乔珅博士

Journal publications

1. Qiao, S., Yeung, S. S., Shen, X., Leung, K. L, Ng, T. K., & Chu, S. K. W. (2022-in press). How competitive, cooperative, and collaborative gamification impacts student learning and engagement. Language Learning & Technology. (SSCI, Q1 in Education, IF: 4.694) (A*)
2. Qiao, S., Yeung, S. S., Zainuddin, Z., Ng, D., & Chu, S. K. W. (2022). Examining mixed and non–digital collaborative gamification on EFL students’ reading performance, cognitive engagement and course satisfaction. British Journal of Educational Technology, online first. https://doi.org/10.1111/bjet.13249 (SSCI, Q1 in Education, IF: 5.268) (A*)
3. Qiao, S., Yeung, S. S., Shen, X., & Chu, S. K. W. (2022). The effects of a gamified morphological awareness intervention on students’ cognitive, motivational and affective outcomes. British Journal of Educational Technology, 53 (4), 952–976. https://doi.org/10.1111/bjet.13178 (SSCI, Q1 in Education, IF: 5.268) (A*)
4. Qiao, S., Chu, S. K. W., Shen, X., & Yeung, S. S. (2022). The impact of an online gamified approach embedded with self-regulated learning support on students’ reading performance and intrinsic motivation: A randomised controlled trial. Journal of Computer Assisted Learning, 38 (5), 1379–1393. https://doi.org/10.1111/jcal.12684 (SSCI, Q1 in Education, IF: 3.761) (A)
5. Yeung, S. S., Qiao, S., Pan, J., & Lin, D. (2022). Directionality and developmental mechanism of cross linguistic transfer in low-proficiency young Chinese learners. Foreign Language Annals, online first. https://doi.org/10.1111/flan.12650 (SSCI, Q1 in Linguistics, IF: 2.976)
6. Guo, K., Chen, X. Y., & Qiao, S. (2022-in press). Exploring a collaborative approach to peer feedback in EFL writing: How do students participate? RELC Journal. (SSCI, Q2 in Linguistics, IF: 2.119) (A)
7. Qiao, S., Liu, Y., & Yeung, S. S. (2021). Mechanisms by which morphological awareness contributes to Chinese and English reading comprehension. Journal of Research in Reading, 44 (1), 189–209. https://doi.org/10.1111/1467-9817.12345 (SSCI, Q2 in Psychology/Education, IF: 2.792) (A)
8. Ng, T. K., Leung, J., Chu, S. K. W., & Qiao, S. (2021). Conceptualizing AI literacy: An exploratory review. Computers & Education: Artificial Intelligence, 2, 1–11. http://dx.doi.org/10.1016/j.caeai.2021.100041
9. Leung, J., Ng, T. K., Chu, S. K. W., & Qiao, S. (2021). Developing a Framework for Blended Design-Based Learning in a First-Year Multidisciplinary Design Course. IEEE Transactions on Education, online first. https:://doi.org/10.1109/TE.2021.3112852 (SSCI, Q2 in Education, Scientific Disciplines, IF: 2.116) (A)
10. Yeung, S. S., Ng, M. L., Qiao, S., & Tsang, A. (2020). Effects of explicit L2 vocabulary instruction on developing kindergarten children’s target and general vocabulary and phonological awareness. Reading and Writing, 33, 671–689. https://doi.org/10.1007/s11145-019-09982-3 (SSCI, Q2 in Psychology/Education, IF: 2.795) (A)
11. Yeung, S. S., & Qiao, S. (2019). Developmental trends and precursors of spelling in English among Chinese children who learn English-as-a-second language: Comparisons between average and at-risk spellers. Research in Developmental Disabilities, 93, 1–9. https://doi.org/10.1016/j.ridd.2019.103456 (SSCI, Q1 in Special Education, IF: 3) (A)
     

Scholarly Book

Ng, T. K., Leung, J. K., Su, J. H., Yim, H, Y., Qiao, S., & Chu, K. W. (2022). AI literacy in K-16 classrooms. Springer Education.