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.
Conference papers
2024
1. Yang, C.*, & Chen, G. (2024). Enhancing teacher reflection and feedback on classroom discourse during video-based professional development: A visualization approach. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
2. Wang, P.*, & Chen, G. (2024). Voiced talk moves and unvoiced dialogic practices: Professional development trajectory of an English teacher [Poster presentation]. American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
3. Zhang, Y.*, Jin, Y., Li, N., Li, B., & Chen, G. (2024). Goals Behind Talk Moves: Perception of Dialogic Teaching from a Cognitive Diagnosis Perspective. Paper to be presented at TSG 4.4 in the 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.
4. Zhang, Y.*, Yu, Z., Liu, Y., Li, Y., & Chen, G. (2024). The Obstacles Between Knowing and Doing: A Case Study of Perception and Practice of Dialogic Teaching for Mathematics Preservice Teachers in China. Paper to be presented at TSG 4.4 in the 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia.
5. Zhang, Y.*, Xin, J., Yu, Z., Liu, Y., Zhao, W., Li, N., & Chen, G. (2024). Bridging the Knowing and Doing: Preservice Teachers’ Dialogic Teaching in Dynamic-Visualization-Mediated Mathematics Classes. Paper presented in the American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
6. Liu, J.*, Chan, C. K. K., Zhao, J., & Chen, G. (2024). Facilitating STEM Inquiry in a Knowledge Building Environment. Paper presented in the American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
7. Chen, F.*, Wang, P.*, Wang, D.*, Jia, W.*, & Chen, G. (2024). Mining sequential patterns in classroom discourse: Insights from visualization-supported primary instruction. In Proceedings of the 16th International Conference on Computer Supported Education – Volume 2: CSEDU; ISBN 978-989-758-697-2; ISSN 2184-5026, SciTePress, pages 339-348. DOI: 10.5220/0012613300003693
8. Lo, C, K., Xu, S., & Chen, G. (2024). An exploratory study of using AI tools to analyse classroom discourse data. Paper accepted to present in the 8th International Conference on Artificial Intelligence and Virtual Reality. Fukuoka, Japan | July 19-21, 2024.
9. Yang, C.*, & Chen, G. (2024). Designing a learning analytics dashboard for developing online teacher productive peer talk. Paper accepted to the International Conference on Learning Analytics & Knowledge (LAK2024).
10. van der Linden, S., Chen, G., McKenney, S., Kobiela, M., Connolly, E., Wallace, A., Carvalho, R., Slotta, J. D., Walsh, M., & Schunn, C. D. (2024). Mapping interventions of teacher reflective dialogue. Symposium accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
11. Liu, J.*, Chen, G., Chan, C. K. K., Zhao, J., & Kong, J. (2024). Epistemic Agency for STEM Learning with Design-Based Scaffolds. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
12. Tao, Y.*, & Chen, G. (2024). The Relationship between Teachers’ Dialogic Questioning Strategies and Students’ Creative Thinking in Elementary School Language Classrooms. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
13. Zhang, Y.*, Liu, Y., Yu, Z., Li, Y., & Chen, G. (2024). Iterative or linear Design? Insights into Teacher Professional Development on Dialogic Teaching. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
14. Wang, P.*, Chen, F.*, Wang, D.,* & Gaowei Chen. (2024). Supporting dialogic reflection through visualising classroom talk in teachers’ and students’ learning communities. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
15. Yang, C.*, & Chen, G. (2024). Enhancing Teacher Reflection and Feedback on Classroom Discourse During Video-Based Professional Development: A Visualization Approach. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
2023
16. Wang, D.*, Shan, D., Zheng, Y., & Chen, G. (2023). Teacher talk moves in K12 mathematics lessons: Automatic identification, prediction explanation, and characteristic exploration. In International Conference on Artificial Intelligence in Education (pp. 651-664). Cham: Springer Nature Switzerland.
17. Chen, F.*, Wang, P.*, Wang, D.*, & Chen, G. (2023). Fostering students’ dialogic engagement with the use of visual learning analytics as a teaching assistant tool in primary school classrooms. Full paper presented in the 31st International Conference on Computers in Education. Matsue, Shimane, Japan. [Best conference paper nominee]
18. Wang, D.*, Shan D., Zheng, Y., Guo, K., Chen, G., & Lu, Y. (2023). Can ChatGPT detect student talk moves in classroom discourse? A preliminary comparison with Bert. In the 16th International Conference on Educational Data Mining. Bengaluru, India. https://zenodo.org/record/8115772
19. Van der Linden, S., Lefstein, A., McKenney, S., & Chen, G. (2023). Maybe we should talk: Bringing together diverse perspectives on supporting teachers’ reflective dialogue. Pre-conference workshop organized for the Annual Meeting of the International Society of the Learning Sciences (ISLS 2023). Montreal, Canada.
20. Wang, D.*, Tao, Y.*, & Chen, G. (2023). The talk move patterns of teacher-student interactions in K-12 mathematics lessons: An analysis based on the TalkMoves dataset. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1811-1812. International Society of the Learning Sciences.
21. Tong, Y.*, Yang, C.*, Chen, G., & Chan, C. K. K. (2023). Developing Productive Discourse for Knowledge Building: A Blended Approach Based on Learning Analytics. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 585-592. International Society of the Learning Sciences.
22. Tong, Y.*, & Chen, G. (2023). Developing epistemic understanding and productive dialogue through a video-based analytics-supported approach. In proceedings of ISLS Annual Meeting 2023 (pp. 139-140).
23. Wang, P.*, & Chen, G. (2023). Enhancing dialogic teaching in English as a second language classrooms through video-based professional development. In proceedings of ISLS Annual Meeting 2023 (pp. 155-156).
24. Yu, Y.*, Chan, C. K., Teo, C. L., & Chen, G. (2023). Examining and scaffolding collective idea improvement in knowledge building using analytics and meta-discourse. In Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning-CSCL 2023, pp. 163-170. International Society of the Learning Sciences.
25. Hu, L.*, Wu, J.*, & Chen, G. (2023). iTalk–iSee: A participatory visual learning analytical tool for developing productive peer talk. In proceedings of ISLS Annual Meeting 2023 (pp. 13-16).
2022
26. Tong, Y.*, Yang, C.*, Wang, P.*, & Chen, G. (2022). Promoting students’ discourse understanding in a knowledge building classroom: A video-based analytics-supported approach. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications. [Best conference paper]
27. Wang, P.*, Chen, G., Tong, Y.*, & Yang, C.* (2022). Less could be more: A case study of academically productive talk in online lessons. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications. [Best conference paper]
28. Tong, Y.*, Chan, C. K. K., Chen, G., & Wang, P.# (2022). Developing productive classroom dialogue using analytics-supported video-based approach for teacher learning. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022 (pp. 863-870). International Society of the Learning Sciences.
29. Hu, L.*, Chen, G., & Wu, J.* (2022). Exploring the Trajectory of Learning and Using Productive Peer Talk Moves. In Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning-CSCL 2022, pp. 193-196. International Society of the Learning Sciences.
30. Tao, Y.*, & Chen, G. (2022). Implementation of dialogic teaching: Exploring teachers’ perceptions, attitudes, and practical challenges. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1657-1660. International Society of the Learning Sciences.
31. Yu, Y.*, Chan, C. K., Teo, C. L., & Chen, G. (2022). Supporting students’ collective ideas improvement through learning analytics-augmented meta-discourse. In Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning-CSCL 2022, pp. 274-281. International Society of the Learning Sciences.
2021
32. Yu, Y.*, Li, X., Dong, S., & Chen, G. (2021). Promoting college Students’ systems thinking during pandemic. In Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning-CSCL 2021. International Society of the Learning Sciences.
33. Chen, G., Lo, C. K.*, & Hu, L.* (2020). Message responsiveness during online discussions. Paper presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
34. Chen, G., Cheng, A., & Chan, C. K. K. (2020). Improving classroom dialogue: An analytics-supported, video-based teacher professional development approach. Paper presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
35. Jong, M. S. Y., Chen, G., Tam, V. W., Hue, M. T., Chen, M., & Weng, X. (2021). Gamification of flipped classroom: FIBER Vs. G-FIBER. In 2021 International Symposium on Educational Technology (ISET) (pp. 270-274). IEEE.
2020 and earlier
36. Lo, C. K., & Chen, G. (2020). Improving productive classroom talk through visual learning analytics technology: A case study of an award-winning mathematics teacher. Paper to be presented in the 2020 International Conference on Technology in Education (ICTE 2020). Macau/Online.
37. Hu, L.*, & Chen, G. (2020, Apr 17 – 21) Turn-taking patterns in dialogic collaborative problem solving [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/qmkplqa (Conference Canceled)
38. Huang, X., Chen, G., & Dong, B. (2020, Apr 17 – 21) Stereotype on females’ success boosts females’ math learning [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/w8c6s8o (Conference Canceled)
39. Chen, G., Chan, K. H., Chan, C. K. K., Yu, J.*, Hu. L.*, Wu, J.*, & Resnick, L. B. (2019). Designing learning analytics for teacher learning: An analytics-supported teacher professional development (ASTPD) approach. Paper presented in the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019). Lyon, France.
40. Chen, G., Chan, K. H., Chan, C. K. K., Hu, L.*, & Yu, J.* (2019). Analytics-supported teacher professional development: The impact on classroom talk. Paper presented in the 18th Biennial European Association for Research on Learning and Instruction Conference (EARLI 2019). RWTH Aachen, Germany.
41. Hu, L.*, Chen, G., & Chan, C. K. K. (2019). Temporal patterns and visualizations of peer talk: Toward understanding the process and performance of dialogic collaborative problem-solving. Paper presented in the 13thInternational Conference on Computer Supported Collaborative Learning (CSCL 2019). Lyon, France.
42. Lo, C. K.*, & Chen, G. (2019). The use of classroom visual learning analytics in professional development: Preliminary findings of mathematics teachers’ instructional changes. Paper presented in the 3rd International Conference on Digital Technology in Education (ICDTE 2019). Tsuru University, Japan.
43. Jong, M. S. Y., Chen, G., & Tam, V. Jiang, Y, & Chen, M. (2019). Unforeseen impediments emerging in the process of flipped learning: A lesson learned in FIBER. Paper presented in the 27th International Conference on Computers in Education (ICCE 2019). Kenting, Taiwan.
44. Jong, M. S. Y., Chen, G., & Tam, V. (2019). Gamifying flipped learning for promoting students’ online participation. Paper presented in the Digital Game Research Association Annual Meeting (DiGRA 2019). Kyoto, Japan.
45. Chen, G., Chan, C. K. K., Yu, J.*, Hu, L.*, Clarke, S. N., & Resnick, L. B. (2018). The impact of evidence-based professional development on classroom dynamics. Paper presented in the 13th International Conference of the Learning Sciences (ICLS 2018). London, UK.
46. Hu, X.*, Chen, G., & Leung, F. K. S. (2018). Influential factors in students’ attitudes towards science in Hong Kong. Paper presented in the American Educational Research Association Annual Meeting (AERA 2018). New York City, NY, USA.
47. Ni, Y., Ho, G., Shi, L., Chen, G., & Cui, Z. (2018). Efficacy of a teacher intervention program aimed at engaging students in dialogic mathematics classroom discourse. Paper presented in the American Educational Research Association Annual Meeting (AERA 2018). New York City, NY, USA.
48. Ni, Y., Ho, G., Shi, L., & Chen, G. (2017). The implementation of teacher interventions in engaging students in dialogical classroom discourse. Paper presented in the European Association for Practitioner Research on Improving Learning Annual Meeting (EAPRIL 2017). Hämeenlinna, Finland.
49. Huang, J.*, & Chen, G. (2017). The roles and effects of reading strategies instruction on student achievement. Paper presented in the European Conference on Educational Research Annual Meeting (ECER 2017). Copenhagen, Denmark.
50. Huang, J.*, & Chen, G. (2017). The relationship between rater characteristics and performance ratings: A narrative review and meta-analysis. Paper presented in the 15th International Conference on Teaching and Learning Chinese in Higher Education (BCLTS 2017). Southampton University, UK.
51. Tang, Y.*, Hew, K. F. T., & Chen, G. (2017). Students’ participative stances and knowledge construction in small group collaborative learning with mobile instant messaging facilitation. Paper presented in the 25th International Conference on Computers in Education (ICCE 2017). Christchurch, New Zealand.
52. Zhang, J.*, Yuen, M. T., & Chen, G. (2017). Career-related teacher support among technical students in China. Paper presented in the 5th National Humanistic Psychological Counseling and Therapy Conference. Zhuhai, Guangdong, China.
53. Zhang, J.*, Yuen, M. T., & Chen, G. (2016). The effect of career-related teacher support on career development for technical students in China. Paper presented in the Asia Pacific Career Development Association (APCDA) 2016 Annual Conference. Taipei, Taiwan.
54. Zhang, J.*, Yuen, M. T., & Chen, G. (2016). The career-related parental support for students with low SES-Taking Chinese technical students as an example. Paper presented in the 3rd International Conference on School Guidance in the Chinese Communities. Taichung City, Taiwan.
55. Chen, G., Clarke, S. N., & Resnick, L. B. (2016). Technology and teacher professional development: Promoting teachers’ reflection on orchestrating classroom discussions. Paper presented in the 20th Global Chinese Conference on Computers in Education (GCCCE 2016). The Education University of Hong Kong, Hong Kong.
56. Chen, G., Michaels, S., & Resnick, L. B. (2016). Expert, novice, and machine coding of teacher academically productive talk moves. Paper presented in the International Conference of the Learning Sciences (ICLS 2016). National Institute of Education, Singapore.
57. Clarke, S. N., Chen, G., Bickel, D. D., Sherer, J. Z., & Resnick, L. B. (2015). Through the looking glass: Using a classroom discourse visualizer to support teacher reflection on practice. Paper presented in the International conference on computer supported collaborative learning (CSCL 2015). Gothenburg, Sweden.
58. Lo, Y. Y., & Chen, G. (2015). Exploring academically productive talk in L1 and L2-medium classrooms. Paper presented in theAnnual Meeting of the American Educational Research Association (AREA 2015). Chicago, IL, USA.
59. Clarke, S. N., Chen, G., & Resnick, L. B. (2014). Classroom discourse analyzer: Leveraging discourse analytics for teacher learning. Paper presented in the12th International Conference on Intelligent Tutoring Systems (ITS 2014). Honolulu, HI, USA.
60. Chen, G., Clarke, S. N., & Resnick, L. B. (2014). An analytic tool for supporting teachers’ reflection on classroom talk. Paper presented in the International Conference of the Learning Sciences (ICLS 2014). Boulder, CO, USA.
61. Clarke, S. N., Chen, G., Stainton, C., Katz, S., Greeno, J. G., Resnick, L. B., … & Rosé, C. P. (2013). The Impact of CSCL beyond the online environment. Paper presented in the 10th International conference on computer supported collaborative learning (CSCL 2013). Madison, Wisconsin, USA.
62. Clarke, S. N. &Chen, G. (2012). The structure of productive classroom discussion. Paper presented at the Annual Meeting of the British Educational Research Association. Manchester, United Kingdom.
63. Chen, G., Chiu, M. M., & Wang, Z. (2011). Predicting social cues in online discussions: Implications for teachers and students. Paper presented at the American Educational Research Association Annual Meeting (AERA 2011). New Orleans, LA, USA.
64. Chen, G., Chiu, M. M., & Wang, Z. (2011). Social cues in asynchronous online discussions: Effects of social metacognition and new ideas. Paper presented in the International Conference on Computer Supported Collaborative Learning (CSCL 2011). University of Hong Kong, Hong Kong.
65. Chen, G., Chiu, M. M., & Wang, Z. (2010). Group micro-creativity in online discussions. Paper presented in the 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA.
66. Chen, G., & Chiu, M. M. (2008). Computer mediated discussions. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Proceedings of the 8th International Conference of the Learning Sciences (Vol. 1, pp. 128-135). Utrecht, The Netherlands.
67. Chen, G., & Chiu, M. M. (2007). Effects of previous messages’ evaluations, knowledge content, social cues and personal information on the current message during online discussion. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th International Conference on Computer Supported Collaborative Learning (CSCL 2017) (pp. 135-137). New Brunswick, NJ, USA.
68. Chen, G. (2005). Online discussion processes. In M. Grandbastien (Ed.), Proceedings of 12th International Conference on Artificial Intelligence in Education (AIED2015) (pp. 27-32). Amsterdam, The Netherlands: University of Amsterdam.
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.