Kui Xie

Kui Xie
The Ohio State University | OSU · Department of Educational Studies

Ph.D. in Instructional Psychology and Technology

About

84
Publications
50,135
Reads
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Introduction
Kui Xie’s scholarship focuses on how to design, develop and integrate innovative technologies capable of supporting students’ and teachers' engagement in digital learning to achieve a positive impact on student success. His research interests include K-12 Technology Integration and Teacher Professional Development, Motivation and Engagement in Digital Learning, Technology Intervention and Learning Environment, and Data Analytics and Research Methods.

Publications

Publications (84)
Article
In an investigation with 133 undergraduate students, we measured affective, cognitive, behavioral engagement, and self-regulation with a pre-survey, a post-survey, and in the moment of studying using experience-sampling methodology (ESM). We compared within these self-report techniques and also between self-reports and objective measures afforded b...
Article
With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher educa...
Article
This study examined the relationship among motivation, engagement, and academic performance through a person-centered research approach. Participants included 10,527 students in grades 9 to 12 from twenty public high schools across the state of Ohio in the United States. Latent profile analysis revealed seven profiles of academic motivation includi...
Article
Students’ academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes...
Article
This paper is in response to the manuscript entitled “Empathic design: Imagining the cognitive and emotional learner experience” (Tracey and Hutchinson in Educ Technol Res Dev 67(5):1259–1272, 2019) from a research perspective. The original manuscript provides a theoretical and empirical foundation of an instructional design approach—empathic desig...
Article
Full-text available
Learning processes often occur at a situational level. Changes in learning context have implications on how students are motivated or are able to cognitively process information. To study such situational phenomena, Experience Sampling Method (ESM) can help assess psychological variables in the moment and in context. However, data collected via ESM...
Article
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This study aimed at developing a scale, Technological Pedagogical Content Knowledge-Thinking Tools (TPACK-TT), and exploring Chinese in-service primary teachers’ TPACK concerning the use of thinking tools. By revising a previous Chinese TPACK survey and validating with exploratory factor analysis, a six-component (i.e., TK-TT, PK, CK, TPK-TT, PCK,...
Article
Technology integration refers to the process of innovation diffusion, from understanding technology knowledge to achieving a high level quality of technology usage. To address the gap in research regarding the critical factors that influence K-12 teachers’ practice of technology integration at the initial stage of a massive government-led training...
Article
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The development of online education has posed new opportunities to language learning, especially for learning a second language such as Chinese. However, challenges also exist. One of the major concerns is motivating students to learn in an isolated and independent learning environment. Research in online education has revealed that successful onli...
Article
Teachers’ use of gestures with multiple representations are common non-verbal behaviors in classroom teaching. Teachers’ gestures as a subject of research has attracted more and more interest in recent years. Categories of gestures need to be developed to facilitate the analysis of teachers’ gestures in classroom teaching. This study developed cate...
Article
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One way to help teachers use technology effectively is through professional development (PD). However, understanding of how exposure to PD relates to teachers’ personal characteristics is limited. The purpose of this research was to investigate the relationships among PD exposure, teachers’ abilities and values, and teachers’ quality of technology...
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The Community of Inquiry (CoI) framework describes three essential presences (i.e., teaching presence, cognitive presence, and social presence) and how these presences interact in providing an educational experience in online and blended learning environments. This meta-analysis examined 19 empirical studies on the CoI Presences (teaching presence,...
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While prior research has examined the impact of seats on students' performance in the classroom, no agreement has reached on how seat locations influence students’ social interactions, especially in technology-enhanced classrooms. This study seeks to understand how different seats of smart classrooms are associated with student real-time social int...
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Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment percept...
Article
Students and instructors in K-12 and higher education had to quickly transition to remote or online learning during the CO VID-19 pandemic. This rapid shift was challenging for students, instructors, administrators, and parents across the world. One of the biggest challenges was keeping learners engaged during remote learning due to the physical se...
Article
Quantitative studies on technology integration often examined general quantity of classroom technology use or teacher-reported accounts of integration practices. There is a current need for a measurement tool that links students’ technology use and cognitive engagement, which will allow researchers to better illustrate how technology is woven into...
Chapter
Professional development for teachers is an important professional endeavor and is increasingly conducted online. One concern, however, is the extent of teachers’ motivation to engage. Among motivational theories, the Expectancy-Value Theory is one empirically tested framework which appropriately encompasses these values. Teacher-perceived task val...
Article
Computational Thinking (CT) is regarded as a crucial competency for all children in the 21st century. There are misconceptions about CT which confounds CT skills with programming skills. However, CT skills and programming skills are not the same. CT is a broader skillset of cognitive thinking that is integral to complex problem solving. Teaching an...
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This study examined changes in teachers' perceptions of external barriers, internal barriers, and their integration of digital educational resources across two years through variable-centered and person-centered approaches. Participants included 301 in-service middle and high school teachers from 18 schools in the United states. the results of vari...
Article
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Prior studies have focused on general technology use and technology use in domain‐general applications and quantity of technology use. Recent evidence suggests that investigations should consider how technology is used in more contextually specific ways, including how technology is used for various cognitive tasks in specific classrooms. The purpos...
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Knowledge construction can be facilitated through different types of social interactive environment. A knowledge network environment (KN) develops a knowledge-centered network visualizing the structure of collective knowledge. A social network environment (SN) creates a people-centered network visualizing the social relationships among people. Cons...
Article
Background: Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. Purpose: The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing stud...
Article
The purpose of this study was to examine why college students procrastinated in online courses from a self-regulated learning perspective. A sample of 207 college students participated in this study. Using path modeling, the results showed that students' perceived content relevance and technology usability indirectly predicted academic procrastinat...
Article
Despite the continuous emphasis on emotion in multimedia learning, it was still unclear how pedagogical agent emotional cues might affect learning. In the present study, a between-subjects experiment was performed to examine the effects of a pedagogical agent with dual-channel emotional cues on learners' emotions, cognitive load, and knowledge tran...
Article
Teachers’ value beliefs toward technology are important factors influencing their technology integration practices. Despite the complexity of value beliefs, past research in this area has tended to treat value beliefs as one monolithic factor. More work is needed to identify groups of teachers with different value belief patterns and how these grou...
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Teacher workshops attract teachers with common goals; they wish to improve their teaching practices and subject and information technology knowledge. The asynchronous online discussion is the main activity in teacher workshops. An analytical model was developed in this study to examine the temporal characteristics of collaborative knowledge constru...
Article
The purpose of this study is to examine the relationships between teachers’ ability beliefs, expectancy beliefs, value beliefs, and technology integration based upon expectancy-value theory of motivation. The results of confirmatory factor analysis and structural equation modelling show that teachers’ value and competence beliefs about technology i...
Article
Pre-class preparedness is critical to students' in-class learning and overall success in the flipped classroom. This study used both trace data and self-report data to identify students' pre-class learning behavior profiles and investigate the relations of the identified learning profiles with the achievement trajectory over time and students' perc...
Article
The present study developed a web-based argumentation program (WAP) to support the science concept and argumentation learning of low achievers (LAs) in socio-scientific issue (SSI) contexts. A quasi-experimental design was applied in the present study. A total of 63 eighth-grade LAs were defined as the experimental group, while 62 of their peers wh...
Article
Objectives: The purpose of this study was to determine whether frequency of participation in activities offered in a student response system was associated with students' final course grades in four different nursing courses and to explore whether that effect was dependent on the specific pedagogical context of each course. Design: An observatio...
Article
This study examined how preschool teachers’ perception of technology usability and associated beliefs about technology integration influence the way they integrate a technology-based, early language and literacy curriculum, RIA-Mobile. Through multiple regression and path analysis, results showed that technology usability was a key variable that co...
Chapter
Advancements in mobile technologies hold promise for supporting teaching and learning in educational settings. Across the globe, primary and secondary schools join with higher education institutions to design and implement mobile learning experiences for P-12 students and seek external funding to support such initiatives. This chapter describes a f...
Article
经验取样法是一种在自发、自然的情境下,多次采集人们在事件发生时的主观体验的方法。“互联网+”时代,不断涌现的新技术与工具促进了经验取样法的发展,使之成为教育研究与应用领域的新手段。传统上,经验取样法借助辅助工具(如闹钟)提醒被试,使被试在随机或事件发生等诸多瞬间自我报告,从而达到自动采集自然情境下即时数据的目的。与其他自陈测验方法(如问卷法)相比,经验取样法是一种测量个体随情境、时间而变化的研究方法,在时间与空间上更加接近于真实情境,有利于降低被试的社会期许与回忆偏差。该方法强调在学习发生的真实情境下纵向动态地开展教育研究,侧重学习者内在状态的真实性与情境性,关注个体内在学习体验的动态性与规律性,有助于提升教育量化研究的质量与精度。 Experience sampling method(ES...
Article
The present study examined the relationships between perceived leadership, group cohesion, online engagement, self-regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course. Through correlation analysis and structural equation modeling, the results revealed unique contribu...
Article
This study adds a new perspective to the observations about connectivist interaction behavior in cMOOCs by extending the notion of network building from the perspective of individuals. We explore the possibility of building a learning network named Personal Social Knowledge Network (PSKN) to support in the monitoring of learning performance and int...
Article
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Background The use of technology-mediated interventions within classrooms have grown exponentially across early childhood settings. Still, very few studies have examined preschool teachers’ implementation fidelity to these interventions and no study, of which we are aware, have investigated the factors associated with these teachers’ fidelity when...
Article
With the rise of the Internet and the proliferation of online content, the design and evaluation of educational digital resources (EDRs) are pressing and challenging issues. They warrant an investigation of what exactly are the features that increase the quality of EDRs. In a previous professional development program, we trained and supported teach...
Article
The purpose of this study is to examine the relations among teacher value beliefs, personal characteristics, and Technological Pedagogical Content Knowledge (TPACK) in both intervention and non-intervention settings. One-hundred and nine in-service teachers from elementary to high schools participate in this study. Our findings reveal that compared...
Article
Structured tasks and peer-moderated discussions are pedagogical models that have shown unique benefits for online collaborative learning. Students appointed with leadership roles are able to positively affect the dynamics in their groups by engaging with participants, raising questions, and advancing problem solving. To help monitoring and controll...
Article
Recent research has shown that access alone does not automatically equate to greater or higher quality of technology integration. Teacher beliefs are also important factors of how teachers integrate technology in the classroom. This study examined how teachers’ value beliefs about technology affect the way they internalize actual technology access...
Article
Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy, and the use of learning strategies - in two flipped undergraduate math courses. Structural equation modeling was employed as the primary method to analyze...
Article
The purpose of the current study is to investigate teachers' digital content evaluation (DCE) competency as a combined set of teachers' intellectual ability and affect-motivation in evaluating digital content. To this end, this study employed an exploratory sequential mixed-methods design to examine 102 in-service teachers’ experiences in a one-yea...
Article
Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element whe...
Conference Paper
There has been a growing demand for technology integration evaluation to track subsequent impacts of projects on participants’ instructional practice and student outcomes. As a response, this study aims to design a systemic evaluation framework and validate associated instruments. We conducted a review of literature. Based upon the findings of the...
Conference Paper
Full-text available
Identity is a dynamic social process that can influence students’ engagement in online learning. In peer-moderated online collaborative learning, students switch between two institutional identities, facilitator and participant. These socially-situated identities are developed via computer-mediated discourse. In this study, we theorized the process...
Article
In this study, researchers designed and implemented a 1-year professional development (PD) program that focused on supporting teachers in evaluating and selecting digital learning contents. Participants in this investigation included 109 teachers who consented to the study amongst a total of 171 teachers from five school districts across central Oh...
Chapter
Full-text available
Conference Paper
The purpose of this present study is to investigate the effect of motivational and presage variables on teachers’ technological, pedagogical, and content knowledge (TPACK) in the context of technology professional development (TPD). This program was established for developing teachers’ competence in technology integration. 108 in-service teachers p...
Conference Paper
Full-text available
This mixed-method study investigated teachers’ experience in a one-year technology professional development program with foci on TPACK, blended learning, and a community of catalyst teachers. The findings suggest that this model of technology professional development were effective to improve teachers’ TPACK and maintain their motivation for techno...
Conference Paper
In this study we designed and implemented a one-year professional development program that focused on evaluating digital content. 171 teachers from 5 schools districts across central Ohio participated in this study. The results revealed that teachers’ TPACK and self-efficacy increased across time during the PD program, suggesting that training teac...
Conference Paper
This mixed-method study examines 171 in-service teachers’ experiences in the one-year digital content evaluation professional development program. The program was funded by Ohio Department of Education. Specifically, the study investigates the teachers’ perceived values of digital content evaluation and the way in which they develop evaluation comp...
Conference Paper
The present study reported a professional development intervention where teachers were trained about how to evaluate digital content and technologies. 158 in-service teachers participated in this project. Both correlation and regression results revealed the significant role of self-efficacy on TPACK. With a professional development program focusing...
Conference Paper
Full-text available
Current learning analytics studies have been argued for paying less attention on how and to what extent the learning conditions affect the learning engagement. The purpose of the present study was to investigate students’ learning engagement in two learning conditions – graded and non-graded – in a flipped class, and further examine how self-effica...
Article
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The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the natu...
Conference Paper
Full-text available
The study investigated the nature of leadership emergence in small group online collaborative activities. The study tested the effects of time, engagement, and self-perceived leadership on peer-nominated leadership. Results indicated that emergent leadership perceived by peers in a group not only required individuals’ active engagement and self-per...
Article
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Epistemic and learning beliefs were found to affect college students' cognitive engagement and study strategies, as well as motivation in classroom settings. However, the relationships between epistemic and learning beliefs, motivation, learning perception, and students' actual learning participation in asynchronous online settings have been under-...
Article
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Students’ non-posting behaviour in online discussions is often neglected in educational research. However, it can be a potential indicator of student learning. This study examined the relationships between motivation, peer feedback and students’ posting and non-posting behaviours in online discussions in a distance learning class. Fifty-seven colle...
Article
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Questionnaire instruments are frequently administered in digital formats, largely web-based, without much systematic investigation of possible effects from these administration methods. Furthermore, little attention has been given to the contextual lack of control for extraneous factors that may influence user responses. In this study, 263 universi...
Article
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The current study investigates the effects of preparing students for an online debate through a worked example in terms of student perception, participation, and level of cognitive skills. The study found that students prepared for online debate through a worked example participated more frequently, wrote more words or phrases that encouraged the p...
Article
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This study investigated the relationship between students’ motivation and their participation in asynchronous online discussions during a 16-week online course. Fifty-six students participated in online discussion activities as a normal part of their classes. Their motivation for participating in online discussions was self-reported three times thr...
Article
Software reuse is the use of existing software artifacts and knowledge to construct new software. Systematic reuse has always been a major goal in software engineering since it promises large gains in productivity, quality, and time-to-market reduction. One of the main reasons software reuse has not been systematically practiced is due to the lack...
Article
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This study conducted a content analysis of online discussions to understand the nature of computer-supported collaborative learning and discover how students' motivation, which is a crucial factor to the success of collaborative learning, relates with their interaction and knowledge construction in peer-moderated online discussions. Discussion cont...
Article
Full-text available
Questionnaire instruments are routinely translated to digital administration systems; however, few studies have compared the differential effects of these administrative methods, and fewer yet in authentic contexts-of-use. In this study, 326 university students were randomly assigned to one of two administration conditions, paper-based (PBA) or web...
Article
Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and...
Conference Paper
Full-text available
This study examined the impact of the online discussion design on adult students' perceptions of online learning and their online interaction performance. Specifically, in this causal-comparative study we collected data with surveys and the content analysis of online discussion scripts to explore the learning impact of online discussion types (inst...
Conference Paper
Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-mo...
Article
Full-text available
This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced stu-dents' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on coll...
Article
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Using question prompts to support ill-structured problem solving in online peer collaborations. International Journal of Technology in Teaching and Learning, 4(2), 148-165. The present study investigated the effects of question prompts and online peer collaborations on solving ill-structured problems. Sixty undergraduate students were randomly assi...
Article
Translation of questionnaire instruments to digital administration systems, both self-contained and web-based, is widespread and increasing daily. However, the literature is lean on controlled empirical studies investigating the potential for differential effects of administrative methods. In this study, two university student samples were administ...
Article
Recently, a new form of technology-mediated communication, podcast, has been blooming, and it has been applied in various fields for knowledge distribution. Podcast, which combines the power of radio broadcast and Internet, has a great potential for advancing Extension. This article shares the background on podcasting, analyzes issues and problems...
Thesis
Thesis (Ph. D.)--University of Oklahoma, 2006. Includes bibliographical references (leaves 104-115).
Article
Full-text available
Two studies addressed students' motivation and participation in an online discussion board which was part of a traditional lecture-based course. The discussion board represented an external communication resource to extend the learning activities beyond the classroom. Self-Determination Theory was used as the theoretical framework to investigate: (...