Xun Ge - Academia.edu (original) (raw)

Papers by Xun Ge

This study explored teachers’ problem solving during technology-mediated professional development... more This study explored teachers’ problem solving during technology-mediated professional development (PD) in the topic related to teaching English Learners (ELs, i.e. students whose home languages are not English). Open-ended PD provided authentic, situated contexts using videos of scenario to engage six elementary teachers to participate in small group, social discourse and collaboration for problem solving. Group social discourse was video recorded to observe participants’ cognitive and metacognitive development during PD. Post-PD interviews were also conducted to explore the influence of social discourse upon individual thinking for problem solving. PD artifacts for problem solving were also collected. Data analysis revealed three themes characterizing teachers’ cognition and metacognition including conceptual understanding of PD content, application of professional learning for classroom practice, and authentic discernment of activities in classroom situations. The findings suggest...

Knowledge Management & E-Learning: An International Journal, 2011

This special issue is dedicated to creating, building, supporting, sustaining and evaluating virt... more This special issue is dedicated to creating, building, supporting, sustaining and evaluating virtual learning communities (VLCs) using emerging technologies. The contributors from diverse disciplines have come together to share their valuable experiences and findings through their research in the following themes: (a) instructional models, strategies, approaches for building, supporting and evaluating VLCs, (b) designing effective use of tools to promote discourse and scaffold peer interactions among members, (c) iterative processes and models of designing and evaluating VLCs; and (d) various variables concerning VLCs, such as virtual community behaviors, cultural factors, adoption patterns of tools. It is hoped that these articles will provide practical guidance and offer valuable experience to both educators and researchers who are interested in designing effective VLCs and examining various aspects of VLCs to advance our understanding of VLCs.

Journal of Applied Mathematics, 2014

A wireless network system is a pair(U;B), whereBis a family of some base stations andUis a set of... more A wireless network system is a pair(U;B), whereBis a family of some base stations andUis a set of their users. To investigate the connectivity of wireless network systems, this paper takes covering approximation spaces as mathematical models of wireless network systems. With the help of covering approximation operators, this paper characterizes the connectivity of covering approximation spaces by their definable subsets. Furthermore, it is obtained that a wireless network system is connected if and only if the relevant covering approximation space has no nonempty definable proper subset. As an application of this result, the connectivity of a teacher-student interactive platform is discussed, which is established in the School of Mathematical Sciences of Soochow University. This application further demonstrates the usefulness of rough set theory in pedagogy and makes it possible to research education by logical methods and mathematical methods.

Handbook of Research on Serious Games for Educational Applications

The focus of this chapter is on designing engaging educational games for cognitive, motivational,... more The focus of this chapter is on designing engaging educational games for cognitive, motivational, and emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition are discussed. Design issues with many educational games are examined in terms of factors influencing sustained motivation and engagement. A theoretical framework to design engaging digital games is presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later, the chapter considers how to harness the appealing power of engaging games for designing engaging educational games. Various motivational features of game design and learner experiences are considered. In conclusion, the chapter also discusses various methods to assess engagement in order to inform the design of educational games that motivate learners.

Aera 2013 Education and Poverty Theory Research Policy and Praxis Proceedings of the American Education Research Association 2013 Annual Meeting, 2013

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

aaai.org

This paper provides an overview of a web-based, databasedriven cognitive support system for scaff... more This paper provides an overview of a web-based, databasedriven cognitive support system for scaffolding ill-structured problem solving processes through fostering self-regulation. Self-regulation learning and ill-structured problem-solving theories guided the design framework of this cognitive tool. Of particular interest are the roles of question prompts, expert view, and peer review mechanisms in supporting selfmonitoring, self-regulation, and self-reflection in the processes of ill-structured problem solving, which have been tested through empirical studies in various content domains and contexts. Based on findings, suggestions are made to improve the cognitive support system for future research, including mapping self-regulation learning processes more closely with ill-structured problem-solving processes, and focusing on the system's capability to automatically adapt scaffolding based on individual needs and prior knowledge.

Interdisciplinary Journal of Problem-Based Learning, 2015

for additional information. This is an Open Access journal. This means that it uses a funding mod... more for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.

Knowledge Management & E-Learning: An International Journal, 2011

This article examines the development of novice instructional designers in a reflective learning ... more This article examines the development of novice instructional designers in a reflective learning community. The study was situated in a blended learning course, which utilized a web-based learning management system as a communication platform. Drawing from communities of practice as a theoretical framework, we examined (1) how individual and group characteristics influenced knowledge construction, (2) how members developed their epistemic frames of instructional design, and (3) the dynamics of group interactions during the knowledge constructions in the learning community. The findings highlighted issues related to the development of an online learning community, such as considering prior members’ knowledge and experience towards learning in a technology-mediated environment, enculturating minority groups in the learning community, providing structure to promote the formation and development of a learning community, and cultivating shared leadership behaviors.

Recommended Citation Ge, X. , Planas, L. G. , & Huang, K. (2015). Guest Editors’ Introduction: Sp... more Recommended Citation Ge, X. , Planas, L. G. , & Huang, K. (2015). Guest Editors’ Introduction: Special Issue on Problem-based Learning in Health Professions Education/Toward Advancement of Problem-Based Learning Research and Practice in Health Professions Education: Motivating Learners, Facilitating Processes, and Supporting with Technology. Interdisciplinary Journal of Problem-Based Learning, 9(1). Available at: https://doi.org/10.7771/1541-5015.1550

The Wiley Handbook of Problem‐Based Learning, 2019

International Journal of Information and Communication Technology Education, 2012

This case study was designed to investigate students’ perceptions and experiences of the dynamics... more This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online coll...

Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2002

This study examined higher order perception, cognition, and individual-cultural differences as a ... more This study examined higher order perception, cognition, and individual-cultural differences as a basis for the rapid use of knowledge in complex problems requiring distributed team members. Previous research suggests that when complex problem-solving teams acquire perceptually anchored knowledge and engage in perceptual contrasts and comparisons, team members may spontaneously access knowledge given similarly situated problems. Our premise is that perceptual anchors may provide the basis for formulating shared mental models, which can be used to assess situations and resolve differences in individual, unique knowledge. However, distributed cognition settings may diminish the development of these models despite the advantages of perceptual anchors. Because distributed cognition often incurs through shared information spaces, this study utilized chatrooms to enact a distributed environment. Initial analyses partially support previous research (McNeese, 2000) that has examined the role...

Cognitive Systems Engineering, 2017

This study explored teachers’ problem solving during technology-mediated professional development... more This study explored teachers’ problem solving during technology-mediated professional development (PD) in the topic related to teaching English Learners (ELs, i.e. students whose home languages are not English). Open-ended PD provided authentic, situated contexts using videos of scenario to engage six elementary teachers to participate in small group, social discourse and collaboration for problem solving. Group social discourse was video recorded to observe participants’ cognitive and metacognitive development during PD. Post-PD interviews were also conducted to explore the influence of social discourse upon individual thinking for problem solving. PD artifacts for problem solving were also collected. Data analysis revealed three themes characterizing teachers’ cognition and metacognition including conceptual understanding of PD content, application of professional learning for classroom practice, and authentic discernment of activities in classroom situations. The findings suggest...

Knowledge Management & E-Learning: An International Journal, 2011

This special issue is dedicated to creating, building, supporting, sustaining and evaluating virt... more This special issue is dedicated to creating, building, supporting, sustaining and evaluating virtual learning communities (VLCs) using emerging technologies. The contributors from diverse disciplines have come together to share their valuable experiences and findings through their research in the following themes: (a) instructional models, strategies, approaches for building, supporting and evaluating VLCs, (b) designing effective use of tools to promote discourse and scaffold peer interactions among members, (c) iterative processes and models of designing and evaluating VLCs; and (d) various variables concerning VLCs, such as virtual community behaviors, cultural factors, adoption patterns of tools. It is hoped that these articles will provide practical guidance and offer valuable experience to both educators and researchers who are interested in designing effective VLCs and examining various aspects of VLCs to advance our understanding of VLCs.

Journal of Applied Mathematics, 2014

A wireless network system is a pair(U;B), whereBis a family of some base stations andUis a set of... more A wireless network system is a pair(U;B), whereBis a family of some base stations andUis a set of their users. To investigate the connectivity of wireless network systems, this paper takes covering approximation spaces as mathematical models of wireless network systems. With the help of covering approximation operators, this paper characterizes the connectivity of covering approximation spaces by their definable subsets. Furthermore, it is obtained that a wireless network system is connected if and only if the relevant covering approximation space has no nonempty definable proper subset. As an application of this result, the connectivity of a teacher-student interactive platform is discussed, which is established in the School of Mathematical Sciences of Soochow University. This application further demonstrates the usefulness of rough set theory in pedagogy and makes it possible to research education by logical methods and mathematical methods.

Handbook of Research on Serious Games for Educational Applications

The focus of this chapter is on designing engaging educational games for cognitive, motivational,... more The focus of this chapter is on designing engaging educational games for cognitive, motivational, and emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition are discussed. Design issues with many educational games are examined in terms of factors influencing sustained motivation and engagement. A theoretical framework to design engaging digital games is presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later, the chapter considers how to harness the appealing power of engaging games for designing engaging educational games. Various motivational features of game design and learner experiences are considered. In conclusion, the chapter also discusses various methods to assess engagement in order to inform the design of educational games that motivate learners.

Aera 2013 Education and Poverty Theory Research Policy and Praxis Proceedings of the American Education Research Association 2013 Annual Meeting, 2013

The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

aaai.org

This paper provides an overview of a web-based, databasedriven cognitive support system for scaff... more This paper provides an overview of a web-based, databasedriven cognitive support system for scaffolding ill-structured problem solving processes through fostering self-regulation. Self-regulation learning and ill-structured problem-solving theories guided the design framework of this cognitive tool. Of particular interest are the roles of question prompts, expert view, and peer review mechanisms in supporting selfmonitoring, self-regulation, and self-reflection in the processes of ill-structured problem solving, which have been tested through empirical studies in various content domains and contexts. Based on findings, suggestions are made to improve the cognitive support system for future research, including mapping self-regulation learning processes more closely with ill-structured problem-solving processes, and focusing on the system's capability to automatically adapt scaffolding based on individual needs and prior knowledge.

Interdisciplinary Journal of Problem-Based Learning, 2015

for additional information. This is an Open Access journal. This means that it uses a funding mod... more for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.

Knowledge Management & E-Learning: An International Journal, 2011

This article examines the development of novice instructional designers in a reflective learning ... more This article examines the development of novice instructional designers in a reflective learning community. The study was situated in a blended learning course, which utilized a web-based learning management system as a communication platform. Drawing from communities of practice as a theoretical framework, we examined (1) how individual and group characteristics influenced knowledge construction, (2) how members developed their epistemic frames of instructional design, and (3) the dynamics of group interactions during the knowledge constructions in the learning community. The findings highlighted issues related to the development of an online learning community, such as considering prior members’ knowledge and experience towards learning in a technology-mediated environment, enculturating minority groups in the learning community, providing structure to promote the formation and development of a learning community, and cultivating shared leadership behaviors.

Recommended Citation Ge, X. , Planas, L. G. , & Huang, K. (2015). Guest Editors’ Introduction: Sp... more Recommended Citation Ge, X. , Planas, L. G. , & Huang, K. (2015). Guest Editors’ Introduction: Special Issue on Problem-based Learning in Health Professions Education/Toward Advancement of Problem-Based Learning Research and Practice in Health Professions Education: Motivating Learners, Facilitating Processes, and Supporting with Technology. Interdisciplinary Journal of Problem-Based Learning, 9(1). Available at: https://doi.org/10.7771/1541-5015.1550

The Wiley Handbook of Problem‐Based Learning, 2019

International Journal of Information and Communication Technology Education, 2012

This case study was designed to investigate students’ perceptions and experiences of the dynamics... more This case study was designed to investigate students’ perceptions and experiences of the dynamics of online collaborative learning over a semester. Multiple sources of data were collected and triangulated through pre- and post-surveys, personal interviews, group reflection papers, and instructor’s observations. Forty-one graduate students enrolled in the same course with the same instructor in two different learning environments – web-based and web-supplemented, participated in the study. The overall results indicated that students in the two environments shared their positive understandings and perceptions about online collaborative learning, which were significantly deepened over time. However, the students in the web-based class were found more positive about the advantages of online collaborative learning than those in the web-supplemented class as their learning experience developed. The study also identified the attributes that were considered crucial to successful online coll...

Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2002

This study examined higher order perception, cognition, and individual-cultural differences as a ... more This study examined higher order perception, cognition, and individual-cultural differences as a basis for the rapid use of knowledge in complex problems requiring distributed team members. Previous research suggests that when complex problem-solving teams acquire perceptually anchored knowledge and engage in perceptual contrasts and comparisons, team members may spontaneously access knowledge given similarly situated problems. Our premise is that perceptual anchors may provide the basis for formulating shared mental models, which can be used to assess situations and resolve differences in individual, unique knowledge. However, distributed cognition settings may diminish the development of these models despite the advantages of perceptual anchors. Because distributed cognition often incurs through shared information spaces, this study utilized chatrooms to enact a distributed environment. Initial analyses partially support previous research (McNeese, 2000) that has examined the role...

Cognitive Systems Engineering, 2017