, 71, 919-947. (SSCI, Q1, IF=5.580) |
| 35. | Zheng, L., Wang, C., Liu, T., & Gu, X. (2023). Inspecting Technology-related Quality of Teaching Artifacts to Understand Teachers' Technology Adoption. IEEE Transactions on Learning Technologies, Early Access. (SSCI/SCI, Q1, IF=4.433) |
| 36. | Zheng, L., Gibson, D., & Gu, X. (2019). Understanding the process of teachers’ technology adoption with a dynamic analytical model. Interactive Learning Environments, 27(5-6), 726-739.(SSCI, Q1,IF=4.965) |
| 37. | Huang B., Jong, M. S. Y.*, King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.903252 |
| 38. | Huang B., Jong, M. S. Y.*, Tu Y-F., Hwang G-J., Chai C. S., Jiang M. Y. C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education,189(1). https://doi.org/10.1016/j.compedu.2022.104577 |
| 39. | Huang, B.*, Jong, M. S. Y., & Chai, C. S. (2022). The design and implementation of a video-facilitated transdisciplinary STEM curriculum in the context of COVID-19 pandemic. Educational Technology & Society, 25(1), 108-123. https://www.jstor.org/stable/48647034 |
| 40. | Huang, B.*, & Hew, K. F. (2021). Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology & Society, 24(1), 44-63. |
| 41. | Bai, S., Hew, K. F.*, & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100322 |
| 42. | Huang, B., Hwang, G-J.*, Hew, K. F., Warning, P. (2019). Effects of gamification on students’ online interactive patterns and peer-feedback. Distance Education. 40(3), 350-379. |
| 43. | Huang, B.*, Hew, K. F. & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. |
| 44. | Huang, B.*, & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. |
| 45. | Hew, K. F.*, Huang, B., Chu, S. K. W. & Chiu, D.K.W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education. 92, 221-236. |
| 46. | Ouyang, B. X., Jin, S. R., & Tien, H.L. (2016). Vocational identity formation of college students in Macau. The Career Development Quarterly, 64(3), 244-258. (SSCI) https://doi.org/10.1002/cdq.12058. |
| 47. | Meng Sun, Minhong Wang, Rupert Wegerif, Jun Peng (2022). How do students generate ideas together in scientific creativity tasks through computer-based mind mapping? Computers & Education, 176: 104359. (SSCI Q1 IF 11.182, ranked No.3 in education and educational research) |
| 48. | Bei Yuan, Minhong Wang, Jeroen van Merriënboer, Xu Tao, Andre Kushniruk and Jun Peng (2020). Investigating the Role of Cognitive Feedback in Practice-Oriented Learning for Clinical Diagnostics. Vocations and Learning, 13, 159–177 (2020). (SSCI IF 1.343) |
| 49. | Chuck Chung Yin Albert,Yuqi Sun,Guang Li,Jun Peng* ,Feng Ran,Zheng Wang,and Jie Zhou（2022）.Identifying and Monitoring Students’ Classroom Learning Behavior Based on Multisource Information，Mobile Information Systems，Volume 2022, Article ID 9903342, 8 pages，https://doi.org/10.1155/2022/9903342 （SCIE,Q4,IF 1.863） |
| 50. | Jie Zhou, Feng Ran, Guang Li,Jun Peng*,Kun Li, Zheng Wang (2022).Classroom learning status assessment based on deep learning.Mathematical Problems in Engineering, Volume 2022, Article ID 7049458, 9 pages https://doi.org/10.1155/2022/7049458 (SCIE Q4 IF 1.7). |
CSSCI/中文核心
| 1. | 代毅, 刘臻, & 傅龙. (2022). 基于智能研修平台的教师知识共享研修模型建构与实践. 中国电化教育(1), 9.（CSSCI） |
| 2. | 代毅, 傅龙, & 万菲. (2021). 精准学习支持服务视角下慕课在开放教育中的应用探索. 高教探索(6), 6.（CSSCI） |
| 3. | 代毅, 王冬青.(2017).群组知识共享创新视角下教师研修模型的构建与实践. 中国电化教育(06),131-136. （CSSCI） |
| 4. | 代毅,吴凡,李靓婧 & 王冬青.(2014).云媒体下教师信息技术培训平台和应用模式研究. 现代教育技术(09),114-120. （CSSCI） |
| 5. | 吴凡,韩后 & 代毅.(2016).面向开放教育的云端学习环境及应用——珠海广播电视大学的探索与实践. 中国远程教育(04),45-51. （CSSCI） |
| 6. | 鄭隆威, 阮佳慧, 馮園園, & 顧小清. (2022). 教師技術採納：以教學製品質量分析為依據. 開放教育研究(11),114-120. (CSSCI) |
| 7. | 鄭隆威, 馮園園, & 顧小清. (2019). 學習成果可測了嗎：基於學習分析方法的認知分類有效性研究. 電化教育研究(1), 77-86. (CSSCI) |
| 8. | 鄭隆威, 馮園園, & 顧小清. (2016). 學習分析:連接數字化學習經歷與教育評價——訪國際學習分析研究專家戴維·吉布森教授. 開放教育研究, 22(4), 4-10. (CSSCI) |
| 9. | 洪道誠，史洪瑋，& 鄭隆威*. (2022). 教育數字化標準研究探索. 中國教育政策評論，2022(01),77-95. (CSSCI) |
| 10. | 顧小清, 鄭隆威, & 簡菁. (2014). 獲取教育大數據:基於 xAPI 規範對學習經歷數據的獲取與共享. 現代遠程教育研究(5), 13-23. (CSSCI) |
| 11. | 王超,顧小清 & 鄭隆威*.(2021).多模態數據賦能精准教研：情境、路徑與解釋. 電化教育研究(11),114-120. (CSSCI) |
| 12. | 刘炜，彭俊，周柏玉.人工智能融入体育教育的价值辨析、现实审视与进路探析[J].沈阳体育学院学报，2023，42（6）：61-67 （CSSCI） |
| 13. | 刘炜，彭俊，廖振丹(2022). 体育特色小镇赋能乡村振兴的实施路径研究——《体育与科学》“乡村振兴与体育特色小镇建设”学术工作坊综述[J]. 体育与科学. 2022,43(05), https://doi.org/10.13598/j.issn1004-4590.2022.05.014 （CSSCI，北大核心） |