Ke Zhang’s research while affiliated with Wayne State University and other places

This systematic review examines the use of learning analytics (LA) in formative assessment (FA). LA is a powerful tool that can support FA by providing real-time feedback to students and teachers. The review analyzes studies published on Web of Science and Scopus databases between 2011 and 2022 that provide an overview of the current state of published research on the use of LA for FA in diverse learning environments and through different delivery modes. This review also explores the significant potential of LA in FA practices in digital learning. A total of 63 studies met all selection criteria and were fully reviewed by conducting multiple analyses including selected bibliometrics, a categorical meta-trends analysis and inductive content analysis. The results indicate that the number of LA in FA studies has experienced a significant surge over the past decade. The results also show the current state of research on LA in FA, through a range of disciplines, journals, research methods, learning environments and delivery modes. This review can help inform the implementation of LA in educational contexts to support effective FA practices. However, the review also highlights the need for further research.

Smartphones have become an integral part of people’s life, especially among adolescents. But problematic smartphone uses lead to several psychological and physical problems. This study explored the relationships of smartphone addiction, nomophobia, depression, and social appearance anxiety among college students. A total of 473 college students voluntarily participated in this study, including 286 male and 187 female. Data were collected to employ four instruments: nomophobia scale, smartphone addiction scale, social appearance anxiety scale and beck depression scale. This correlational study with the structural equation model revealed that nomophobia had a significant direct effect on smartphone addiction, social appearance anxiety had a significant direct effect on smartphone addiction and nomophobia, and depression had a significant direct effect on social appearance anxiety. This empirical study provides a solid foundation to build a deeper understanding of adolescents’ wellbeing, as related to mobile technologies. It is also vital to guide systematic efforts on the individual, institutional or national level to assist college students to maintain overall health and wellbeing, while advancing digital learning in higher education.

The aim of the study is to address a gap in the literature by developing an educational virtual reality (edVR) attitude measurement instrument, which determines college students’ attitudes towards using VR technology for educational purposes. A sequential exploratory mixed method was employed to develop the measurement instrument. Initially, a qualitative approach was used to establish the face and content validity of the instrument and subsequently a quantitative approach was used to test the construct validity and reliability of attitude statement items. Critical reviews and constructive feedback were gathered from a range of parties, including target users (i.e., college students), learning technology experts, assessment and evaluation authority, and linguists of English and Turkish. The psychometric properties of edVR attitude measurement instrument were tested with a total sample of 305 sophomore, junior and senior students studying at different faculties. The exploratory factor analysis (EFA) results confirmed the single-factor structure with nine items, explaining 63.46% of the total variance and the confirmatory factor analysis (CFA) results indicated a sufficient fit of this single-factor model. The Cronbach’s alpha coefficient for the edVR attitude measurement instrument was 0.92 and the test–retest reliability of the instrument was 0.94. The t-values were significant for all items for 27% of the participants to compare the top and bottom. As a result, the edVR attitude measurement instrument was valid and reliable in measuring students’ attitudes towards educational VR.

Blended learning (BL) has been increasingly implemented in higher education. However, limited research is available to understand the role of metacognitive awareness, reflective thinking, problem solving and community of inquiry as related to students' academic self-efficacy in BL. The purpose of this research is to examine the effect of metacognitive awareness, reflective thinking, problem solving and community of inquiry on students' academic self-efficacy in BL. This correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments. The research found a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking and problem solving skills. There was also a moderate positive relationship between students' academic self-efficacy and community of inquiry. In addition, the predictive models revealed that metacognitive awareness, reflective thinking, problem solving skills and community of inquiry were the predictors of academic self-efficacy as well as its subdimensions, such as learners' engagement, social status and cognitive applications. The article then discusses the practical and research implications of the study and suggests future research directions.

Introduction: The Maternal Child Health (MCH) Bureau created MCH Leadership Competencies to support current and future leaders by defining the knowledge and skills necessary to lead in this field. The Michigan-LEND (MILEND) training program developed a 'LIFE. framework', an acronym that stands for Leadership, Interdisciplinary, Family-Professional Partnerships, and Equity, to codify the 12 MCH leadership competencies into an easy to remember and easy to apply structure. This manuscript addresses the question, Does the LIFE framework align with the 12 MCH Leadership Competencies? Our hypothesis is that MI-LEND trainees will demonstrate improvement in their self-assessment of the 12 MCH leadership competencies after completing the MI-LEND program which uses the LIFE framework. Methods: Data were collected from 24 MI-LEND long-term trainees (> 300 hours) who completed a 100-itemleadership self-assessment questionnaire based on the MCH Navigator at the beginning and the end of the training year. Non-parametric sign tests were used to test the median difference, item by item for each of the questions under each competency. Parametric paired-sample t-tests were used to analyze mean difference, competency by competency when the assumption of normality was met. Results: All basic and advanced-level competencies had a statistically significant improvement between the beginning and end of the training year. The greatest changes were seen in Family-Professional Partnerships, Policy, Interdisciplinary Team Building, MCH Knowledge Base and Critical Thinking - all areas emphasized in the L.I.F.E. Discussion: While the LIFE framework may oversimplify MCH Leadership Competencies, it is an effective mnemonic tool to organize and articulate MCH leadership competencies and could foster consistency across MCH programs.

The use of flipped learning (FL) is increasing in higher education with enormous educational benefits. But limited research has investigated the relationships of students' transactional distance (TD) perceptions, engagement, and course satisfaction in FL. This correlational study was conducted to explore these important factors and their relationships in FL. 198 undergraduate students participated in this 14-week-long study, including 105 females and 93 males. Three well-established instruments were employed to collect data. The path analyses with the structural equation model showed that students' TD perceptions were significantly related to their engagement and course satisfaction in FL. Furthermore, the study found that each of the five types of interactions, as sub-dimensions of TD perceptions, was positively related to student engagement as well as course satisfaction in FL. The research findings provide strong empirical evidence on the effect of TD perceptions on student engagement and satisfactions, and have rich implications for the design, implementation, and research of FL. ARTICLE HISTORY

This mixed-method pretest/post-test experimental study examined the effect of learning analytics (LA)-based interventions on students’ academic achievement and self-regulatory skills, and explored students’ perceptions of such interventions in flipped classrooms (FC). Sixty-two college students from an introductory computer course were randomly assigned to the experimental or control group, with 31 participants in each condition. In the following 10 weeks, LA-based personalized interventions, including both visual feedback and written recommendations were provided to those in the experimental group on a weekly basis. Quantitative analyses found significant improvements in students’ academic achievement as well as their self-regulated learning skills in the treatment group. Consistently, students’ comments and feedback confirmed that LA-based interventions were effective in promoting self-regulated learning in FC. The researchers discuss both practical and research implications in FC and in online learning, provide recommendations for the design and advancement of LA-based interventions, and suggest future directions for LA research in higher education.

The World Health Organization envisions that mobile health (mHealth) technologies will revolutionize healthcare to help people around the world. This review examined recent literature to assess the state-of-the-art of mHealth technology design frameworks and guidelines. Through multiple rounds of searches and screenings, twelve eligible research publications were selected from MEDLINE and Web of Science for full analyses, including selected bibliometrics, categorical meta-trend analyses and inductive content analysis. This review reveals the current state of mHealth research, highlights impactful design frameworks and guidelines, generates the current action cycle for mHealth technology research, and discusses on practical implications as well as future directions for mHealth research and design.

From unique educational perspectives, this article reports a comprehensive review of selected empirical studies on artificial intelligence in education (AIEd) published in 1993–2020, as collected in the Web of Sciences database and selected AIEd-specialized journals. A total of 40 empirical studies met all selection criteria, and were fully reviewed using multiple methods, including selected bibliometrics, content analysis and categorical meta-trends analysis. This article reports the current state of AIEd research, highlights selected AIEd technologies and applications, reviews their proven and potential benefits for education, bridges the gaps between AI technological innovations and their educational applications, and generates practical examples and inspirations for both technological experts that create AIEd technologies and educators who spearhead AI innovations in education. It also provides rich discussions on practical implications and future research directions from multiple perspectives. The advancement of AIEd calls for critical initiatives to address AI ethics and privacy concerns, and requires interdisciplinary and transdisciplinary collaborations in large-scaled, longitudinal research and development efforts.