Academic Profile : Faculty
Asst Prof Zhu Gaoxia
Assistant Professor, Learning Sciences and Assessment
Assistant Professor, National Institute of Education - Learning Sciences & Assessment
Email
External Links
Journal Articles (Central)
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.
Zhu, G. *, Xing, W., C osta, 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.
Zhu, G., Raman, P., Xing, W., & Slotta, J. (2 021). Designing curriculum for student voice and engagement: A learning community approach. International Journal of Educational Technology in Higher Education, 18(null), 1-19.
Yang, Y., Zhu, G., & Chan, C. (2022). Evolution of academic emotions of academically low-achieving students in Knowledge Building. International Journal of Computer-Supported Collaborative Learning, 17(null), 539'571.
Zhu, G., & Lin, F. (2023). Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms. Interactive Learning Environments, 31, 1-18.
Ratner, K., Zhu, G., Li, Q., Estevez, M., & Burrow, A. L. (2023). Interacting with Supportive Adults Pred icts Greater Same-Day Psychosocial Functioning Among Adolescents in A Self-Driven Learning Program. Journal of Adolescence, 95, 1-11.
Yang, Y., Zheng, Z., Zhu, G., & Salas-Pilco, S. Z. (2023). Analytics-Supported Reflective Assessment for Comp etencies in Knowledge Building and Data Sciences among 6th Graders: An Exploratory Study. British Journal of Educational Technology, 54(null), 1-15.
Zhu, G., Khanlari, A., & Resendes, M. (2023). Student-generated questions fostering sustainab le Knowledge Building discourse. Canadian Journal of Learning and Technology, 48(2), 1-22.
Xing, W., Zhu, G., Arslan, O., Popov, V., & Shim, J. (2022). Using learning analytics to understand the multifaceted engagement in collaborativ e learning. Journal of Computing in Higher Education, 35, 1-30.
Pei, B. Xing, W., Zhu, G., Antonyan, K., & Xie, C. (2022). Integrating infrared technologies in science learning: An evidence‑based reasoning perspective. Ed ucation and Information Technologies, 28, 1-22.
Zhu, G., & Burrow, A. L. (2022). Gains in Youth Resilience during Self-Driven Learning May Be Moderated by their Pathways to Purpose. The Journal of Positive Psychology, 17, 1-12.
Zhu, W., Hua, Y., Zhu, G., & Wang, L. (2022). Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community. British Journal of Educational Technology, 53(6), 1530-1548.
Zhu, G. , Scardamalia, M., Moreno, M., Martins, M., Nazeem, R., & Lai, Z. (2022). Students' discourse move-emotion states in knowledge building discourse and metadiscourse. Frontiers in Education, 7, 1-18.
Yang, Y., Zhu, G., & Chan, C. (2022). Collaborative Analytics-Supported Reflective Assessment for Scaffolding Pre-service Teachers' Collaborative Inquiry and Knowledge Building. International Journal of Computer-Supported Collaborative Learning, 17(null), 1-42.
Du, H., Xing, W., & Zhu, G. (2022). Mining Teacher Informal Online Learning Networks: Community Commitment in Unstructured Learning Environments. Journal of Educational Computing Research, 61(1), 1-15.
Zhu, G., & Burrow, A. L. (2022). Youth Voice in Self-Driven Learning as a Context for Interdisc iplinary Learning. Journal of Educational Studies and Multidisciplinary Approaches, 2(1), 1-21.
Zhu, G., & Burrow, A. L. (2022). Profiles of Personal and Ecological Assets: Adolescents' Motivation and Engagement in Self-Driven Learnin g. Current Psychology, 40(null), 1-13.
Zhu, G., Chai, S., & Ding, M. (2022). Exploring Pre-Service Teachers' Democratizing Knowledge in A Knowledge Building Community: Indicators and Results. The Asia-Pacific Education Researcher, 31(null), 1-20.
Ratner, K., Li, Q., Zhu, G., Es tevez, M., & Burrow, A. L. (2022). Daily adolescent purposefulness, daily subjective well-being, and individual differences in autistic traits. Journal of Happiness Studies, 24, 1-23.
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(null), 787-808.
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, 30(null), 595'607.
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.
Khanlari, A., Zhu, G., & Scardamalia, M. (2019). Knowledge Buil ding analytics to explore crossing disciplinary and grade-level boundaries. Journal of Learning Analytics, 6(3), 60-75.
Xing, W., Popov, V., Zhu, G., Horwitz, P., & McIntyre, C. (2019). The effects of transformative and non-transformat ive discourse on individual performance in collaborative-inquiry learning. Computers in Human Behavior, 98(null), 267-276.
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.
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 au tism. Interactive Learning Environments, 26(8), 1039-1052.
Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2015). 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.
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, 6, 21-31.
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, 24(11), 61-69.
Lan, X., Liu, Z., Wang, W., & Zhu, G. (2014). A review of cloud computing for education in China. E-education Research, 02, 38-44.
Zhu, G. *, Xing, W., C osta, 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.
Zhu, G., Raman, P., Xing, W., & Slotta, J. (2 021). Designing curriculum for student voice and engagement: A learning community approach. International Journal of Educational Technology in Higher Education, 18(null), 1-19.
Yang, Y., Zhu, G., & Chan, C. (2022). Evolution of academic emotions of academically low-achieving students in Knowledge Building. International Journal of Computer-Supported Collaborative Learning, 17(null), 539'571.
Zhu, G., & Lin, F. (2023). Teachers Scaffold Student Discourse and Emotions in Knowledge Building Classrooms. Interactive Learning Environments, 31, 1-18.
Ratner, K., Zhu, G., Li, Q., Estevez, M., & Burrow, A. L. (2023). Interacting with Supportive Adults Pred icts Greater Same-Day Psychosocial Functioning Among Adolescents in A Self-Driven Learning Program. Journal of Adolescence, 95, 1-11.
Yang, Y., Zheng, Z., Zhu, G., & Salas-Pilco, S. Z. (2023). Analytics-Supported Reflective Assessment for Comp etencies in Knowledge Building and Data Sciences among 6th Graders: An Exploratory Study. British Journal of Educational Technology, 54(null), 1-15.
Zhu, G., Khanlari, A., & Resendes, M. (2023). Student-generated questions fostering sustainab le Knowledge Building discourse. Canadian Journal of Learning and Technology, 48(2), 1-22.
Xing, W., Zhu, G., Arslan, O., Popov, V., & Shim, J. (2022). Using learning analytics to understand the multifaceted engagement in collaborativ e learning. Journal of Computing in Higher Education, 35, 1-30.
Pei, B. Xing, W., Zhu, G., Antonyan, K., & Xie, C. (2022). Integrating infrared technologies in science learning: An evidence‑based reasoning perspective. Ed ucation and Information Technologies, 28, 1-22.
Zhu, G., & Burrow, A. L. (2022). Gains in Youth Resilience during Self-Driven Learning May Be Moderated by their Pathways to Purpose. The Journal of Positive Psychology, 17, 1-12.
Zhu, W., Hua, Y., Zhu, G., & Wang, L. (2022). Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community. British Journal of Educational Technology, 53(6), 1530-1548.
Zhu, G. , Scardamalia, M., Moreno, M., Martins, M., Nazeem, R., & Lai, Z. (2022). Students' discourse move-emotion states in knowledge building discourse and metadiscourse. Frontiers in Education, 7, 1-18.
Yang, Y., Zhu, G., & Chan, C. (2022). Collaborative Analytics-Supported Reflective Assessment for Scaffolding Pre-service Teachers' Collaborative Inquiry and Knowledge Building. International Journal of Computer-Supported Collaborative Learning, 17(null), 1-42.
Du, H., Xing, W., & Zhu, G. (2022). Mining Teacher Informal Online Learning Networks: Community Commitment in Unstructured Learning Environments. Journal of Educational Computing Research, 61(1), 1-15.
Zhu, G., & Burrow, A. L. (2022). Youth Voice in Self-Driven Learning as a Context for Interdisc iplinary Learning. Journal of Educational Studies and Multidisciplinary Approaches, 2(1), 1-21.
Zhu, G., & Burrow, A. L. (2022). Profiles of Personal and Ecological Assets: Adolescents' Motivation and Engagement in Self-Driven Learnin g. Current Psychology, 40(null), 1-13.
Zhu, G., Chai, S., & Ding, M. (2022). Exploring Pre-Service Teachers' Democratizing Knowledge in A Knowledge Building Community: Indicators and Results. The Asia-Pacific Education Researcher, 31(null), 1-20.
Ratner, K., Li, Q., Zhu, G., Es tevez, M., & Burrow, A. L. (2022). Daily adolescent purposefulness, daily subjective well-being, and individual differences in autistic traits. Journal of Happiness Studies, 24, 1-23.
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(null), 787-808.
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, 30(null), 595'607.
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.
Khanlari, A., Zhu, G., & Scardamalia, M. (2019). Knowledge Buil ding analytics to explore crossing disciplinary and grade-level boundaries. Journal of Learning Analytics, 6(3), 60-75.
Xing, W., Popov, V., Zhu, G., Horwitz, P., & McIntyre, C. (2019). The effects of transformative and non-transformat ive discourse on individual performance in collaborative-inquiry learning. Computers in Human Behavior, 98(null), 267-276.
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.
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 au tism. Interactive Learning Environments, 26(8), 1039-1052.
Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2015). 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.
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, 6, 21-31.
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, 24(11), 61-69.
Lan, X., Liu, Z., Wang, W., & Zhu, G. (2014). A review of cloud computing for education in China. E-education Research, 02, 38-44.
Book Chapters (Central)
Zhu, G., Xing, W., & Popov, V. Li, Y., Xie, C, & Horwitz, P. (2022). Using learning analytics to understand students' discourse and behaviors in STEM education. In Ouyang,F., Jiao, P., McLaren, B.M., & Alavi, A.H. (Eds.), Artificial Intelligence in STEM Education: The Paradigmatic Shifts in Research, Education, and Technology(PP. 225-240). Boca Raton: Auerbach/CRC Press.
Tay, H. Y., & Zhu, G.X. (2022). Enhancing self-assessment using technology. In Taras, M., & Wong, H. M. (Eds.), Student Self-Assessment: An Essential Guide for T eaching, Learning and Reflection at School and University(PP. 71-81). Oxon: Routledge.
Tay, H. Y., & Zhu, G.X. (2022). Enhancing self-assessment using technology. In Taras, M., & Wong, H. M. (Eds.), Student Self-Assessment: An Essential Guide for T eaching, Learning and Reflection at School and University(PP. 71-81). Oxon: Routledge.
Conference Papers (Central)
Conference Papers Published in Proceedings
Zhu, G., Greisel, M., Hegele, R., Printz, H., Le'n, J.... & Bernaus, M. (2022, June). Regulation of Teaching as an Individual or Collaborative Process: Theory Meets Practice. In null (Ed.), The Proceedings of the 16th International Conference of the Learning Sciences, 1, 1802-1809.
Zhu, G., Teo, C.L., Scardamalia, M., Martin, K., Mohamed, F.,'& Woodruff, E. (2020, June). (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments. In null (Ed.), The Proceedings of the 14th International Conference of t he Learning Sciences, 1, 382-389.
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. In Kay,J., & Luckin, R. (Eds.), Rethinking Lea rning in the Digital Age: Making the Learning Sciences Count, 2, 855-862.
Hou, C., Zhu, G., & Yang, Y. (2023, June). Beyond the Cognitive Dimension: Emotion Patterns in Productive and Improvable Knowledge Building Discourse. In null (Ed.), The Proceedings of the 15th International Conferenc e on Computer Supported Collaborative Learning, 1, 67-74.
Yang, Y., Feng, X., Zhu, G., & Xie, K. (2022, June). Developing Undergraduates' Collective Epistemic Agency through Reflective Assessment. In Weinberger, A. Chen, W., Hern'ndez-Leo, D., & Chen, B. (Eds.). (Eds.), The Proceedings of t he 15th International Conference on Computer Supported Collaborative Learning, 1, 99-106.
Zhu, G., Lim, M. Fan, X., Hou, C., Yuan, G., & Azhari, A. (2023, June). The Difficulty of Collaborative Interdisciplinary Learning and Its Impact on Undergraduates' Epistemic Emotions and Problem Solving. In null (Ed.), The Proceedings of the 17th International Conference of the Learning Sciences, 1, 1-2.
Lin, F., Low, W. Y., Zhu, G., & Teo, C.L. (2023, June). Examining University Instructors' Conceptions and Perceived Changes in Knowledge Building Professional Development. In null (Ed.), The Proceedings of the 17th International Conference of the Learning Sciences, 1, 1058-1061.
Zhu, G. & Burrow, A. L. (2022, June). Interdisciplinary Learning: Is It Adolescents' Choice in Self-Driven Learning?. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), The Proceedings of the 16t h International Conference of the Learning Sciences, 2, 2086-2087.
Chan, C., Zhu, G., Slotta, J., Hewitt, J., Strobel, J....& Yang, Y. (2022, June). At the Heart of Learning: Affect, Identity and Care. In Oshima, J. Mochizuki, T. & Hayashi, Y. (Eds.), The Proceedings of the 16th Internation al Conference of the Learning Sciences, 1, 1810-1817.
Zhu, G. (2021, June). Supporting Adolescence Self-Driven Learning using A Learning Community Approach. The Proceedings of the 15th International Conference of the Learning Sciences, 2, 1-2.
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. In null (Ed.), The Proceedings of the 13th International Conference on Computer Supported Collaborative Learning, 2, 943-944.
Khanlari, A., Resendes, M., Z hu, G., & Scardamalia, M. (2017, June). Productive knowledge building discourse through student-generated questions. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Ed.), Making a Difference: Prioritizing Equity and Access in CSCL, 2, 585-588.
Zhu, G., Resendes, M., Khanlari, A., S cardamalia, M., & Wu, Y. T. (2017, June). Asking semantically similar questions in knowledge building communities: patterns and effects. Making a Difference: Prioritizing Equity and Access in CSCL, 2, 875-876.
Zhu, G., Scardamalia, M., Khanlari, A., & Wan, H. (2017, June). Evaluating the di stribution of students' contributions in theorizing: idea evenness in knowledge building communities. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Ed.), Making a Difference: Prioritizing Equity and Access in CSCL, 2, 668-671.
Khanlari, A., Resendes, M., Scardamalia, M., & Zhu, G . (2017, January). Individual role-based profiles for successful team engagement in knowledge building environments. Making a Difference: Prioritizing Equity and Access in CSCL, 2, 869-870.
Zhu, G., Cai, S., Ma, Y., & Liu, E. (2015, July). A series of leap motion-based matching games for en hancing the fine motor skills of children with autism. ICALT '15: Proceedings of the 2015 IEEE 15th International Conference on Advanced Learning Technologies, 1, 430-431.
He, J., Ren, J., Zhu, G., Cai, S., & Chen, G. (2014, July). Mobile-based AR application helps promote EFL children's vo cabulary study. ICALT '14: Proceedings of the 2014 IEEE 14th International Conference on Advanced Learning Technologies, 1, 431-433.
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, 1, 111-118.
Conference Papers Without Proceedings
Zhu, G., Raman, P., Xing, W., & Slotta, J. (2021, April). Including Student Voice in Knowledge Building Activities: Curriculu m Design for Social, Cognitive and Emotional Engagement. Paper presented at AERA Annual Meeting, Virtual, United States.
Zhu, G., Martins, M., Nazeem, R. (2020, November). The Development of Students' Knowledge Building Competence: A Longitudinal Study. Paper presented at Knowledge Buil ding Summer Institute 2020, Toronto, Canada.
Zhu, G., Moreno, M., Mafla, A., & Scardamalia, M. (2019, April). Idea improvement patterns in Knowledge Building: undergraduate and graduate levels. Paper presented at AERA Annual Meeting, Toronto, Singapore.
Zhu, G., Donoahue, Z., Fan, M., Zij lstra, B., & Scardamalia, M. (2019, April). Emotional and cognitive engagement in Knowledge Building circles: A case study of grade 1 students. Paper presented at AERA Annual Meeting, Toronto, Canada.
Zhu, G., Kim, M. S. (2017, June). A review of assessment tools of Knowledge Building to wards the norm of embedded and transformative assessment. Paper presented at Knowledge Building Summer Institute 2017, Philadelphia, United States.
Ratner, K., Li, Q., Zhu, G., Rice, M., Estevez, M., & Burrow, A. L. (2023, April). Derailment in adolescence: The daily well-being and psychoso cial correlates of feeling 'off-course' in life. Paper presented at Society for Research on Adolescence Annual Meeting, San Diego, United States.
Lin, F., & Zhu, G. (2023, March). How Do Students With Different Epistemic Sophistications Engage in Epistemic Practices in Knowledge-Building. Paper presented at AERA Annual Meeting, Chicago, United States.
Zhu, G., & Lin, F. (2023, March). Teachers Support Elementary Students' Knowledge-Building Discourse: Patterns and Correlations. Paper presented at AERA Annual Meeting, Chicago, United States.
Du, H., Xing, W., & Zhu, G. ( 2022, April). Examining Teachers' Commitment Dynamics in Twitter-Based Learning Network. Paper presented at AERA Annual Meeting, San Diego, United States.
Yohannes, M., Boatmun, A., Carpenter, E., Newman, A., Shi C., Ratner, K., Li, Q., Zhu, G., Estevez, M., & Burrow, A. L. (2021, Novembe r). GripTape Research Summaries: A Template for Translational Research and using Engaged Scholarship Principles to Enrich the Study of Late Adolescents and Emerging Adults. Paper presented at 10th Conference on Emerging Adulthood, Virtual, United States.
Raman, P., Zhu, G., & Slotta, J. (20 21, April). Supporting Collective Epistemic Agency through Social Annotation. Paper presented at AERA Annual Meeting, Virtual, United States.
Xing, W., Zheng, J., Zhu, G., & Xie, C. (2020, April). The Interplay Between Self-Regulation and Students' Engineering Design. Paper presented at AERA Annual Meeting, San Francisco, United States.
Zhu, G. (2019, March). Idea transference and growth between offline and online knowledge building discourse. Paper presented at 2019 Knowledge Building Summer Institute, Beijing, China.
Zhu, G., Teo, C.L., Khanlari, A, Mohd, S.B. (201 8, August). The use of Knowledge Building scaffolds by grade 7 students. Paper presented at Knowledge Building Summer Institute 2018, Toronto, Canada.
Zhu, G., & Costa, S. (2018, April). A review of group awareness tools/mechanisms in empirical studies in CSCL. Paper presented at AER A Annual Meeting, New York City, United States.
Zhu, G., Kestell, M., Ma, L., & Rutayisire, E. ] (2016, June). A model of fostering collective responsibility in a Knowledge Building community. Paper presented at Knowledge Building Summer Institute 2016, Singapore.
Zhu, G., Cai, S., & Kan, Y. (2014, July). Color-ball: A gesture-based vocabulary game to promote children's study. Paper presented at Third International STEM in Education Conference, Vancouver, Canada.
Zhu, G., Greisel, M., Hegele, R., Printz, H., Le'n, J.... & Bernaus, M. (2022, June). Regulation of Teaching as an Individual or Collaborative Process: Theory Meets Practice. In null (Ed.), The Proceedings of the 16th International Conference of the Learning Sciences, 1, 1802-1809.
Zhu, G., Teo, C.L., Scardamalia, M., Martin, K., Mohamed, F.,'& Woodruff, E. (2020, June). (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments. In null (Ed.), The Proceedings of the 14th International Conference of t he Learning Sciences, 1, 382-389.
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. In Kay,J., & Luckin, R. (Eds.), Rethinking Lea rning in the Digital Age: Making the Learning Sciences Count, 2, 855-862.
Hou, C., Zhu, G., & Yang, Y. (2023, June). Beyond the Cognitive Dimension: Emotion Patterns in Productive and Improvable Knowledge Building Discourse. In null (Ed.), The Proceedings of the 15th International Conferenc e on Computer Supported Collaborative Learning, 1, 67-74.
Yang, Y., Feng, X., Zhu, G., & Xie, K. (2022, June). Developing Undergraduates' Collective Epistemic Agency through Reflective Assessment. In Weinberger, A. Chen, W., Hern'ndez-Leo, D., & Chen, B. (Eds.). (Eds.), The Proceedings of t he 15th International Conference on Computer Supported Collaborative Learning, 1, 99-106.
Zhu, G., Lim, M. Fan, X., Hou, C., Yuan, G., & Azhari, A. (2023, June). The Difficulty of Collaborative Interdisciplinary Learning and Its Impact on Undergraduates' Epistemic Emotions and Problem Solving. In null (Ed.), The Proceedings of the 17th International Conference of the Learning Sciences, 1, 1-2.
Lin, F., Low, W. Y., Zhu, G., & Teo, C.L. (2023, June). Examining University Instructors' Conceptions and Perceived Changes in Knowledge Building Professional Development. In null (Ed.), The Proceedings of the 17th International Conference of the Learning Sciences, 1, 1058-1061.
Zhu, G. & Burrow, A. L. (2022, June). Interdisciplinary Learning: Is It Adolescents' Choice in Self-Driven Learning?. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), The Proceedings of the 16t h International Conference of the Learning Sciences, 2, 2086-2087.
Chan, C., Zhu, G., Slotta, J., Hewitt, J., Strobel, J....& Yang, Y. (2022, June). At the Heart of Learning: Affect, Identity and Care. In Oshima, J. Mochizuki, T. & Hayashi, Y. (Eds.), The Proceedings of the 16th Internation al Conference of the Learning Sciences, 1, 1810-1817.
Zhu, G. (2021, June). Supporting Adolescence Self-Driven Learning using A Learning Community Approach. The Proceedings of the 15th International Conference of the Learning Sciences, 2, 1-2.
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. In null (Ed.), The Proceedings of the 13th International Conference on Computer Supported Collaborative Learning, 2, 943-944.
Khanlari, A., Resendes, M., Z hu, G., & Scardamalia, M. (2017, June). Productive knowledge building discourse through student-generated questions. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Ed.), Making a Difference: Prioritizing Equity and Access in CSCL, 2, 585-588.
Zhu, G., Resendes, M., Khanlari, A., S cardamalia, M., & Wu, Y. T. (2017, June). Asking semantically similar questions in knowledge building communities: patterns and effects. Making a Difference: Prioritizing Equity and Access in CSCL, 2, 875-876.
Zhu, G., Scardamalia, M., Khanlari, A., & Wan, H. (2017, June). Evaluating the di stribution of students' contributions in theorizing: idea evenness in knowledge building communities. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Ed.), Making a Difference: Prioritizing Equity and Access in CSCL, 2, 668-671.
Khanlari, A., Resendes, M., Scardamalia, M., & Zhu, G . (2017, January). Individual role-based profiles for successful team engagement in knowledge building environments. Making a Difference: Prioritizing Equity and Access in CSCL, 2, 869-870.
Zhu, G., Cai, S., Ma, Y., & Liu, E. (2015, July). A series of leap motion-based matching games for en hancing the fine motor skills of children with autism. ICALT '15: Proceedings of the 2015 IEEE 15th International Conference on Advanced Learning Technologies, 1, 430-431.
He, J., Ren, J., Zhu, G., Cai, S., & Chen, G. (2014, July). Mobile-based AR application helps promote EFL children's vo cabulary study. ICALT '14: Proceedings of the 2014 IEEE 14th International Conference on Advanced Learning Technologies, 1, 431-433.
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, 1, 111-118.
Conference Papers Without Proceedings
Zhu, G., Raman, P., Xing, W., & Slotta, J. (2021, April). Including Student Voice in Knowledge Building Activities: Curriculu m Design for Social, Cognitive and Emotional Engagement. Paper presented at AERA Annual Meeting, Virtual, United States.
Zhu, G., Martins, M., Nazeem, R. (2020, November). The Development of Students' Knowledge Building Competence: A Longitudinal Study. Paper presented at Knowledge Buil ding Summer Institute 2020, Toronto, Canada.
Zhu, G., Moreno, M., Mafla, A., & Scardamalia, M. (2019, April). Idea improvement patterns in Knowledge Building: undergraduate and graduate levels. Paper presented at AERA Annual Meeting, Toronto, Singapore.
Zhu, G., Donoahue, Z., Fan, M., Zij lstra, B., & Scardamalia, M. (2019, April). Emotional and cognitive engagement in Knowledge Building circles: A case study of grade 1 students. Paper presented at AERA Annual Meeting, Toronto, Canada.
Zhu, G., Kim, M. S. (2017, June). A review of assessment tools of Knowledge Building to wards the norm of embedded and transformative assessment. Paper presented at Knowledge Building Summer Institute 2017, Philadelphia, United States.
Ratner, K., Li, Q., Zhu, G., Rice, M., Estevez, M., & Burrow, A. L. (2023, April). Derailment in adolescence: The daily well-being and psychoso cial correlates of feeling 'off-course' in life. Paper presented at Society for Research on Adolescence Annual Meeting, San Diego, United States.
Lin, F., & Zhu, G. (2023, March). How Do Students With Different Epistemic Sophistications Engage in Epistemic Practices in Knowledge-Building. Paper presented at AERA Annual Meeting, Chicago, United States.
Zhu, G., & Lin, F. (2023, March). Teachers Support Elementary Students' Knowledge-Building Discourse: Patterns and Correlations. Paper presented at AERA Annual Meeting, Chicago, United States.
Du, H., Xing, W., & Zhu, G. ( 2022, April). Examining Teachers' Commitment Dynamics in Twitter-Based Learning Network. Paper presented at AERA Annual Meeting, San Diego, United States.
Yohannes, M., Boatmun, A., Carpenter, E., Newman, A., Shi C., Ratner, K., Li, Q., Zhu, G., Estevez, M., & Burrow, A. L. (2021, Novembe r). GripTape Research Summaries: A Template for Translational Research and using Engaged Scholarship Principles to Enrich the Study of Late Adolescents and Emerging Adults. Paper presented at 10th Conference on Emerging Adulthood, Virtual, United States.
Raman, P., Zhu, G., & Slotta, J. (20 21, April). Supporting Collective Epistemic Agency through Social Annotation. Paper presented at AERA Annual Meeting, Virtual, United States.
Xing, W., Zheng, J., Zhu, G., & Xie, C. (2020, April). The Interplay Between Self-Regulation and Students' Engineering Design. Paper presented at AERA Annual Meeting, San Francisco, United States.
Zhu, G. (2019, March). Idea transference and growth between offline and online knowledge building discourse. Paper presented at 2019 Knowledge Building Summer Institute, Beijing, China.
Zhu, G., Teo, C.L., Khanlari, A, Mohd, S.B. (201 8, August). The use of Knowledge Building scaffolds by grade 7 students. Paper presented at Knowledge Building Summer Institute 2018, Toronto, Canada.
Zhu, G., & Costa, S. (2018, April). A review of group awareness tools/mechanisms in empirical studies in CSCL. Paper presented at AER A Annual Meeting, New York City, United States.
Zhu, G., Kestell, M., Ma, L., & Rutayisire, E. ] (2016, June). A model of fostering collective responsibility in a Knowledge Building community. Paper presented at Knowledge Building Summer Institute 2016, Singapore.
Zhu, G., Cai, S., & Kan, Y. (2014, July). Color-ball: A gesture-based vocabulary game to promote children's study. Paper presented at Third International STEM in Education Conference, Vancouver, Canada.
Keynote Speeches & Editorship of Special Issues (Central)
Other Research Outputs/Projects (Central)
Patent/Licences/Commerical Products
Yu, S., Qiu, Q., & Zhu, G. (2017). An Information Combination System based on the Relative Position of Modules. PATENT NO.CN104809922B.
Workshops and Seminars
Zhu, G., Teo, C.L., Scardamalia, M., Martin, K., Mohamed, F. ,'& Woodruff, E. (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments.
Chen, B., Zhu, G., Chang, Y. H., Ma, L., Khanlari, A., Costa, S., ... & Pei, B. (2018, August). Knowledge Building analytics: From analysis to actionable insights.
Zhu, G., Xiao, M., Moreno, M., & Mou, L. (2020, October). Navigating doctoral study (PhD and EdD) at OISE: Experience sharing across the four departments.
Chai, S. (co-chair), Mu, S., Nazeem, R., & Zhu, G. (co-chair) (2019, March). Design, implement and evaluate Knowledge Building courses in K-1 2 and Higher Education.
Koh, E., & Zhu, G. (2022, June). When Learning Analytics Met Science of Learning.
Patent/Licences/Commerical Products
Yu, S., Qiu, Q., & Zhu, G. (2017). An Information Combination System based on the Relative Position of Modules. PATENT NO.CN104809922B.
Workshops and Seminars
Zhu, G., Teo, C.L., Scardamalia, M., Martin, K., Mohamed, F. ,'& Woodruff, E. (2020, June). Emotional and Cognitive Affordances of Collaborative Learning Environments.
Chen, B., Zhu, G., Chang, Y. H., Ma, L., Khanlari, A., Costa, S., ... & Pei, B. (2018, August). Knowledge Building analytics: From analysis to actionable insights.
Zhu, G., Xiao, M., Moreno, M., & Mou, L. (2020, October). Navigating doctoral study (PhD and EdD) at OISE: Experience sharing across the four departments.
Chai, S. (co-chair), Mu, S., Nazeem, R., & Zhu, G. (co-chair) (2019, March). Design, implement and evaluate Knowledge Building courses in K-1 2 and Higher Education.
Koh, E., & Zhu, G. (2022, June). When Learning Analytics Met Science of Learning.