Journal Articles (*: advisee; by topics)
Technology-supported teacher learning
1. Wang, D.*, Bian, C., & Chen, G. (2024). Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers’ trust, technology acceptance and cognitive load. British Journal of Educational Technology.
2. Wang, D.*, & Chen, G. (2024). ChatGPT or Bert? Exploring the potential of ChatGPT to facilitate preservice teachers’ learning of dialogic pedagogy. Educational Technology & Society, 1-19.
3. Wang, D.*, & Chen, G. (2024). Are perfect transcripts necessary when we analyze classroom dialogue using AIoT?. Internet of Things, 101105.
4. Wang, P.*, Tong, Y.*, Yang, C.*, & Chen, G. (2024). Supporting emergency remote teaching: A post-video learning approach. Educational Technology & Society.
5. Bridges, S. M., Chen, G., & Chan, C. K. K. (2023). Special issue editorial: “Videos and teacher learning”. Learning, Culture and Social Interaction, 40, 100704.
6. Chen, G., & Chan, C. K. K. (2022). Visualization-and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning, Culture and Social Interaction, 33, 100609.
7. Ni, Y., Shi, L., Cheung, A., Chen, G., Ng, O. L., & Cai, J. (2021). Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools. International Journal of Educational Research, 107, 101758.
8. Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 29(4-5), 642-680. [most cited in the last three years in the journal]
9. Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education, 144, 103670.
10. Ni, Y., Ho, G., Cai, J., Cheung, A., Chen, G., & Ng, O. L. (2017). Research protocol: Teacher interventions aimed at engaging students in dialogic mathematics classroom discourse. International Journal of Educational Research, 86(1), 23-35.
11. Chen, G., Clarke, S. N., & Resnick, L. B. (2015). Classroom Discourse Analyzer (CDA): A discourse analytic tool for teachers. Technology, Instruction, Cognition and Learning, 10(2), 85-105.
Technology-enhanced student learning
12. Hu, L.*, Chen, G.,& Wu, J.* (2024). Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach. Journal of Computer Assisted Learning.
13. Yu, Y.*, Tao, Y.*, & Chen, G., & Sun, C. (2024). Using learning analytics to enhance college students’ shared epistemic agency in mobile instant messaging: A new way to support deep discussion. Journal of Computer Assisted Learning.
14. Tong, Y.*, Yang, C.*, & Chen, G. (2023). A visual learning analytics approach for knowledge building: Impact on students’ epistemic understanding of discourse, productive inquiry and domain knowledge. British Journal of Educational Technology.
15. Hu, L.*, Chen, G., & Wu, J.*(2023). Teaching talk for thinking: The efficacy of a peer talk teaching program for improving group thinking. Thinking Skills and Creativity, 48, 101291.
16. Tong, Y.*, Yang, C.*, Wang, P.*, & Chen, G. (2023). Promoting low-achieving students’ epistemic understanding of discourse: a video-based visual learning analytics approach. Interactive Learning Environments, 1-17.
17. Hu, L.*, Wu, J.*, & Chen, G. (2022). iTalk–iSee: A participatory visual learning analytical tool for productive peer talk. International Journal of Computer-Supported Collaborative Learning, 17(3), 397-425.
18. Yu, Y.*, Chen, G., Tao, Y.*, Li, X., Yang, L., & Dong, S. (2022). Promoting college students’ systems thinking in asynchronous discussions: Encouraging students initiating questions. Frontiers in Psychology, 13, 1028655.
19. Hu, L.*, & Chen, G. (2021). A systematic review of visual representations for analyzing collaborative discourse. Educational Research Review, 34, 100403.
20. Chen, G., Lo, C. K.*, & Hu, L.* (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156, 103938.
21. Chen, G., Chiu, M. M., & Wang, Z. (2012). Social metacognition and the creation of correct, new ideas: A statistical discourse analysis. Computers in Human Behavior, 28(3), 868-880.
22. Chen, G., Chiu, M. M., & Wang, Z. (2012). Predicting social cues during online mathematics discussions: Effects of evaluations and knowledge content. Computers in Human Behavior, 28(4), 1497-1509.
23. Chen, G., & Chiu, M. M. (2008). Online discussion processes: Effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages. Computers & Education, 50(3), 678-692.
Classroom processes and productive talk
24. Wang, D.*, Tao, Y.*, & Chen, G. (2024). Artificial intelligence in classroom discourse: A systematic review of the past decade. International Journal of Educational Research, 123, 102275.
25. Tao, Y.*, & Chen, G. (2023). Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature. Learning, Culture and Social Interaction, 39, 100702.
26. Hu, L.*, & Chen, G. (2023). A systematic review and meta-analysis of productive peer talk moves. Journal of Behavioral Education, 1-33.
27. Hu, L.*, & Chen, G. (2022). Exploring turn-taking patterns during dialogic collaborative problem solving. Instructional Science, 50(1), 63-88.
28. Hu, L.*, & Chen, G. (2021). Trajectories of idea emergence in dialogic collaborative problem solving: Toward a complex dynamic systems perspective. Frontiers in Psychology, 12, 735534.
29. Ng, O. L., Ni, Y., Shi, L., Chen, G., & Cui, Z. (2021). Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms. Journal of Education for Teaching, 47(3), 337-352.
30. Chen, G.,Zhang, J.*, Chan, C. K. K., Michaels, S., Resnick, L. B., & Huang, X. (2020). The link between student-perceived teacher talk and student enjoyment, anxiety, and discursive engagement in the classroom. British Educational Research Journal, 46(3), 631-652.
31. Chen, G. (2004). Online discussion in an independent academic BBS forum: two case studies. Educational Research Journal, 19(2), 281-305.
Learning sciences and technologies
32. Chen, J.*, Lin, C. H., & Chen, G. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies, 1-33.
33. Chen, J.*, Lin, C. H., & Chen, G.(2023). Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Computers & Education, 205, 104883.
34. Zhang, Y*., Wang, P*., Jia, W*., Zhang, A., & Chen, G. (2023). Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research. Journal of Research on Technology in Education, 1-22.
35. Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 996.
36. Chen, J.*, Lin, C. H., & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers & Education, 175, 104322.
37. Hu, L.*, Chen, G., Li, P., & Huang, J. (2021). Multimedia effect in problem solving: A meta-analysis. Educational Psychology Review, 33(4), 1717-1747.
38. Hu, L.*, & Chen, G. (2020). Visual learning analytics: Exploring the role of visualization in learning analytics. Open Education Research, 26(2), 63-74. (in Chinese)
39. Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222-1238.
40. Kong, X. T., Chen, G., Huang, G. Q., & Luo, H. (2017). Ubiquitous auction learning system with TELD (Teaching by Examples and Learning by Doing) approach: A quasi-experimental study. Computers & Education, 111, 144-157.
41. Lo, C. K.*, Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
42. Shang, J. J., Jong, M. S. Y., & Chen, G. (2015). Learning sciences: Promoting in-depth reform of education. China Educational Technology, 1, 6-13. (in Chinese)
Educational psychology and others
43. Zhang, Y.*, Li, H., Chen, G., Li, B., Li, N., & Zhou, X. (2023). The moderating roles of resilience and social support in the relationships between bullying victimization and well‐being among Chinese adolescents: Evidence from PISA 2018. British Journal of Psychology.
44. Chen, J.*, Lin, C. H., Chen, G., & Fu, H. (2023). Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study. Studies in Second Language Acquisition, 1-24.
45. Wong, L. P.*, Chen, G., & Yuen, M. (2023). Investigating career-related teacher support for Chinese secondary school students in Hong Kong. International Journal for Educational and Vocational Guidance, 23(3), 719-740. [Publication Awards for Doctor of Education (EdD) Graduates 2022-23, Faculty of Education, HKU]
46. Wong, L. P.*, Chen, G., & Yuen, M. (2023). Career development and the COVID-19 outbreak: protective functions of career-related teacher support. British Journal of Guidance & Counselling, 1-17.
47. Zhang, Y.*, Jin, Y., Xiong, Z., Leung, S. O., Chen, G., Li, N., & Li, B. (2022). Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics. Asian Journal for Mathematics Education, 1(4), 455-474.
48. Huang, J.*, & Chen, G.(2022). Individualized feedback to raters in language assessment: Impacts on rater effects. Assessing Writing, 52, 100623.
49. Sou, E. K.*, Yuen, M., & Chen, G. (2022). Career development in Macao: a perspective representing small states and territories. British Journal of Guidance & Counselling, 50(6), 985-996.
50. Wong, L. P.*, Yuen, M., & Chen, G. (2022). Career guidance and counselling: the nature and types of career-related teacher social support in Hong Kong secondary schools. British Journal of Guidance & Counselling, 50(6), 897-915.
51. Zhang, J.*, Yuen, M., & Chen, G. (2021). Career‐related parental support, vocational identity, and career adaptability: Interrelationships and gender Differences. The Career Development Quarterly, 69(2), 130-144.
52. Wong, L. P.*, Yuen, M., & Chen, G. (2021). Career-related teacher support: A review of roles that teachers play in supporting students’ career planning. Journal of Psychologists and Counsellors in Schools, 31(1), 130-141.
53. Zhang, J.*, Chen, G., & Yuen, M. (2021). Development and validation of the career-related teacher support scale: Data from China. International Journal for Educational and Vocational Guidance, 21, 161-185.
54. Sou, E. K.*, Yuen, M., & Chen, G. (2021). Development and validation of a Chinese five-factor short form of the career adapt-abilities scale. Journal of Career Assessment, 29(1), 129-147.
55. Chen, G., Zhang, J.*, & Shang, J. (2020). A learning sciences perspective on vocational and technical education. Vocational and Technical Education. (in Chinese)
56. Liu, Q.*, Hsieh, W. Y., & Chen, G. (2020). A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong, and Taiwan. Autism, 24(8), 1960-1979.
57. Zhang, J.*, Yuen, M., & Chen, G. (2020). Supporting the career development of technical education students in China: the roles played by teachers. International Journal for Educational and Vocational Guidance, 20(1), 169-190.
58. Huang, J.*, & Chen, G. (2019). From reading strategy instruction to student reading achievement: The mediating role of student motivational factors. Psychology in the Schools, 56(5), 724-740.
59. Zhang, J.*, Chen, G., & Yuen, M. (2019). Validation of the Vocational Identity Status Assessment (VISA) Using Chinese technical college students. Journal of Career Assessment, 27(4), 675-692.
60. Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 100283.
61. Zhang, L. F., Horta, H., Jung, J., Chen, G., & Postiglione, G. A. (2019). The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students. Journal of Educational Psychology, 111(4), 573-589.
62. Wang, Z., Skehan, P., & Chen, G. (2019). The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition, 3(1), 53-80.
63. Zhang, J.*, Chen, G., & Yuen, M. (2019). Validation of the Career-related parental support scale (Chinese version). The Counseling Psychologist, 47(3), 417-443.
64. Zhang, J.*, Yuen, M., & Chen, G. (2019). Supporting the career development of technical education students in China: The roles played by teachers. International Journal for Educational and Vocational Guidance, 1-22.
65. Datu, J. A. D.*, Yuen, M., & Chen, G. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology Quarterly, 33(3), 428.
66. Fung, F.*, Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831.
67. Hui, T.*, Yuen, M., & Chen, G. (2018). Career‐related filial piety and career adaptability in Hong Kong university students. The Career Development Quarterly, 66(4), 358-370.
68. Hui, T.*, Yuen, M., & Chen, G. (2018). Career adaptability, self‐esteem, and social support among Hong Kong university students. The Career Development Quarterly, 66(2), 94-106.
69. Zhang, J.*, Yuen, M., & Chen, G. (2018). Teacher support for career development: An integrative review and research agenda. Career Development International, 23(2), 122-144.
70. Datu, J. A. D.*, Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: A qualitative study. Current Psychology, 37(1), 263-271.
71. Hu, X.*, Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth graders. International Journal of Educational Research, 92, 135-144.
72. Datu, J. A. D.*, Yuen, M., & Chen, G. (2017). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools, 27(2), 168-176.
73. Datu, J. A. D.*, Yuen, M., & Chen, G. (2017). Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students. Personality and Individual Differences, 114, 198-205.
74. Zhoc, K. C.*, & Chen, G. (2016). Reliability and validity evidence for the Self-Directed Learning Scale (SDLS). Learning and Individual Differences, 49, 245-250.
75. Zhang, J.*, Yuen, M., & Chen, G. (2015). Career-related parental support for vocational school students in China. International Journal for the Advancement of Counselling, 37(4), 346-354.
Book Chapters
- Chan, C. K. K., & Chen, G., & Chen, B. (2024). Computer-supported collaborative learning: Theory, design, and technology. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford handbook of educational psychology. Oxford: Oxford University Press.
- Chen, G. (2019). Visual learning analytics to support classroom discourse analysis for teacher professional learning and development. In N. Mercer, R. Wegerif, & L. Major (Eds.), International handbook of research on dialogic education (pp. 167-181). Abingdon, UK: Routledge.
- Wang, Z., &Chen, G.(2018). Discourse performance in L2 task repetition. In M. Bygate (Ed.), Learning language through task repetition (pp. 97-116). John Benjamins Publishers, Amsterdam.
- Chen, G., & Chiu, M. M. (2018). Discussion processes in online forums. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (pp. 7969-7979). Hershey, PA: IGI Global.
- Chen, G., & Chiu, M. M. (2015). Learning processes during online discussions. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (pp. 2544-2554). Hershey, PA: IGI Global.
- Chiu, M. M., & Chen, G.(2014). Statistical discourse analysis: Testing hypotheses with large datasets of electronic discourse. In H. L. Lim & F. Sudweeks (Eds.), Innovative methods and technologies for electronic discourse analysis (pp. 285-303). Hershey, PA: IGI Global.
- Chiu, M. M., & Chen, G. (2014). Individualism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 721-724). Thousand Oaks, CA: Sage.
- Chiu, M. M., & Chen, G.(2014). Collectivism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 254-256). Thousand Oaks, CA: Sage.
- Chiu, M. M., Molenaar, I.,Chen, G., Wise, A., & Fyjita, N. (2014). Micro-analysis of collaborative processes that facilitate productive online discussions: Statistical discourse analyses in three studies. In E. Barbera & P. Reimann (Eds.), Assessment and evaluation of time factors in online teaching and learning (pp. 232-263). Hershey, PA: IGI Global.