1、基本信息
姓名： 杨玉芹
专业职称： 教授
教师类型： 高校教师（含师资博士后）
博/硕导： 硕士生导师 博士生导师
硕士生招生专业： 教育技术学 现代教育技术 科学传播与科学教育等相关专业
博士生招生专业： 教育技术学等相关专业
邮箱：yangyuqin@ccnu.edu.cn
2、个人简介
杨玉芹，入选2025年全球前2%顶尖科学家榜单，香港大学博士，华中师范大学人工智能教育学部教授，博士生导师，香港教育大学博士生导师；第三批全国高校黄大年式教师团队成员；获得第九届湖北省教学成果奖；湖北省人才计划入选者，华中师范大学桂子青年学者，校级青年创新团队“学习科学”团队负责人。长期从事AI 与学习分析、学习科学、高阶思维与能力，数据驱动的学习评价等方面的研究。主持国家级、省部级项目多项。担任《International Journal of Computer-Supported Collaborative Learning》（SSCIQ1，中科院一区Top期刊）期刊副编辑，Learning: Research and Practice [ESCI Q1 ]副编辑，以及多个SSCI期刊（中科院一区top期刊）专刊编辑及编委，如《Learning and Instruction》、《Learning and Individual Differences》、《British Journal of Educational Technology》等。担任多个国际国内会议（如ICCE、GCCCE、学习科学分会）主席等。发表论文160余篇，其中在《Computers & Education》、《Internet & Higher Education》、《American Educational Research Journal》、《International Journal of Computer-Supported Collaborative Learning》、《International Journal of Educational Technology in Higher Education》等SSCIQ1、中科院一区Top期刊、《电化教育研究》、《中国电化教育》、《现代教育技术》等著名期刊发表SSCI、CSSCI期刊论文100余篇。曾获得美国教育学会年会AERA、AECT、GCCCE等会议最佳论文奖。
3、工作经历
2009-09月至2011-08月,南洋理工大学 国立教育学院（National Institute of Education, Nanyang Technological University, Singapore）,副研究员
2016-11月至2022-06月,人工智能教育学部（教育信息技术学院）,副教授
2022-06月至今,人工智能教育学部,教授
4、研究方向
学习科学，数据驱动的学习评价，人工智能与教育，STEM教育，计算机支持的合作学习，高阶思维能力，元认知与调控，学习分析，知识创新（知识建构）教学法，计算思维与人工智能素养等
5、科研项目
[近年主持的主要项目] （部分代表）
数据赋能的协同科学论证能力生成机制与智能调控关键方法研究，62577031，国家自然科学基金面上项目, 2026年1月-2029年12月, 在研，主持
人工智能驱动的反思性评价促进师范院校研究生数据科学能力发展的研究与实践，2024095，湖北省高等学校省级教学研究（研究生教育项目），2024年01月-2026年12月，在研，主持
反思性评价支持小学生元认知发展的机制研究，xtzd2022-002，信息化与基础教育均衡发展省部共建协同创新中心，2022年12月-2024年11月, 在研，主持
在线探究社区中学习者知识建构行为模式的识别及其实证研究，62107020，国家自然科学基金青年项目, 2022年1月-2024年12月, 结题，主持
数据驱动的反思性评价支持大学生协同知识创新能力发展的实证研究，21YJA880078，教育部人文社会科学规划基金项目，2021年1月-2023年12月，结题，主持
基于学习分析的反思性评价培养小学生高阶思维的实证研究，18YJC880107，教育部人文社会科学青年基金项目，7. 2018年1月-2020年12月，已结题，主持
数据驱动的反思性评价促进大学生高阶思维能力发展的研究与实践，2021091，湖北省高等学校教学研究项目，2021年01月-2023年12月，已结题，主持
基于学习分析的反思性评价促进大学生创新能力发展的研究与实践，2018016，湖北省高等学校省级教学研究，2018年06月-2020年10月，已结题，主持
智能时代教师专业发展理论研究，CCNUTEIII 2021-11，华中师范大学教师教育专项研究项目，2021年1月-2024年5月，结题，主持
“学习科学”学术创新团队，CCNU19TD023，华中师范大学人文社会科学青年学术创新团队建设项目，2019年-现在，在研，团队负责人
基于学习分析的反思性评价促进不同层次研究生批判-分析-创新思维培养的模式与机制研究，2018JG27，华中师范大学教学研究项目，2019年1月-2020年12月，已结题，主持
6、个人荣誉
2025全球2%顶尖科学家榜单
湖北省人才计划资助（2016-2021）
桂子青年学者（2022-2024），华中师范大学
第九届湖北省高等学校教学成果奖（二等奖，2022）
第三批国家一流本科课程《教育研究方法》（2025）
第三批“全国高校黄大年式教师团队” 教育信息科学与技术 团队成员（教育部重大人才计划特聘教授刘三女牙领衔）
Research Output Prize for the Dean’s Research Fund 2021/22 (2022), Hong Kong Education University.
Outstanding Research and Theory Division-Sponsored Accepted Proposal Award (2021), the Association of Educational Communications and Technology Annual Meeting, 2021
最佳学生论文奖，25th Global Chinese Conference on Computers in Education, 2021
访问学者（Visiting Scholar）获 Ting Ka Ping Fund资助，2022年6月，香港教育大学
Best Student Paper Nomination, 23th Global Chinese Conference on Computers in Education, 2019
Distinguished Paper Award, 2016 AERA (the American Educational Research Association) Annual Meeting, 04/2016
7、学术兼职
International Journal of Computer-Supported Collaborative Learning [一区Top， SSCIQ1] Associate editor（副编辑）（2025-）
Learning: Research and Practice [SCIQ1] Associate editor（副编辑）（2025-）
Learning and Instruction [一区Top， SSCIQ1] 期刊编委 （2022-）
Learning and Individual Differences [一区Top， SSCIQ1] 期刊编委 （2024-）
British Journal of Educational Technology 专刊Emerging Technologies for Diverse and Inclusive Education: A Sociocultural Perspective编辑（Guest editor） [一区Top , SSCI Q1]
Educational Technology & Society (ET&S) 专刊Reimagining Future Learning via Human-AI Hybrid Intelligence编辑（Guest editor） [SSCI Q1]
Journal of Engineering Education专刊Systematic Reviews and Meta-analyses in Engineering Education 编辑（Guest editor）[SSCI Q2]
Sustainability专刊Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices编辑（Guest editor）[SSCI]
Educational Sciences刊Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices编辑（Guest editor）[ESSCI]
8、教育背景
2006年至2009年,华南师范大学,教育技术学,硕士
2011年至2016年,The University of Hong Kong (香港大学),教育学院,Information Technology Studies,博士
9、讲授课程
科学探究与知识创新（通核）（中英文双语课）
学习科学
现代教育技术应用
学习科学与技术
文献选读与论文写作
科学教育经典文献选读
学习心理学
科学教育基础
非正式科学学习
10、发表论文
*表示通讯作者，#表示共同第一作者
Yang, Y. (杨玉芹), Chen, L., Sun, D., Zhu, W., & Pang, S.*(2026). Fostering Preservice Teachers’ Design Thinking by Integrating Generative AI and Analytics-Supported Reflective Assessment in a Collaborative Inquiry Environment. Computers & Education, 105602. [SSCI Q1, 中科院一区Top期刊]
Lin, Y., Zhang, Y*., Yang, Y.* (杨玉芹) et al. (2026). Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning. Thinking Skills & Creativity, 60, 102070. [SSCI Q1]
Gao, X., Yang, Y.# (杨玉芹), Du, Y., & Sun, D. (2026). Enhancing Elementary Students' Computational Thinking through Ability-Based Pairing in Partial Par Programming. Educational Technology and Society, 29(4), 293-311. [SSCI Q1]
Liu, J., Keane, K., Sun, D., Yang, Y. (杨玉芹), & Yang, Y. (2025). Design and evaluation of ChatGPT-MWPS: an AI-enhanced learning system for improving primary students’ mathematical word problem solving. Smart Learning Environments, 12, 68. [ESCI Q1，中科院二区]
Pang, S., Zhang, Y., Zhan J., Yang, Y.* (杨玉芹), Sun, D., & Xiang, J. (2025). Automatic Detection of Students’ Classroom Behavior Via Long-term Classroom Videos to Predict Students’ Learning Gains. Education and Information Technologies. [SSCI Q1]
Luo, M., Kuang, Z., Na, D.T. K., Zheng, Z., & Yang, Y.* (杨玉芹). (2025, online first). Exploring the Influential Factors and Key Dimensions of AI Information Literacy Among Secondary School Students: A Social-Ecological Perspective. Interactive Learning Environments. 10.1080/10494820.2025.2575016 [SSCI Q1, Education and educational research]
Lin, Y., Yang, Y.* (杨玉芹), & Zhang, Y. (2025). Scaffolding third graders’ computational thinking in an artificial intelligence course: Concepts, practice, and perspectives. Educational Technology and Society. [SSCI Q1]
Li, X., Zhang, Y., Zhang, X., Zhou, H., & Yang, Y. (2025). A systematic review on the integration of gamified pedagogy in computer-supported collaborative learning. Behaviour & Information Technology, 1–16. [SSCI]
Wang, J., Sun, D., Yang, Y. (杨玉芹), & Zheng, Z. (2025). Exploring the developmental trajectory of students’ creative thinking and intellectual interaction in a Computer-Supported Collaborative Learning environment. Thinking Skills and Creativity. [SSCI Q1]
Hou, C., Zhu, G., Yang, Y.* (杨玉芹), & Tang, S. (2025). Exploring emotional dynamics between productive and improvable knowledge-building discourses. Computers & Education, 238,105395. [SSCI Q1, 中科院一区Top期刊]
Zhu, G., Teo, C. L., Ong, A. K.-K., Yuan, K. G., Ker, C. L., & Yang, Y.* (杨玉芹). (2025). Towards an authentic collaborative inquiry model for cultivating data science skills and attitudes: Effects of SPIRE on secondary school students. Education and Information Technologies. [SSCI Q1]
Yang, Y. (杨玉芹), Zhang, Y., Jiang, L., Sun, D., Yuan, W., & Zhu, G. (2025). Importance of epistemic emotions and collaborative interactions in collective Knowledge Building: Evidence from high- and low-performance groups. Interactive Learning Environments, 33, 7, 4309–4333. [SSCI Q1]
Yang, Y. (杨玉芹), Zhang, Y., Sun, D., He, W., & Wei, Y. (2025). Navigating the landscape of AI literacy education: insights from a decade of research (2014–2024). Humanities & Social Sciences Communications, 12, 374. [SSCI Q1, 中科院一区Top期刊]
Pang, S., Lv, G., Zhang, Y., & Yang, Y.* (杨玉芹) (2025). Enhancing students’ science learning using virtual simulation technologies: a systematic review. Asia Pacific Journal of Education. [SSCI Q3]
Sun, D., Zhan, Y. Wan, Z., Yang, Y.* (杨玉芹) & Looi, C.-K. (2025). Identifying the roles of technology: A systematic review of STEM education in primary and secondary schools from 2015 to 2023. Research in Science and Technological Education, 43,1,145-169. [SSCI Q4]
Sun, D., Looi, C.-K., Yang, Y.* (杨玉芹), & Jia, F. (2025). Exploring students’ learning performance in computer-supported collaborative learning environment during and after Pandemic: Cognition and interaction. British Journal of Educational Technology, 56, 1, 128-149. [SSCI Q1, 中科院一区Top期刊]
Gao, X., Yang, Y.# (杨玉芹), Du, Y., & Sun, D. (2024). Effect of mind mapping-based scaffolding on elementary students’ computational thinking in block-based programming. Journal of Educational Computing Research, 63(2), 236-271. DOI: 10.1177/07356331241303067. [SSCI Q1]
Zhang, Y., Yang, Y.# (杨玉芹), Chu, Y., Sun, D., & Xu, J. (2024). Virtual Laboratories in Science Education: Unveiling Trajectories, Themes, and Emerging Paradigms (2013-2023). Journal of Baltic Science Education, 23, 5. [SSCI Q4]
Yang, Y. (杨玉芹), Chen, L., He, W., Sun, D., & Salas-Pilco, S. Z. (2024). Artificial Intelligence in Special Needs Education for K-12: A Decade of Trends, Themes, and Global Insights (2013-2023). International Journal of Artificial Intelligence in Education. 10.1007/s40593-024-00422-0 [ESCI Q1，中科院二区].
Liu, Z., Gao, Y., Yang, Y. (杨玉芹), Kong, X., & Zhao, L. (2024). Exploring the influence of students’ perceptions of face-to-face collaboration on cognitive engagement and learning outcomes in collaborative programming. Acta Psychologica, 248, 104393 [SSCI Q1]
Li, L., Zhong, B., & Yang, Y. (杨玉芹) (2024). A scientometric analysis of technostress in education from 1991 to 2022. Education and Information Technologies. [SSCI Q1]
Wang, J., Tong, H., Cheng, S., Zhou, H., & Yang, Y. (杨玉芹) (2024). How teachers support secondary school students to become self-regulated learners in technology-enhanced language learning. System. [SSCI Q1, 中科院一区Top期刊].
Sun, F., Tian, P., Sun, D., Fan, Y., & Yang, Y. (杨玉芹) (2024). Pre-service teachers’ inclination to integrate AI into STEM education: Analysis of influencing factors. British Journal of Educational Technology. [SSCI Q1, 中科院一区Top期刊]
Yang, Y. (杨玉芹), Sun, W., Sun, D., & Salas-Pilco, S. Z. (2024). Navigating the AI-Enhanced STEM education landscape: A decade of insights, trends, and opportunities. Research in Science & Technological Education. [SSCI Q4]
Yang, Y. (杨玉芹), Zheng, Z., Wang, J., & Sun, D. (2024). The relationships of motivation and self-regulation to students’ cognitive presence and empowerment in online learning environment. Education and Information Technologies, 29, 23391-23414. [SSCI Q1]
Yang, Y.* (杨玉芹), Chan, C. K. K., Zhu, G., Tong, Y., & Sun, D. (2024). Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students. International Journal of Computer-Supported Collaborative Learning, 19, 231-272. [SSCI Q1, 中科院一区Top期刊]
Jiang, L., Zhou, N., & Yang, Y. (杨玉芹) (2024). Student motivation and engagement in online language learning with virtual classrooms: Interrelationships with support, attitude and learner readiness. Education and Information Technologies. [SSCI Q1]
Sun, D., Looi, C.-K., Yang, L., &Yang, Y. (杨玉芹) (2024). A systematic review of technology-supported scaffoldings in empirical studies from 2017-2022: trends, scaffolding design features and learning outcomes. Educational Technology & Society, 27(3), 185-203. (3).RP11. [SSCI Q1].
Li, X., Yang, Y. (杨玉芹), & Chu, S. K. W. (2024). How does gamification bring long-term sustainable effects on children’s learning? Implications from a crossover quasi-experimental study. Educational Technology Research and Development. [SSCI Q1]
Yang, Y. (杨玉芹), Chen, Y., Feng, X., Sun, D., & Pang, S. (2024). Investigating the mechanisms of analytics-supported reflective assessment for fostering collective knowledge. Journal of Computing in Higher Education, 36, 242-273. [SSCI Q1]
Yang, Y.* (杨玉芹), Feng, X., Zhu, G., & Kui, X. (2024). Effects and mechanisms of analytics-assisted reflective assessment for undergraduates’ collective epistemic agency. Journal of Computer Assisted Learning, 40(3), 1098-1122. [SSCI Q1, 中科院一区Top期刊]
Yang, Y. (杨玉芹), Yuan, K., Zhu, G., & Jiao, L. (2024). Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building. Computers & Education, 209, 104950. [SSCI Q1, 中科院一区Top期刊]
Yang, Y., Feng, X., Zhu, G., & Sun, D. (2024). Exploring the mechanisms of data-supported reflective assessment for pre-service teachers’ knowledge building. Interactive Learning Environments, 33, 9, 5552-5569. [SSCI Q1]
Yang, W, Hu, X., Yeter, I, H., Su, J., Yang, Y. (杨玉芹), & Lee, J. C.-K. (2024). Artificial intelligence education for young children: A case study of technology-enhanced embodied learning. Journal of Computer Assisted Learning, 40,2, 465-477. [SSCI Q1, 中科院一区Top期刊]
Pang, S., Lai, S., Zhang, A., Yang, Y.* (杨玉芹) & Sun, D. (2023). Graph convolutional network for automatic detection of teachers’ nonverbal behavior. Computers & Education: Artificial Intelligence, 5, 100174. [Scopus indexed, EI]
Yan, S., Sun, D., Zhou, Q., & Yang, Y.* (杨玉芹) (2023, online publish first). Exploring the impact of virtual laboratory with KWL reflective thinking approach on students’ science learning in higher education. Journal of Computing in Higher Education. [SSCI Q1]
Chen, H., Sun, D., Yang, Y. (杨玉芹), Looi, C.-K., & Jia, F. (2023). Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022. Eurasia Journal of Mathematics, Science and Technology Education. [Scopus indexed]
Sun, Z. & Yang, Y.* (杨玉芹) (2023). The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes. The Internet and Higher Education, 58,100911. [SSCI Q1, 中科院一区Top期刊]
Zhan, X., Sun, D., Song, R., Yang, Y. (杨玉芹), & Zhan, Y. (2023). Facilitating engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools. Thinking Skills and Creativity. [SSCI Q1]
Jiang, X., Harteveld, C., Yang, Y.* (杨玉芹), Fung, A., Huang, X., & Chen, S. (2023). “If It’s sunny, Don’t take an umbrella”: A systematic evaluation of design principles for computational thinking teaching games. Educational Technology Research & Development, 71, 1725-1763. [SSCI Q1]
Lin, Y., Zhang, Y., Yang, Y.* (杨玉芹) et al. (2023). “Free-Selection and Invitation” online peer assessment on undergraduates’ research competencies, flow, motivation and interaction in a research methods course. Journal of Computing in Higher Education. [SSCI Q1]
Wu, M., Sun, D., Yang, Y. (杨玉芹), Li, M., & Sun, J. (2023). Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school. International Journal of Science Education, 45(16), 1395-1418. [SSCI Q3]
Chen, H., Sun, D., Hsu, T.-C., Yang, Y. (杨玉芹), & Sun, J. (2023). Visualizing Trends in Computational Thinking Research from 2012 to 2021: A Bibliometric Analysis. Thinking Skills and Creativity, 47, 101224. [SSCI Q1]
Yang, Y., (杨玉芹) Zheng, Z., Zhu, G., Salas-Pilco, S. (2023). Analytics-supported reflective assessment for competencies in Knowledge Building and data sciences among 6th Graders: An exploratory study. British Journal of Educational Technology,54, 1025-1045. [SSCI Q1, 中科院一区Top期刊]
Yang, Y. (杨玉芹), Zhu, G., & Chan, C. K. K. (2022). Evolution of the academic emotions of academically low-achieving students in Knowledge Building. International Journal of Computer-Supported Collaborative Learning, 17, 539-571. [SSCI Q1, 中科院一区Top期刊]
Salas-Pilco, S. Z., Yang, Y. (杨玉芹), van Aalst, J. (2022). Emerging technologies for diverse and inclusive education from a sociocultural perspective (Editorial). British Journal of Educational Technology. [SSCI Q1, 中科院一区Top期刊]
Yang, Y. (杨玉芹), Yuan, K., Feng, X., Li, X., & van Aalst, J. (2022). Fostering low-achieving students’ productive disciplinary engagement through knowledge-building inquiry and reflective assessment. British Journal of Educational Technology, 53(6), 1511-1529. [SSCI Q1, 中科院一区Top期刊]
Yang, Y.* (杨玉芹), Zhu, G., Sun, D., & Chan, C. K. K. (2022). Collaborative analytics-supported reflective assessment for scaffolding pre-service teachers’ collaborative inquiry and knowledge building. International Journal of Computer-Supported Collaborative Learning, 17, 249–292. [SSCI Q1, 中科院一区Top期刊]
Zhan, X., Sun, D., Wen, Y., Yang, Y. (杨玉芹), & Zhan, Y. (2022). Investigating Students’ Engagement in Mobile Technology-Supported Science Learning through Video based Classroom Observation. Journal of Science Education and Technology. [SSCI Q1]
Salas-Pilco, S. Z. & Yang, Y.* (杨玉芹) (2022). Artificial intelligence applications in Latin American higher education: a systematic review. International Journal of Educational Technology in Higher Education, 19:21 [SSCI Q1, ESI高被引论文，中科院一区Top期刊]
Salas-Pilco, S. Z., Yang, Y.* (杨玉芹), & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID-19 pandemic. British Journal of Educational Technology, 53(3), 593-619. [SSCI Q1, ESI高被引论文, 中科院一区Top期刊]
Li, X., Yang, Y.* (杨玉芹), Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2022). Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong. Asia Pacific Journal of Education. DOI: 10.1080/02188791.2020.1766417. [SSCI Q3].
Cheng, S., Yang, Y. (杨玉芹), & Deng, M. (2022). Psychological stress and perceived school success among parents of children with developmental disabilities during the COVID‑19 pandemic. Journal of Autism and Developmental Disorders, 52(7), 3194-3201. [SSCI Q1]
Ouyang, F., Hu, Y., Zhang, Y., Guo, Y., & Yang, Y.*(杨玉芹) (2021). In-service teachers’ knowledge building during face-to-face collaborative learning. Teaching and Teacher Education, 107, 103479. [SSCI Q1, 中科院一区Top期刊]
Wang, J., Yang, Y.*(杨玉芹), Li, L., & van Aalst, J. (2021). Continuing to teach in a time of crisis: The Chinese rural educational system’s response and student satisfaction and social and cognitive presence. British Journal of Educational Technology, 52,1494-151. [SSCI Q1, 中科院一区Top期刊]
Ouyang, F., Chen, S., Yang, Y.*(杨玉芹), Chen, Y. (2021). Examining the effects of three group-level metacognitive scaffoldings on in-service teachers’ knowledge building. Journal of Educational Computing Research, 60(2), 352-379. [SSCI Q1]
Cheng, S., Deng, M., & Yang, Y. (杨玉芹) (2021). Social support and student engagement among deaf or hard-of-hearing students. Communication Disorders Quarterly, 43(1), 15-22. [SSCI Q4]
Luo, H., Li, G., Feng, Q., Yang, Y. (杨玉芹), & Zuo, M. (2021). Virtual reality in K-12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning. [SSCI Q1，ESI高被引,中科院一区Top期刊]
Yang, Y.*(杨玉芹), van Aalst, J., & Chan, C. K. K. (2020). Dynamics of reflective assessment and knowledge building for academically low-achieving students. American Educational Research Journal, 57 (3), 1241-1289. [SSCI Q1, 中科院一区Top期刊]
Yang, Y.*(杨玉芹), Du, Y., van Aalst, J., Sun, D., & Ouyang, F. (2020). Self-directed reflective assessment for collective empowerment among pre-service teachers. British Journal of Educational Technology, 51(6), 1960-1980. [SSCI Q1, 中科院一区Top期刊]
Yang, Y.* Chen, Q., Yu, Y., Feng, X., & van Aalst, J. (2020). Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building. British Journal of Educational Technology, 51(4), 1136-1154. [SSCI Q1, 中科院一区Top期刊]
Yang, Y.*(杨玉芹), Long, Y., Sun, D., van Aalst, J., & Cheng, S. (2020). Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews. British Journal of Educational Technology, 51(5), 1826-1842. [SSCI Q1, 中科院一区Top期刊]
Salas-Pilco, S. Z., & Yang, Y.*(杨玉芹) (2020). Learning analytics initiatives in Latin America: Implications for educational researchers, practitioners, and decision-makers. British Journal of Educational Technology, 51(4), 867-1435. [SSCI Q1, 中科院一区Top期刊]
Sun, D., Looi, C.-K., Yang, Y.*(杨玉芹), & Sun, J. (2020). Design and implement boundary activity based learning (BABL) principle in science inquiry: An exploratory study. Educational Technology & Society, 23(4), 147-162. [SSCI Q1]
Yang, Y. (杨玉芹) (2019). Reflective assessment for epistemic agency of academically low achieving students. Journal of Computer Assisted Learning, 35(4): 459-475 [SSCI Q1, 中科院一区Top期刊]
Yang, Y.*(杨玉芹), van Aalst, J., Chan, C. K. K., & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement. International Journal of Computer-Supported Collaborative Learning, 11, 281-311. [SSCI Q1, 中科院一区Top期刊]
Wang, Q., Woo, H.L., Quek, C.L., Yang, Y. (杨玉芹), & Liu, M. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428-438. [SSCI Q1, 中科院一区Top期刊].
Yang, Y. (杨玉芹), Wang, Q., Woo, H. L., & Quek, C. L. (2011). Using Facebook for teaching and learning: A review of the literature. International Journal of Continuing Engineering Education and Life-long learning, 21(1), 72-86. [EI]
林裕如, 张屹, 杨玉芹, 高智敏, 任旭, & 陈邓康. (2025). 整合概念支架的游戏化学习赋能小学生计算思维发展：支架提供时机与性别的影响.中国远程教育，08，75-94.
张屹，林裕茹，杨玉芹*等（2024）. 人工智能课程中概念支架与程序支架对学生计算思维的影响研究.远程教育杂志, 05，102-112.
汪靖, 陈恬妮，& 杨玉芹* (2024). 思维与调节的融合共创：生成式人工智能支持的人智交互过程与模式研究.中国电化教育,08, 45-54.
庞世燕,郝京京，胡瀚淳,杨玉芹* (2023). 基于ST-GCN的教师教学行为识别方法.华中师范大学学报（自然科学版），57(05),715-723.[CSSCI].
汪靖,米尔外提·卡马勒江，& 杨玉芹* (2023). 人机共生的复合脑：基于生成式人工智能辅助写作教学的应用发展及模式创新.远程教育杂志，04, 41-44. [CSSCI]
李秀晗, 张晓曼,王涛,杨玉芹,&罗恒.CoP视域下教师网络学习社群的群体动力特征, 现代教育技术. 2023,09.(CSSCI)
杨玉芹,袁凯程，Salas-Pilco, S.*，张若男，& 庞世燕（2023）.数据支持的反思性评价促进大学生认知情绪调节的应用研究.电化教育研究, 3. [CSSCI]
杨玉芹,郑之姿，左明章，孙志茹 & 徐家臻*(2022). 在线学习支持学习者赋能的影响因素及其作用机理. 现代教育技术,6.51-61. [CSSCI]
杨玉芹*, 徐晨， 徐宏敏， & 罗恒(2020).协同反思性评价促进大学生知识创新话语发展的效果研究.中国电化教育, 6,81-87.[CSSCI]
杨玉芹*，龙彦文，& 孙钰峰 (2019).小学生计算思维培养的过程和策略研究 ——基于对武汉市从事机器人教育的26位教师的深度访谈. 电化教育研究, 12, 115-121. [CSSCI]
杨玉芹* & 陈倩倩 (2018). 知识建构实践的发展过程研究——以香港W中学的“视觉艺术”课程为例. 现代教育技术, 5, 12-18. [CSSCI]
杨玉芹 (2018).反思性评价在协同知识创新能力培养中的应用研究. 中国电化教育, 1, 42-49. [CSSCI]
杨玉芹 (2014).启发性挫败的设计研究--翻转课堂的实施策略. 中国电化教育, 11, 111-115. [CSSCI]
阮全友 & 杨玉芹 (2014). 整合技术的学科和教学知识框架的发展：从TPACK、TSACK 到TMACK. 中国远程教育, 11, 20-26+96. [CSSCI]
杨玉芹* & 焦建利 (2014). MOOC 学习者个性化学习生态设计框架. 电化教育研究, 8, 32-37+56. [CSSCI]
杨玉芹 (2014).MOOC 自主个性化学习环境设计的策略研究. 现代教育技术, 7, 12-18. [CSSCI]
杨玉芹 (2014).MOOC学习者个性化学习模型建构. 中国电化教育, 6, 6-10. [CSSCI]
阮全友 & 杨玉芹 (2014).数字时代新读写素养研究的5P 模型. 远程教育杂志, 1, 40-47. [CSSCI]
杨玉芹* & 焦建利 (2012).教师信息寻求过程研究———以广东省中小学校教师为例. 中国电化教育, 1, 13-16+32. [CSSCI]
杨玉芹 (2012).不同信息交互风格教师的信息寻求行为研究. 开放教育研究, 4, 66-74. [CSSCI]
杨玉芹* & 阮全友 (2012).辩论干预应用于科学素养培养的综述研究. 远程教育杂志, 1, 52-61. [CSSCI]
杨玉芹* & 蔡永 (2011).强健式学习研究新进展. 开放教育研究, 06, 22-33. [CSSCI]
杨玉芹* & 钟洪蕊 (2008).国家精品课程网上资源教学设计与开发的内容分析研究. 中国远程教育, 11, 52-57+80. [CSSCI]
杨玉芹 (2008).学习对象的生态设计. 中国电化教育, 10, 10-13. [CSSCI]
杨玉芹 (2008).远程学习者信息寻求行为模型分析与评价. 中国电化教育, 05, 38-42. [CSSCI]
杨玉芹 (2008).网络信息寻求行为研究理论框架之活动理论. 远程教育杂志, 05, 19-22. [CSSCI]
Loveless, A. M. (2009). 创造力、技术与学习研究新进展 (李阳, 吉喆 & 杨玉芹译). 远程教育杂志, 2009, 04, 35-40+28. [CSSCI]
Fox, E. (2009). 利用功能情境主义建构学习和教学的务实科学 (杨玉芹译). 远程教育杂志, 2009, 02, 38-42. [CSSCI]
Selwyn, N. (2009). 技术支持的公民教育新进展 (钟洪蕊, & 杨玉芹译). 远程教育杂志, 2009, 01, 35-39+24. [CSSCI]
O’ Malley, C., & Fraser, D. S. (2008). 有形技术支持的学习新进展 (杨玉芹 & 焦建利译). 远程教育杂志, 2008, 06, 4-13. [CSSCI]
Abbott, C. (2008). 电子包容：学习困难与数字技术研究新进展 (杨玉芹 & 焦建利译). 远程教育杂志, 2008, 3, 4-11. [CSSCI]
Martzoukou, K. (2008). 网络信息寻求行为研究新进展 (杨玉芹译). 远程教育杂志, 2008, 02, 10-16. [CSSCI]
Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2008). 移动技术支持的学习新进展(杨玉芹, 钟洪蕊, & 焦建利译). 远程教育杂志, 01, 4-13. [CSSCI]
Sefton-Green, J. (2007). 技术支持的“非正规学习”研究新进展 (侯小杏, 杨玉芹, & 焦建利译). 远程教育杂志, 2007, 06, 4-15. [CSSCI]
Kirriemuir, J., & McFarlane, A. (2007). 游戏与学习研究新进展 (侯小杏, 杨玉芹, & 焦建利译). 远程教育杂志, 2007, 05, 4-15. [CSSCI]
Kim. K.-S. (2007). 熟练Web 用户的搜索行为: 关注控制与情感控制的影响 (杨玉芹 & 焦建利译). 远程教育杂志, 2007, 02, 31-34. [CSSCI]
Yang, Y., He, W., Li, X., Zheng, Y., & Yang, S. (2025, April). Navigating the Landscape of AI Literacy: Insights from a Decade of Research (2012-2023). In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 35-39). EI检索.
Chu, Y., Chang, L., Huang, X., Liu, N., & Yang, Y. (2025, April). Artificial Intelligence for Enhancing Science Education: A Decade of Trends, Themes, and Global Insights (2013-2023). In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 751-755). EI检索
Zheng, Y., Li, X., Cong, X., Chen, Y., & Yang, Y. (2025, April). Research on the Evolution Process of Pre-service Students' Metacognition in the Process of Collaborative Knowledge Building. In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 762-766). EI检索
Chen, J., Chen, H., Chen, Y., Zhao, Y., & Yang, Y. (2025, April). Artificial Intelligence in Self-Regulated Learning: A Decade of Global Research Trends and Themes (2013-2023). In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 827-832). EI检索
Jiao, Y., Wang, B., Cong, X., & Yang, Y. (2025, April). Unraveling the Dynamics of AI for Emotion in Education: A Bibliometric Perspective. In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 438-442). EI检索
Zhao, X., Huang, Y., Ma, Q., Shao, Y., Huang, C., & Yang, Y. (2025, April). Developing Undergraduate Students' Collaborative Problem Solving Ability through Data-supported Reflection. In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 259-266). EI检索
Huang, Y., Shao, Y., Zhao, X., Ma, Q., & Yang, Y. (2025, April). Exploring the Impact Mechanism of Students’ Collaborative Problem Solving Abilities on Academic Performance in a Computer-supported Knowledge Building Environment. In 2025 7th International Conference on Computer Science and Technologies in Education (CSTE) (pp. 151-158). EI检索
Feng, X., Zhao, J., Yang, Y., & Chan, C.K.K. (2023). Examining undergraduates’ epistemic emotions and discourse moves that support collective knowledge advancement in knowledge building. 17th International Conference of the Learning Sciences (ICLS) 2023. International Society of the Learning Sciences, 2023.
Yang, Y., Zhu, G., & Chan, C. K. K. (2022). Evolution of the academic emotions of academically low-achieving students in Knowledge Building. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All, 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.
Yang, Y., Yuan, K., & Chen, J. (2022). Effects of Knowledge-Building Inquiry and Reflective Assessment on Low-Achieving Students’ Productive Disciplinary Engagement. Proceedings of the 14th International Conference on Education Technology and Computers, ICETC 2022, 463-469.
Yang, Y., Feng, X., Zhu, G., & Xie, K. (2022). Developing undergraduates’ collective epistemic agency through reflective assessment. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All, 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.
Yang, Y., Sun, W., & Zheng, Z., (2022). The Effects of Facilitating Condition and Metacognitive Awareness on Continuance, 2022 3rd International Conference on Electronic Science and Automation Control (ESAC 2022), February 19.
Pang, S., Zhang, A., Lai, S., &, Yang, Y.* (2022 October). Automatic Recognition of Teachers' Nonverbal Behaviors Based on Graph Convolution Neural Network. in 14th International Conference on Education Technology and Computers, ICETC 2022.pp,429–435.[EI]
Yu, Z., Zheng, Z., Yang, Y., Li, Q. (2022) Research on the Influencing Factors and Mechanisms of Math Learning Motivation on Online Learning Engagement. International Conference on Blended Learning (pp. 194-205). Springer, Cham.
杨玉芹*，郑煜辉，郑之姿 (2022). 数据驱动的反思性评价促进大学生知识建构的效果研究，第26届全球华人计算机教育应用大会论文集(GCCCE 2022，中国•武汉), 2022.06.
Zhang, R., Yang, Y.*, Zheng, Z. (2022). The Effects of Motivation and Self-regulation on Satisfaction in the Community of Inquiry. 2022 4th International Conference on Information Science and Electronic Technology. (PP. 103-107). Bangkok, Thailand.
Yu, Z., Zhang, H., Zheng, Z., Yang, Y., Li, Q. (2022). The influence of motivation and self-regulation ability on students’ online learning satisfaction. (2022). The 18th International Conference on Mobile Learning. (PP. 287-290).
陈叶文，杨玉芹，徐宇红*(2022). 反思性评价促进小学生协同论证能力发展的效果研究, 第26届全球华人计算机教育应用大会论文集(GCCCE 2022，中国•武汉), 2022.06.
Yang, Y.*, Feng, X., Zhu, G., & Xie, K. (2022). Developing undergraduates’ collective epistemic agency through reflective assessment. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All, 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022.
罗景延 & 杨玉芹* (2021). 反思性评价在本科生知识建构能力培养中的效果研究, 第26届全球华人计算机教育应用大会论文集(GCCCE 2021，中国•武汉), 2021.09.
袁凯程，徐宇红，杨玉芹*(2021). 基于行为序列分析的大学生知识建构行为模式研究，第26届全球华人计算机教育应用大会论文集(GCCCE 2021，中国•武汉), 2021.09.
郑煜辉，杨玉芹*，徐晨(2021). 基于认知网络分析的大学生协同论证创新与知识建构效果研究，第26届全球华人计算机教育应用大会论文集(GCCCE 2021，中国•武汉), 2021.09.
杜阳，李琪，杨玉芹*(2021). 影响职前教师使用信息与通信技术(ICT)教学的因素研究，第26届全球华人计算机教育应用大会论文集(GCCCE 2021，中国•武汉), 2021.09.
郑之姿，杨玉芹，徐宇红*(2021). 学习赋能和持续学习倾向的影响因素研究，第26届全球华人计算机教育应用大会论文集(GCCCE 2021，中国•武汉), 2021.09.
Feng, X., van Aalst, J., Chan, C.K.K., & Yang, Y. (2021). Developing progressive knowledge building through Idea-Friend Maps and opportunistic collaboration. In E. de Vries, J. Ahn, & Y. Hod (Eds.), Reflecting the Past and Embracing the Future, 15th International Conference of the Learning Sciences (ICLS) 2021. International Society of the Learning Sciences, 2021.
Feng, X., van Aalst, J., Chan, C.K.K., & Yang, Y. (2021). Promoting epistemic understanding and collective knowledge advancement through a design trajectory of knowledge building. In E. de Vries, J. Ahn, & Y. Hod (Eds.), Reflecting the Past and Embracing the Future, 15th International Conference of the Learning Sciences (ICLS) 2021. International Society of the Learning Sciences, 2021.
Feng, X., van Aalst, J., Chan, C.K.K., & Yang, Y. (2021). Promoting scientific practices and knowledge creation through Idea-Friend Maps. AERA Annual Meeting. Online.
Feng, X., van Aalst, J., Chan, C.K.K., & Yang, Y. (2020). Co-designing a collective journey of knowledge creation with Idea-Friend Maps. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, (Vol. 3, pp. 1429-1436). International Society of the Learning Sciences.
Yang, Y. (2019). Characterizing the dynamics and tensions in the social practices of low-achieving students in a knowledge-building environment. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 19-26). Hong Kong, China. [EI]
Chang, L., Chen, Q., Yang, Y.*, Qian, X. (2019). Developing a productive knowledge-building discourse through judgments of promising ideas and epistemic reflection. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 3-10). Hong Kong, China. [EI]
Sun, Y., Long, Y., Yang, Y.* (2019). Investigating teachers’ pedagogical practices and beliefs regrading developing creative thinking in elementary school students. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 166-170). Hong Kong, China. [EI]
Chen, Q., Yang, Y.*, Xu, C. (2019). Investigation of whether undergraduates can take collective cognitive responsibility in the knowledge building process. Proceedings of the 6th International Conference on Educational Technologies (ICEdu Tech 2019) (pp. 187-190). Hong Kong, China. [EI]
陈倩倩 & 杨玉芹* (2019). 嵌入反思的知识建构设计对大学生协同知识创新话语发展的效果研究. 第23届全球华人计算机教育应用大会论文集(GCCCE 2019,中国•武汉）,2019,05.
Feng, X., van Aalst, J., Chan, C. K., & Yang, Y. (2019). Fostering collective knowledge advancement through Idea-Friend Maps in a large knowledge building community. In K. Lund, Niccolai, G., Lavoué, E., Hmelo-Silver, C., Gweon, G., and Baker, M. (Ed.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, (Vol. 1, pp. 288-295). International Society of the Learning Sciences.
Yang, Y.*, van Aalst, J., & Chan., C. K. K. (2018). Activity systems analysis of the social practices by low-achieving students in a knowledge-building environment augmented by reflective assessment. Proceedings of the 12th International Conference on Learning Sciences (2018, London).
Feng, X., van Aalst, J., Chan, C. K. K., & Yang, Y. (2018). Networks in small-group and whole-class structures in large knowledge building communities. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pp. 1737-1738). International Society of the Learning Sciences.
Yang, Y.*, van Aalst, J., & Chan., C. K. K. (2017). Dynamics of reflective assessment of knowledge building discourse by students with low academic achievement. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2017), San Antonio, TX.
Feng, X., van Aalst, J., Chan, C. K. K., & Yang, Y. (2017). Networks in small-group structure in knowledge building discourse. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017 (Vol. 2, pp. 873-874). International Society of the Learning Sciences.
Yang, Y.*, van Aalst, J., & Chan, C. K. K. (2016). Fostering collective learning through knowledge building among students with low academic achievement. In C. K. Looi, J. L. Polman, U. Cress & P. Reimann (Eds.), Transforming learning, empowering learners: Proceedings of the 12th International Conference on Learning Sciences (ICLS 2016) (Vol. 2, pp. 819-822). Singapore: The International Society of the Learning Sciences.
Yang, Y.*, van Aalst, J., Tian. W., & Chan., C. K. K. (2015). Exploring self-directed reflective assessment among low-achieving students. Paper presented at the Annual Meeting of American Educational Research Association (AERA 2015), Chicago, IL.
Yang, Y.*, & van Aalst, J. (2015). Assessment and collaborative inquiry: A review of assessment-based interventions in technology-enhanced K-14 education. In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: Proceedings of the 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015) (Vol. 1, pp. 190-197). Gothenburg, Sweden: The International Society of the Learning Sciences.
