PUBLICATIONS Refereed Journal Articles (* corresponding author) [J15] Zhu, G. *, & Burrow, A. L. (in press). Profiles of Personal and Ecological Assets: Adolescents’ Motivation and Engagement in Self-Driven Learning. Current Psychology. [J14] Zhu, G. *, Raman, P., Xing, W., & Slotta, J. (2021). Designing curriculum for student voice and engagement: A learning community approach. International Journal of Educational Technology in Higher Education, 18:37. https://doi.org/10.1186/s41239-021-00276-9 [J13] Chai, S., & Zhu, G*. (2021). The relationship between groups’ adoption of Knowledge Building Principles and their performance in creating artifacts. Educational Technology Research and Development, 69, 787–808 https://doi.org/10.1007/s11423-021-09986-3 [J12] Zhu, G., Zeng, Y., Xing, W., Du, H., & Xie, C. (2021). Reciprocal relations between students’ evaluation, reformulation behaviors and engineering design performance over time. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-021-09906-3 [J11] 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. https://doi.org/10.1016/j.compedu.2019.103669 [J10] Khanlari, A., Zhu, G., & Scardamalia, M. (2019). Knowledge Building analytics to explore crossing disciplinary and grade-level boundaries. Journal of Learning Analytics, 6(3), 60-75. https://doi.org/10.18608/jla.2019.63.9 [J9] Xing, W., Popov, V., Zhu, G., Horwitz, P., & McIntyre, C. (2019). The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning. Computers in Human Behavior, 98, 267-276. https://doi.org/10.1016/j.chb.2019.04.022 [J8] 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, 24-48. https://doi.org/10.1016/j.compedu.2019.03.005 [J7] Zhu, G. *, Xing, W., Costa, S., Scardamalia, M., & Pei, B. (2019). Exploring emotional and cognitive dynamics of knowledge building in grades 1 and 2. User Modeling and User-Adapted Interaction, 29(4), 789-820. https://doi.org/10.1007/s11257-019-09241-8 [J6] Zhu, G., Xing, W., & Popov, V. (2019). Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning. The Internet and Higher Education, 41, 51-61. https://doi.org/10.1016/j.iheduc.2019.02.001 [J5] Cai, S., Zhu, G.*, Wu, Y., Liu, E., & Hu, X. (2018). A case study of gesture-based games enhancing the fine motor skills and recognition of children with autism. Interactive Learning Environments,26(8), 1039-1052. https://doi.org/10.1080/10494820.2018.1437048 [J4] Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2016). Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases. British Journal of Educational Technology, 47(6), 1006-1019. https://doi.org/10.1111/bjet.12311 [J3] Zhu, G., Wang, Q., Cui, Z., & Chiang, F. K. (2014). The role of social media in college school students’ graduate self-efficacy: A social capital lens. Modern Educational Technology. 21-31. (in Chinese). [J2] Zhu, G., Wang, Q., & Chiang, F. K., Su, C., & Yu, S. (2014). The content analysis of patents in mobile learning areas at home and abroad. Modern Distance Education, 06, 21-31. (in Chinese). [J1] Lan, X., Liu, Z., Wang, W., & Zhu, G. (2014). A review of cloud computing for education in China. E-education Research, 02, 38-44. (in Chinese).
Manuscripts in Submission [J13] Zhu, G. *, Scardamalia, M., Nazeem, R., Donoahue, Z., Leanne, M., & Lai, Z. (2020). Collective reflections, knowledge advancement, and emotional well-being of young students. Instructional Science, revision submitted. [J12] Yang, Y., Zhu, G., Sun, D., Salas-Pilco, S., & van Aalst, J. (2021). Self-directed Reflective Assessment Drives Pre-service Teachers’ Collaborative Inquiry. International Journal of Computer-Supported Collaborative Learning, under revision. [J11] Xing, W., Zhu, G., Arslan, O., Popov, V., & Shim, J. (2020). Using learning analytics to understand the multifaceted engagement in collaborative learning. Journal of Computing in Higher Education, revision submitted. [J10] Zhu, G. *, & Burrow, A. L. (2021) Gains in Youth Resilience During Self-Driven Learning May Be Moderated by their Pathways to Purpose. The Journal of Positive Psychology, manuscript submitted [J9] Yang, Y., Zhu, G. *, van Aalst, J., Chan, C. & Evolution of academic emotions of academically low-achieving students in Knowledge Building. Contemporary Educational Psychology, manuscript submitted. [J8] Zhu, G., Chai, S., & Ding, M. (2021). Pre-Service Teachers’ Democratizing Knowledge in A Knowledge Building Community: Indicators and Impacts. The Asia-Pacific Education Researcher, manuscript submitted. [J7] Du, H., Xing, W., & Zhu, G. (2021). Mining Teacher Informal Online Learning Networks: Community Commitment in Unstructured Learning Environments. Computers & Education, under review. [J6] Zhu, G. *, Scardamalia, M., Martins, M., Nazeem, R., & Lai, Z. (2021). Students’ discourse move-emotion states in knowledge building discourse and metadiscourse. Learning and Instruction, under review. [J5] Zhu, G. *, & Burrow, A. L. (2021). Interdisciplinary Learning: Is It Adolescents’ Choice in Self-Driven Learning?. Journal of Educational Change, manuscript submitted. [J4] Pei, B. Xing, W., Zhu, G., Antonyan, K., &Xie, C. (2021) Uncovering students’ knowledge construction on thermodynamics using infrared imaging techniques. British Journal of Educational Technology, under review. [J3] Du., H, Xing, W., & Zhu, G. (2021) Mining Teacher Informal Online Learning Networks: Insights from Massive Educational Chat Tweets. Educational Technology Research and Development, under review. [J2] Zhu, G., Khanlari, A., & Resendes, M. (2020). Student-generated questions fostering sustainable Knowledge Building discourse. Canadian Journal of Learning and Technology, under review. [J1] Zhu, G.*, Moreno, M., & Mafla, A. (2020). Graduate students’ idea improvement patterns and social considerations when approaching Knowledge Building. Technology, Knowledge and Learning, under review.
Manuscripts in Preparation [J8] Zhu, G., & Burrow, A. L., Ratner, K., Li, Q., & Estevez, M. (2021). Youth self-regulation profiles in self-driven learning: Contemporaneous and lagged relations between daily regulation, affect, motivation, and perceived learning progress. Manuscript in preparation. [J7] Zhu, G., & Burrow, A. L., Li, Q., Ratner, K., & Estevez, M. (2021). The Effect of Daily Motivation and Self-Regulation on Daily Learning Progress in Youth Self-Driven Learning. Manuscript in preparation. [J6] Ratner, K., Burrow, A. L., Zhu, G., Li, Q., & Estevez, M. (2021). Interfacing with adult mentors predicts greater daily psychosocial functioning among adolescents. Manuscript in preparation. [J5] Ratner, K., Burrow, A. L., Li, Q., Zhu, G., & Estevez, M. (2021). Daily adolescent purposefulness predicts daily life satisfaction across individual differences in autistic traits. Manuscript in preparation. [J4] Self-directed reflective assessment drives collaborative inquiry [J3] Zhu, G. *, Fan, M., & Scardamalia, M. The development of students’ Knowledge Building competence: a longitudinal study. [J2] Zhu, G., & Lin, F. Teacher scaffolding and student progressive inquiry and emotions in knowledge building communities. [J1] Revealing students’ temporal design behavior patterns in a 3D learning environment.
Conference Proceedings [C12] Khanlari, A., & Zhu, G. (2021, April). Emotion detector: Employing machine learning models to identify students’ emotions in CSCL environments. LAK 2021 : International Conference on Learning Analytics And Knowledge. Online conference. [C11] Zhu, G. (co-chair), Teo, C.L. (co-chair), Scardamalia, M., Martin, K., Mohamed, F.,…& Woodruff, E. (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments. TheProceedings of the 14th International Conference of the Learning Sciences (pp. 382-389). Nashville: International Society of the Learning Sciences (online conference). [C10] Zhu, G., Ma, L., Toulis, A., & Resendes, M. (2019, June). An exploratory study of automated clustering of themes to identify conceptual threads in knowledge building discourse. The Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 943-944). Lyon: International Society of the Learning Sciences. [C9] Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Huang, X. (2019, March). Person-oriented approach to profiling learners’ self-regulation in stem learning. Companion Proceeding of the 9th International Conference on Learning Analytics & Knowledge (LAK’19, pp. 245-246). Tempe, AZ: Society for Learning Analytics Research. [C8] Popov, V., Xing, W., Zhu, G., Horwitz, P., & McIntyre, C. (2018, June). The influence of students’ transformative and non-transformative contributions on their problem solving in collaborative inquiry learning. The Proceedings of the 13th International Conference of the Learning Sciences (pp.855-862). London: International Society of the Learning Sciences. [C7] Khanlari, A., Resendes, M., Zhu, G., & Scardamalia, M. (2017, June). Productive knowledge building discourse through student-generated questions. The Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (pp. 585-588). Philadelphia, PA: International Society of the Learning Sciences. [C6] Khanlari, A., Resendes, M., Scardamalia, M., & Zhu, G. (2017, June). Individual role-based profiles for successful team engagement in knowledge building environments. The Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (pp. 869-870). Philadelphia, PA: International Society of the Learning Sciences. [C5] Zhu, G., Resendes, M., Khanlari, A., Scardamalia, M., & Wu, Y. T. (2017, June). Asking semantically similar questions in knowledge building communities: patterns and effects. The Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (pp. 875-876). Philadelphia, PA: International Society of the Learning Sciences. [C4] Zhu, G., Scardamalia, M., Khanlari, A., & Wan, H. (2017, June). Evaluating the distribution of students’ contributions in theorizing: idea evenness in knowledge building communities. The Proceedings of the 12th International Conference on Computer Supported Collaborative Learning (pp. 668-671). Philadelphia, PA: International Society of the Learning Sciences. [C3] Zhu, G., Cai, S., Ma, Y., & Liu, E. (2015, July). A series of leap motion-based matching games for enhancing the fine motor skills of children with autism. The Proceedings of the 15th International Conference on Advanced Learning Technologies (pp. 430-431). Hualien, Taiwan: IEEE. [C2] Wang, Q., Zhu, G., Cui, Z., Chiang, F., & Cai, S. (2014, May). A case study of the effects of AR-based convex imaging on middle school students’ learning. The Proceedings of the 18th Global Chinese Conference on Computers in Education Conference Proceedings (pp. 111-118). Shanghai, China. (in Chinese). [C1] He, J., Ren, J., Zhu, G., Cai, S., & Chen, G. (2014, July). Mobile-based AR application helps promote EFL children’s vocabulary study. The Proceedings of the 14th International Conference on Advanced Learning Technologies (pp. 431-433). Athens, Greece: IEEE.
CONFERENCE PRESENTATIONS
Symposiums and Workshops [W4] Zhu, G. (co-chair), Xiao, M., Moreno, M., & Mou, L. (2020, October). Navigating doctoral study (PhD and EdD) at OISE: Experience sharing across the four departments. Toronto, Ontario. [W3] Zhu, G. (co-chair), Teo, C.L. (co-chair), Scardamalia, M., Martin, K., Mohamed, F.,…& Woodruff, E. (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments. TheProceedings of the 14th International Conference of the Learning Sciences (pp. 382-389). Nashville: International Society of the Learning Sciences (online conference). [W2] Chai, S. (co-chair), Mu, S., Nazeem, R., & Zhu, G. (co-chair). (2019, March). Design, implement and evaluate Knowledge Building courses in K-12 and Higher Education. Workshop at the 2019 Knowledge Building Summer Institute. Beijing, China. [W1] Chen, B. (co-chair), Zhu, G. (co-chair), Chang, Y. H., Ma, L., Khanlari, A., Costa, S., ... & Pei, B. (2018, August) Knowledge Building analytics: From analysis to actionable insights. Workshop presented in 2018 Knowledge Building Summer Institute. Toronto, Ontario.
Invited Talks [T5] Zhu, G. (2020). Converting Challenges into Opportunities: Emotions in Collaborative Learning. Invited talk by the National Institute of Education. Nov 10. Nanyang Technological University (online format). [T4] Zhu, G. (2020). Understanding and Supporting Socio-Cognitive Emotional Dynamics in Knowledge Building Communities. Invited talk by the Department of Humanities, Social and Political Sciences. Sep 24. ETH Zurich (online format). [T3] Chen, Y., Tong, X., Liu, S., Huang, L., & Zhu, G. (2020). Live Broadcast of National Educational Technology Programs. Invited panel by the Modern Educational Technology Branch. Aug 30. Chinese Institute of Electronics (online format). [T2] Zhu, G. (2020). Sharing Ongoing Research with the Department of Curriculum and Teaching. Invited talk by the Department of Curriculum and Teaching, Faculty of Education. Apr 19. Beijing Normal University (online format). [T1] Zhu, G. (2019). Understanding and Supporting Students’ Knowledge Building: Socio-cognitive-emotional Dynamics. Invited talk by the Department of Psychology. Dec 2. University of Wisconsin-Madison.
Paper Presentations [P12] Zhu, G., Raman, P., Xing, W., & Slotta, J. (2021, April). Including Student Voice in Knowledge Building Activities: Curriculum Design for Social, Cognitive and Emotional Engagement [Paper Session]. Paper accepted by AERA Annual Meeting 2021. [P11] Raman, P., Zhu, G., & Slotta, J. (2021, April). Supporting Collective Epistemic Agency through Social Annotation [Poster Session]. Poster accepted by AERA Annual Meeting 2021. [P10] Zhu, G., Martins, M., Nazeem, R. (2020, November). The Development of Students’ Knowledge Building Competence: A Longitudinal Study. Paper presented at the Knowledge Building Summer Institute 2020 (online format). [P9] Xing, W., Zheng, J., Zhu, G., & Xie, C. (2020, April). The Interplay Between Self-Regulation and Students' Engineering Design [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/rbvwsd8 (Conference Canceled) [P8] Zhu, G., Moreno, M., Mafla, A., & Scardamalia, M. (2019, April). Idea improvement patterns in Knowledge Building: undergraduate and graduate levels [Paper Session]. AERA Annual Meeting Toronto, Ontario. [P7] Zhu, G., Donoahue, Z., Fan, M., Zijlstra, B., & Scardamalia, M. (2019, April). Emotional and cognitive engagement in Knowledge Building circles: A case study of grade 1 students [Poster Session]. AERA Annual Meeting Toronto, Ontario. [P6] Zhu, G. (2019, March). Idea transference and growth between offline and online knowledge building discourse. Paper presented at the 2019 Knowledge Building Summer Institute. Beijing, China. [P5] Zhu, G., Teo, C.L., Khanlari, A, Mohd, S.B. (2018, August). The use of Knowledge Building scaffolds by grade 7 students. Paper presented in Knowledge Building Summer Institute 2018. Toronto, Ontario. [P4] Zhu, G., & Costa, S. (2018, April). A review of group awareness tools/mechanisms in empirical studies in CSCL [Poster Session]. AERA Annual Meeting New York City, New York. [P3] Zhu, G., Kim, M. S. (2017, June). A review of assessment tools of Knowledge Building towards the norm of embedded and transformative assessment. Paper presented in Knowledge Building Summer Institute 2017, Philadelphia, Pennsylvania. [P2] Zhu, G., Kestell, M., Ma, L., & Rutayisire, E. (2016, June). A model of fostering collective responsibility in a Knowledge Building community. Paper presented in Knowledge Building Summer Institute 2016, Singapore. [P1] Zhu, G., Cai, S., & Kan, Y. (2014, July). Color-ball: A gesture-based vocabulary game to promote children’s study. Paper presented in 3rd International STEM in Education Conference. Vancouver, Canada.