Our Publications
Chapters in Book
1 / Zheng, J., Li, S., & Lajoie, S. P. (2023). A review of measurements and techniques to study emotion dynamics in learning. In V. Kovanovic, R. Azevedo, D. Gibson & D. Ifenthaler (Eds.). Unobtrusive Observations of Learning in Digital Environments. Springer.
2 / Lajoie, S. P., Bodnar, S. Hmelo-Silver, C., Chen, Y., Zheng, J., Huang,L. & Kazemitabar, M. (2020). Towards quality online problem-based learning. In S. Bridges & R. Imafuku (Eds.). Interactional research into problem-based learning. Purdue University Press.
Journal Articles (2024)
1 / Wang, T., Zheng, J., & Lajoie, S. P. (in press). Student engagement profiles in technology-rich environments: What they reveal about motivational beliefs, perceived task difficulty, and performance. Educational Technology & Society.
2 / Huang, X., Zheng, J., Li, S., Zhu, G., Du, H., Zhong, T, Hou, C., & Lajoie, S.P. (Accepted). Investigating the effect of emotional tone on learners’ reading engagement and peer acknowledgment in social annotation. Australasian Journal of Educational Technology.
3 / Zheng, J., Li, S., Wang, T., & Lajoie, S. P. (2024). Unveiling emotion dynamics in problem-solving: A comprehensive analysis with an intelligent tutoring system using facial expressions and electrodermal activities. The International Journal of Educational Technology in Higher Education. 21(33).
4 / Zheng, J., Pan, Z., Li. S., & Xie, C. (2024). Modeling temporal self-regulatory processes in STEM learning of engineering design.Education Technology & Society, 27(4).20-33.
5 / Zhu, G., Zheng, J., Ratner, K., Li, Q., Estevez, M. & Burrow, A. L. (2024). How trait and state positive emotions, negative emotions, and self-regulation relate to adolescents' perceived daily learning progress. Contemporary Educational Psychology. 102275
6 / Li, S., Huang, X., Zhu, G., Du, H., Zhong, T., Hou, C., & Zheng, J. (2024). Exploring behavioral patterns and their impact on social annotation outcomes. Journal of Computer Assisted Learning. 4(40). 1389-1399
7 / Sereiviene, E., Ding, X., Jiang, R., Zheng, J., Kashyrskyy, A., Bulseco, D., & Xie, C. (2024). Introducing Engineering Design to First-Year Students Through the Net Zero Energy Challenge. Journal of College Science Teaching, 1-9.
8 / Huang, L., Zheng, J., Lajoie, S. P., Chen, Y., Hmelo-Silver, C. E., & Wang, M. (2024). Examining university teachers’ self-regulation in using a learning analytics dashboard for online collaboration. Education and Information Technologies, 29(7), 8523-8547.
9 / Li, S., Huang, X., Wang, T., Zheng, J., & Lajoie, S. P. (2024). Using text mining and machine learning to predict reasoning activities from think-aloud transcripts in computer assisted learning. Journal of Computing in Higher Education, 1-20.
10 / Li, S., Zheng, J., Lajoie, S.P., Pu, D., Li, H., & Wu, H. (2024). The relationship between self-regulated learning competency and clinical reasoning tendency in medical students. Medical Science Educator, 33(6), 1335-1345.
Journal Articles (2023)
1 / Zheng, J., Lajoie, S. P., Wang, T., & Li, S. (2023). Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: The effectiveness of scaffolds. Metacognition and Learning. 18, 693-702.
2 / Zheng, J., Lajoie, S., & Li, S. (2023). Emotions in self-regulated learning: A critical literature review and meta-analysis. Frontiers in Psychology, 14, 1137010.
3 / Zheng, J., Xing, W., Huang, X., Li, S., Chen, G., & Xie, C. (2023). The role of self-regulated learning on science and design knowledge gains in engineering projects. Interactive Learning Environments, 31(1), 87-99.
4 / Wang, T., Zheng, J., Tan., C., & Lajoie, S. P. (2023). Computer‐based scaffoldings influence students' metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system. Journal of Computer Assisted Learning. DOI: 10.1111/jcal.12824
5 / Lajoie, S.P., Li, S., & Zheng, J. (2023). The functional roles of metacognitive judgement and emotion in predicting clinical reasoning performance with a computer-simulated environment. Interactive Learning Environments. 31(6), 3464-3475.
6 / Li, S., Zheng, J., & Lajoie, S. P. (2023). The relationship between cognitive engagement and students’ performance in a simulation-based training environment: An information-processing perspective. Interactive Learning Environments. 31(6), 1532-1545.
7 / Li, S., Zheng, J., Lajoie, S.P., Li, H., Pu, D., & Wu, H. (2023). The relationship between self-regulated learning competency and clinical reasoning tendency in medical students. Medical Science Educator. 33(6), 1335-1345.
8 / Li, S., Duffy, M. C., Lajoie, S. P., Zheng, J., & Lachapelle, K. (2023). Using eye tracking to examine expert-novice differences during simulated surgical training: A case study. Computers in Human Behavior, 144, 107720.
Journal Articles (2022)
1 / Zheng, J., Lajoie, S.P., Li, S., & Wu, H. (2022). Temporal change of emotions: Identifying academic emotion trajectories and profiles in problem-solving. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09330-x
2 / Zheng, J., Li, S., Lajoie, S.P. (2022). Diagnosing virtual patients in a technology-rich learning environment: A sequential mining of students’ efficiency and behavioral pattern. Education and Information Technologies. 27, 4258-4275.
3 / Li, S., Zheng, J., Huang, X., & Xie, C. (2022). Self-regulated learning as a complex dynamical system: Examining students’ STEM learning in a simulation environment. Learning and Individual Differences. 95, 102144.
4 / Li, S., Zheng, J., & Lajoie, S. P. (2022). Temporal structures and sequential patterns of self-regulated learning behaviors in problem-solving with an intelligent tutoring system. Journal of Educational Technology & Society, 25 (4), 1-14.
5 / Li, S., Zheng, J., & Chiang, F. (2022). Using the eSchoolbag to assist English learning: A longitudinal analysis on students’ academic performance and motivation. Technology, Pedagogy and Education. 30(1), 1-13.
Journal Articles (2021)
1 / Chen, Y., Hmelo-Silver, C. E., Lajoie, S. P., Zheng J., Huang L., & Bodnar, S. (2021). Using teacher dashboards to access group collaboration in problem-based learning. Interdisciplinary Journal of Problem-Based Learning. 15(2). https://doi.org/10.14434/ijpbl.v15i2.28792
2 / Zheng, J., Huang, L., Li, S., Lajoie, S.P., Chen Y., Hmelo-Silver, C (2021). Exploring instructors’ self-regulation and emotions: A case study of instructor interactions with a learning analytics dashboard. Computers & Education, 161,104061
3 / Li, S., Zheng, J., & Lajoie, S. P. (2021). The frequency of emotions and emotion variability in self-regulated learning: What matters to task performance? Frontline Learning Research. 9 (4), 76-91
4 / Li, S., Lajoie. S.P., Zheng, J., Wu, H., & Cheng, H. (2021). Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving. Computers and Education. 163, 104114.
5 / Li, S., Zheng, J., Lajoie, S. P. & Wiseman, J. (2021). Students’ performance and emotion variability in the context of clinical reasoning. Educational Technology Research and Development. 69 (2), 673-692.
Journal Articles (2020)
1 / Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Xie, C. (2020). Profiling self-regulation behaviors in STEM learning of engineering design. Computers & Education, 143, 103669
2 / Zheng, J., Li, S. (2020). What drives students' intention to use tablet computers: An extended technology acceptance model. International Journal of Educational Research, 102, 101612
3 / Li, S., Chen, G., Xing, W., Zheng, J., & Xie, C (2020). Longitudinal clustering of students' self-regulated learning behaviors in engineering design. Computers and Education. 103899
4 / Li, S., Du, H., Xing, W., Zheng, J., Chen, G., & Xie, C. (2020). Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach. Computers & Education, 103987.
5 / Li, S., Zheng, J. & Lajoie, S. P. (2020). Efficient clinical reasoning: Knowing when to start and when to stop. Education in The Health Professions. 3(1), 1-7.
6 / Wu, H., Li, S.*, Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: The mediating roles of self-efficacy and learning engagement. Medical Education Online, 25 (1), 1-9.
Journal Articles (2019)
1 / Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self-and socially shared regulation of STEM learning in a CSCL environment. Computers & Education, 136, 34-48
2 / Lajoie, S. P., Zheng, J., Li, S., Jarrell, A., & Gube, M. (2019). Examining the interplay of affect and self-regulation in the context of clinical reasoning. Learning and Instruction, 72, 101219.
3 / Zheng, J., Li, S., & Lajoie, S. P. (2019). The role of achievement goals and self-regulated learning behaviors in clinical reasoning. Technology, Knowledge and Learning, 25, 541–556
4 / Wu, H., Zheng, J.*, Li, S., & Guo, J. (2019). Does academic interest play a more important role in medical sciences than in other disciplines? A nationwide cross-sectional study in China. BMC medical education, 19(1), 1-8.
5 / Li, S., Zheng, J., & Zheng, Y. (2019). Towards a new approach to managing teacher online Learning: Learning communities as activity systems. The Social Science Journal. DOI: 10.1016/j.soscij.2019.04.008
Journal Articles (2018)
1 / Li, S. & Zheng, J. (2018). A latent profile analysis of students’ motivation of engaging in one-to-one computing environment for English learning. EAI Endorsed Transactions on e-Learning, 5(17), 1-9.
2 / Li, S. & Zheng, J (2018). The role of task values in the relationship between self-efficacy and self-regulated learning in one-to-one computing environment. The Asia-Pacific Education Researcher. 27(6), 455-463.
3 / Lajoie, S. P., Zheng, J., & Li, S. (2018). Examining the role of self-regulation and emotion in clinical reasoning: Implications for developing expertise. Medical teacher, 1-3.
Journal Articles (2017)
1 / Zheng, J., Li, S., & Zheng, Y. (2017). Students’ technology acceptance, motivation and self-efficacy towards the eSchoolbag: an exploratory study. International Journal for Infonomics, 10(3). 1350-1358
2 / Li, S. & Zheng, J. (2017). The effect of academic motivation on students' English learning achievement in the eSchoolbag-based learning environment. Smart Learning Environment. 4(1), 1-14
Conference Proceedings
1 / Zheng, J., Liu, S., Zhu, G., Li, S., Jiang, R., & Xie, C. (2024). Integrating socio-scientific reasoning into STEM project-based learning. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1187-1190). International Society of the Learning Sciences.
2 / McClure, J., Zheng, J., Bickel, F., Jiang, S., Rosé, C. P., & Chao, J. (2024). Modeling with Primary Sources: An approach to teach data bias for Artificial Intelligence and Machine Learning Education. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 514-521). International Society of the Learning Sciences. [Outstanding Design Paper Award]
3 / Zhu, J., Zheng, J., Pan, Z., Biegley, L., Liu, S., Wang, T., Xie, C., & Li, M. (2024). Leveraging Large-Language Models to Understand Self-Regulated Learning Processes in STEM Education. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1470-1473). International Society of the Learning Sciences.
4 / Wang, T., Liu, S., Zheng, J., Ruiz-Segura, A., & Lajoie, S. (2024). Electrodermal activities during self-regulated learning relate to learning performance within a technology-rich environment. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 1406-1409). International Society of the Learning Sciences.
5 / Li, S., Ding, G., & Zheng, J. (2024). Examining college students’ psychological dynamics in ChatGPT assisted programming. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 963-966). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.805941
6 / Zhu, G., Zhong, T., Du, H., Zheng, J., Huang, X., Li, S., & Hou, C. (2024). Are your top social annotation friends also your offline group members?. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 381-382). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2024.258566
7 / Hou, C., Zhu, G., Zheng, J., Zhang, L., Huang, X., Zhong, T., ... & Ker, C. L. (2024, March). Prompt-based and Fine-tuned GPT Models for Context-Dependent and-Independent Deductive Coding in Social Annotation. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 518-528).
8 / Zheng, J., Jiang, R., Li, S., Zhu, J., & Xie, C. (2023). The effects of AI feedback on students’ epistemic emotion and performance in engineering design: An exploratory study. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1885-1886). International Society of the Learning Sciences
9 / Zheng, J., Li, S., Huang, X., Wang, T., & Lajoie, S. P. (2023). Do thinking styles change with task complexity in problem-solving?. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1887-1888). International Society of the Learning Sciences.
10 / Li, S., Zheng, J., Huang, X., Wang, T., & Lajoie, S. P. (2023). Detection of goal setting and planning in self-regulated learning using machine learning and think-aloud protocols. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 982-985). International Society of the Learning Sciences.
11 / Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Huang, X. (2019). Person-oriented approach to profiling learnings’ self-regulation in STEM learning. In Proceedings of the 9th International Conference on Learning Analytics and Knowledge - LAK ’19 (pp. 245-246). Tempe, Arizona.
12 / Wu, H.B., Zheng, J., & Li, S. (2019). Does academic interest have more effects on medical students? A nationwide cross-sectional study in China. In Proceedings of the 10th Asian Medical Education Association (AMEA) Symposium. Kuala Lumpur, Malaysia.
13 / Li, S., Zheng, J., Poitras, E. & Lajoie, S. P. (2018). The allocation of time matters to students' performance in clinical reasoning. In R. Nkambou et al.(eds.): Intelligent Tutoring System. Lecture Notes in Computer Science, Vol.10858, pp. 110-119. Springer, Cham.
14 / Huang, L., Bodnar, S., Zheng, J. Lajoie, S., Chen Y., Birk, G., Hmelo-Silver, C (2018). The design of a learning analytics pedagogical dashboard to enhance instructors’ facilitation in an online asynchronous problem-based learning environment. Poster presentation in The Intelligent Tutoring Systems (ITS) 2018 conference, Montreal, Canada
15 / Huang, L., Bodnar, S., Zheng, J., Kazemitabar, M., Chen Y., Birk, G., Sarmiento, J.P., Lajoie, S., Hmelo-Silver, C., Wiseman, J., & Chan L.K. (2017) Visualizing dominant behaviours in problem-based learning environments: A case study analysis of the HOWARD platform. In Proceeding of World Conference on E-Learning, Vancouver, Canada 2017.
16 / Zheng, J., Li, S., & Zheng, Y. (2017). The influence of academic performance on students’ perceptions of the e-Schoolbag. In Proceedings of the Canada International Conference on Education (CICE-2017). Toronto, Canada.
17 / Li, S., & Zheng, J. (2015). Knowledge Recommender: an application based on the Social Knowledge Network for knowledge recommendation. In Proceedings of The 15th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 403–404).
18 / Li, S., Zheng, J., & Chiang, F.-K. (2015). How to assess and stimulate teachers from China’s poor districts in their online professional development. In Proceedings of the 23rd International Conference on Computers in Education (ICCE) (pp. 691–696).
19 / Zheng, J., & Chiang, F. (2014). Design and development of the e-schoolbag perception scale (EPS) for K-12 students. In Proceedings of 3rd International STEM in Education Conference. Vancouver, Canada. (pp.63-64)
20 / Zheng, J., Chiang, F., & Cai, S. (2013). Project-based learning and problem-based learning in the multimedia design course for improving critical thinking performance. In Proceedings of E-LEARN 2013. Las Vegas, USA. (AACE) (pp. 1020–1025).