王兴华，毕业于新加坡南洋理工大学，研究领域涉及数字化学习环境中，人与技术的交互如何影响学生和教师的行为、认知、情感和社会性，以及如何迭代技术促进学生的学习和教师的教学。侧重于技术与学习理论和认知理论的结合，具体研究领域包括人机交互、协作学习、心理测量、教育数据挖掘、设计研究等。在Computers in Human Behavior, Computers & Education, Australasian Journal of Educational Technology, Media Psychology等期刊发表二十多篇SSCI/SCI论文。担任APA旗下杂志Psychological Assessment (IF=6.083)的Consulting Editor，以及众多国际顶尖期刊审稿人。
ResearchGate:https://www.researchgate.net/profile/Xinghua-Wang-8
系别：澳门太阳集团城welcome教育技术系
职称/职务：教授
毕业院校：新加坡南洋理工大学
邮箱：wxh_1113@126.com
教育经历
2013.08-2018.06 新加坡南洋理工大学
2010.09-2013.06 山东师范大学
工作经历
2018.02-2020.02 新加坡南洋理工大学学习研究与发展中心(CRADLE@NTU) 博后研究员
2017.03-2017.04 新加坡成人教育中心(Institute of Adult Learning, Singapore) 研究助理
研究方向
人工智能教育、脑成像、教育数据挖掘、人机交互、心理测量、设计研究
科研项目
科研启动经费
学术成果
[1] Wang, X.*,Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 107798.https://doi.org/10.1016/j.chb.2023.107798(SSCI一区)
[2] Wang, X.*,Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703.https://doi.org/10.1016/j.compedu.2022.104703(SSCI一区)
[3] Wang, X., Pang. H.*, Wallace, M. P., Wang, Q., & Chen, W. (2022). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry.Journal of Computer Assisted Language Learning,https://doi.org/10.1080/09588221.2022.2056203(SSCI一区)
[4] 柳茜，庞晖，王兴华*，孙百才，徐艳萍，李田田. (2022).人工智能支持的语言学习——拟人化技术如何影响学习？电化教育研究，10. (CSSCI)
[5] Li, L.,Wang, X.*,& Wallace, M. P. (2022). I determine my learning path, or not? A study of different learner control conditions in online video-based learning.Frontiers in Psychology,https://doi.org/10.3389/fpsyg.2022.973758(SSCI一区)
[6] Niu, L.,Wang, X.*, Wallace, M. P., Pang. H., & Xu, Y. (2022). Digital learning of EFL among university students: How are approaches to learning linked to digital competence and technostress?Journal of Computer Assisted Learning, 38(5), 1332-1346. (SSCI一区)
[7] Lv, C., Zhi, X., Xu, J.*, Yang, P., &Wang, X.*(2022). Negative Impacts of School Class Segregation on Migrant Children’s Education Expectations and the Associated Mitigating Mechanism. International Journal of Environmental Research and Public Health, 19(22), 14882. (SCI/SSCI一区)
[8] Wang, X., Wang, Z.*, Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. Journal of Computer Assisted Learning, 37(4), 1063-1076. (SSCI一区)
[9] Wang, X.,Li, Z.*, Ouyang, Z., & Xu, Y. (2021). The Achilles Heel of Technology: How Does Technostress Affect University Students’ Wellbeing and Technology-Enhanced Learning. International Journal of Environmental Research and Public Health, 18(23), 12322. (SSCI一区)
[10] Wang, X., Zhang, R.*, Wang, Z., & Li, T. (2021). How does digital competence preserve university students’ psychological well-being during the pandemic? An investigation from self-determined theory. Frontiers in Psychology, 12, 1252. (SSCI一区)
[11] Tan, S. C.,Wang, X*., & Li, L. (2021). The development trajectory of shared epistemic agency in online collaborative learning: A study combing network analysis and sequential analysis. Journal of Educational Computing Research, 07356331211001562. (SSCI一区)
[12] Li, L., &Wang, X*.(2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. (SSCI三区)
[13] Wang, X*., Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology,36(4), 96-112. (SSCI二区)
[14] Wang, X.*, Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior,105, 106208.(SSCI一区)
[15] Wang, X. (2020). Mobile SNS addiction as a learned behavior: A perspective from learning theory. Media Psychology, 23(4), 461-492.(SSCI一区)
[16] Wang, X.*, & Li, B. (2019). Technostress among university teachers in higher education: A study using multidimensional person-environment misfit theory. Frontiers in Psychology(SSCI), 10, 1791.
[17] Wang, X.(2019). Developing a mobile SNS addiction scale utilizing factor analysis and the Rasch model. Online Information Review,43(7), 1284-1301. (SCI/SSCI二区)
[18] Wang, X. *, Hall, A. H., & Wang, Q. Y. (2019). Investigating the implementation of accredited MOOCs in higher education: The boon and the bane.Australasian Journal of Educational Technology,35(3), 1-14. (SSCI二区)
[19] Wang, X.*, & Wong, B. (2019). Bridging knowledge divides utilizing cloud computing learning resources in underfunded schools: Investigating the determinants. Journal of Educational Computing Research, 57(3), 591-617. (SSCI一区)
[20] Li, B.,Wang, X.*, & Tan, S. C. (2018). What makes MOOC users persist in completing MOOCs? A perspective from network externalities and human factors.Computers in Human Behavior,85, 385-395. (SSCI一区)
[21] Wang, X.*, Wallace, M. P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses. Computers in Human Behavior, 72, 140-151. (SSCI一区)
[22] Wang, X.*& Wang, Q. (2017). Investigating the effect of coopetition designs on students’ perceived social support in collaborative learning.International Journal of Social Media and Interactive Learning Environments, 5(4), 292-311.
[23] Bound, H., Chee, T. S., Chow, A., Xinghua, W., & Hui, C. K. (2017).Dialogical teaching: Investigating awareness of inquiry and knowledge co-construction among adult learners engaged in dialogic inquiry and knowledge (co)construction. Singapore: Institute of Adult Learning.
开授课程
专业英语
教育技术学
社会兼职
顾问编辑(Consulting Editor), Psychological Assessment (IF=6.083);
评审编辑(Review Editor), Frontiers in Psychology (IF=4.232);
PCmember of the 26thGlobal Chinese Conference on Computers in Education (GCCCE 2022)[第26届全球华人计算机教育应用大会分会委员];
PCmember of the 24thGlobal Chinese Conference on Computers in Education (GCCCE 2020)[第24届全球华人计算机教育应用大会分会委员];
PCmember of the 23rdGlobal Chinese Conference on Computers in Education (GCCCE 2019)[第23届全球华人计算机教育应用大会分会委员];
PC member of the 22ndGlobal Chinese Conference on Computers in Education (GCCCE 2018) [第22届全球华人计算机教育应用大会分会委员];
PC member of the 25thInternational Conference on Computers in Education (ICCE 2017) [第25届计算机教育应用国际会议分会委员];
Psychological Assessment (APA), Psychological Reports (Sage), Cognition, Technology & Work, Internet Research, Journal of Educational Computing Research, Asia Pacific Journal of Education (Taylor & Francis), IEEE Access, Behavior & Information Technology, International Journal of Human-Computer Interactions等杂志审稿人.
