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Professor CHEN, Gaowei

Professor CHEN, Gaowei

Professor CHEN, Gaowei

陳高偉

Tin Ka Ping Foundation Outstanding Young Professor

Unit Head

Associate Professor

Academic Unit of Mathematics, Science, and Technology

Qualification

BS in Information Engineering (Xi'an Jiaotong), MPhil in Educational Technology (Peking U), PhD in Educational Psychology (CUHK), Postdoc (Pitt Lrdc)

Associate Editor, Journal of the Learning Sciences
Editorial Board Membership, British Journal of Educational Technology, Journal of Learning Analytics
International Associate, Cambridge Educational Dialogue Research (CEDiR), University of Cambridge

Email

[javascript protected email address]

Phone

(852) 3917 7610

Location

Room 513, Meng Wah Complex

Areas
  • Learning sciences
  • Artificial Intelligence in education
  • Educational dialogue
  • Dialogic teaching and learning
  • Professional development

Research Expertise

  • Learning Sciences
  • Technology-enhanced Learning
  • Teacher Education and Development
  • Educational Psychology
  • Research Methods and Methodologies

Prospective PhD/ EdD/ MPhil Applications

I am not taking on graduate supervision in 2025-2026.

Links

 

Research Interests:

Learning sciences; Artificial Intelligence in education; Educational dialogue; Dialogic teaching and learning; Professional development; Video-based learning; Visual learning analytics; Mathematics education; Educational statistics

 

Teaching Areas:

Dialogic teaching and productive talk; Learning sciences and technologies; Educational psychology in the classroom; Quantitative research methods; Educational statistics and measurement

 

Research Group Website: https://home.v2elearn.com/

 

  1. Tin Ka Ping Foundation Outstanding Young Professorship,  University of Hong Kong, 2025-
  2. Faculty Outstanding Young Researcher Award, Faculty of Education, University of Hong Kong, 2020-21.
  3. Research Output Prize (ROP), University of Hong Kong, 2019-20.
  4. Faculty Early Career Research Output Award, Faculty of Education, University of Hong Kong, 2019-20.
  5. 41st Round PDF/RAP Scheme, University Research Committee (URC), University of Hong Kong, 2018-19.

External Grants (Principal Investigator)

  1. A video-visualization online professional development approach for teachers: Promoting productive classroom talk and student learning. HKD 744,245. RGC General Research Fund (GRF), #17605221. (2021-2024)
  2. A visualization-enhanced video-based e-learning platform (V2 e-platform) for teachers and students. HKD 3,647,464 (including matching funding from Tin Ka Ping Foundation). Innovation and Technology Fund for Better Living (FBL), #ITB/FBL/7026/20/P. (2021-2023)
  3. Analytics-Supported Collaborative Observation of Videos: The effect on student engagement and achievement in mathematics. HKD 740,200. RGC General Research Fund (GRF), #17608318. (2018-2021) 
  4. Promoting Science, Technology, Engineering, and Mathematics Education in Hong Kong: Using analytics-supported e-learning to enhance student attitudes and achievement in science. HKD 575,170. Public Policy Research (PPR) Funding Scheme. (2018-2021) 
  5. Technology-supported teacher learning about effective classroom talk: Impact on students’ participation and achievement in mathematics. HKD 679,000. RGC Early Career Scheme (ECS), #27606915. (2016-2018) 

 

External Grants (Co-Investigator)

  1. Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes. HKD 455,324. PI: Yuen Yi Lo. RGC General Research Fund (GRF), #17603321. (2021-2024)
  2. Investigating the development of responsive teaching ability in pre-service science teachers: A video-based teaching intervention. HKD 351,437. PI: Kennedy Chan. RGC General Research Fund (GRF), #17611620. (2020-2022)
  3. Education Equity in Hong Kong: Secondary analysis of the factors that contribute to Hong Kong students’ mathematics performance in Trends in International Mathematics and Science Study (TIMSS) 2015. HKD 274,992. PI: Frederick Leung. RGC General Research Fund (GRF). (2018-2019)
  4. A Longitudinal Investigation on Student Engagement in Mathematics in Chinese Higher Education Institutions from Multiple Perspectives. HKD 340,676. PI: Hongbiao Yin. RGC General Research Fund (GRF). (2018-2020)
  5. Integrating the flipped classroom paradigm into issue-based enquiry learning and teaching: Design-based research on teachers’ in-class and out-of-class facilitation strategies. HKD 563,992. PI: Morris Jong. RGC General Research Fund (GRF). (2018-2020)
  6. Unraveling the role of community service in adolescent identity formation. HKD 242,000. PI: Huixuan Xu. RGC General Research Fund (GRF), #18603515. (2015-2017) 
  7. Emotional labor in teaching and its relationship to teacher efficacy and psychological well-being. HKD 433,494. PI: Hongbiao Yin. RGC General Research Fund (GRF), #14413314. (2014-2017)
  8. Enhancing language education with artificial reality neo-platform (eLEARN). HKD 3,444,200. PI: Gary Wong. Quality Education Fund (QEF). (2017-2019)
  9. Introducing virtual reality techniques into learning and teaching of physical geography in Hong Kong secondary schools. HKD 292,560. PI: Morris Siu-yung Jong. EDB. (2016-2017)
  10. Empowering teachers through VideoReview. USD 2,295,981. PI: Susan Doubler. National Science Foundation (NSF), Discovery Research K-12 Award #1415898, (2014-2018). [Advisory Board Member]

 

Internal Grants (Principal Investigator)

  1. Learning Sciences (“Using Visual Analytics to Support Online Teacher Professional Development: An Innovative Approach and Platform”). 41st Round PDF/RAP Scheme. University Research Committee (URC), HKU. (2019-2022)
  2. Leveraging visual analytics to develop a prototypical online teacher professional development approach and platform. HKD 53,260. HKU Seed Funding, #201811159036 (2019-2020)
  3. Promoting Classroom Dialogue: Teacher Professional Development Using Online Video-Analytics and Collective Inquiry. HKD59,960. Faculty Research Fund, Faculty of Education, HKU (2019-2021)
  4. Analytics-supported collaborative learning: Impact on students of different cognitive abilities and from different socioeconomic backgrounds. HKD 77,570. HKU Seed Funding, #201611159070 (2017-2018)
  5. The development of students’ interactive and constructive engagement in the mathematics classroom. HKD 29,700. Faculty Research Fund, Faculty of Education, HKU (2017-2018)
  6. Analytics-supported student collaboration: Impact on engagement and achievement in mathematics. HKU Seed Fund for Basic Research. HKD 40,000. (2017)
  7. Facilitating knowledge exchange and coaching: An online Research Methods consultation platform. HKD 246,651. Dean’s Innovation Fund, Faculty of Education, HKU, #6010059. (2015-2017)
  8. Supporting teacher learning of classroom talk: An analytics-supported reflection approach. HKD 118,804. HKU Seed Funding, #201409159007. (2015-2016)

Journal Publications (sorted by topics; #advisee)

Technology and AI-supported teacher learning

  1. Wang, D.#, & Chen, G. (2025). Evaluating the use of BERT and Llama to analyze classroom dialogue for teachers’ learning of dialogic pedagogy. British Journal of Educational Technology.
  2. Wang, D.#, Zheng, Y., Li, J., & Chen, G. (2025). Parameter-efficiently fine-tuning large language models for classroom dialogue analysis. IEEE Transactions on Learning Technologies.
  3. Zhang, Y.#, Jin, Y., Li, N., Li, B., & Chen, G. (2025). Using cognitive diagnosis to guide workshop design: A preliminary study of examining novice mathematics teachers’ knowledge of dialogic teaching. Teaching and Teacher Education.
  4. Zhang, Y.#, Xin, J. J., Yu, Z., Liu, Y., Zhao, W., Li, N., Li, Y., & Chen, G. (2025). Enhancing preservice teachers’ use of dialogic teaching and dynamic visualizations in mathematics classes: Bridging the knowing–doing gap. International Journal of Science and Mathematics Education, 1-31.
  5. Wang, P.#, Yang, C.#, Tong, Y.#, & Chen, G. (2025). Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons. Learning, Culture, and Social Interaction. https://doi.org/10.1016/j.lcsi.2025.100892
  6. Liu, J.#, Chen, G., & Zhao, J. (2025). Unpacking the synergistic relationship between the digital environment, administrative support, and pedagogical application in fostering teachers’ digital competence. Education and Information Technologies, 1-23.
  7. Wang, D.#, Bian, C., & Chen, G. (2024). Using explainable AI to unravel classroom dialogue analysis: Effects of explanations on teachers’ trust, technology acceptance and cognitive load. British Journal of Educational Technology.
  8. Wang, D.#, & Chen, G. (2024). ChatGPT or Bert? Exploring the potential of ChatGPT to facilitate preservice teachers’ learning of dialogic pedagogy. Educational Technology & Society, 1-19.
  9. Wang, D.#, & Chen, G. (2024). Are perfect transcripts necessary when we analyze classroom dialogue using AIoT?. Internet of Things, 101105.
  10. Xu, S., Huang, X., Lo, C. K., Chen, G., & Jong, M. S. Y. (2024). Evaluating the performance of ChatGPT and GPT-4o in coding classroom discourse data: A study of synchronous online mathematics instruction. Computers and Education: Artificial Intelligence, 100325.
  11. Wang, D.#, & Chen, G. (2024). Making AI accessible for STEM teachers: Using explainable AI for unpacking classroom discourse analysis. IEEE Transactions on Education.
  12. Wang, P.#, Tong, Y.#, Yang, C.#, & Chen, G. (2024). Supporting emergency remote teaching: A post-video learning approach. Educational Technology & Society.
  13. Bridges, S. M., Chen, G., & Chan, C. K. K. (2023). Special issue editorial: “Videos and teacher learning”. Learning, Culture and Social Interaction, 40, 100704.
  14. Chen, G., & Chan, C. K. K. (2022). Visualization-and analytics-supported video-based professional development for promoting mathematics classroom discourse. Learning, Culture and Social Interaction, 33, 100609.
  15. Ni, Y., Shi, L., Cheung, A., Chen, G., Ng, O. L., & Cai, J. (2021). Implementation and efficacy of a teacher intervention in dialogic mathematics classroom discourse in Hong Kong primary schools. International Journal of Educational Research, 107, 101758.
  16. Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 29(4-5), 642-680. [most cited in the last three years in the journal]
  17. Chen, G. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers’ beliefs, self-efficacy, and classroom talk practice. Computers & Education, 144, 103670.
  18. Ni, Y., Ho, G., Cai, J., Cheung, A., Chen, G., & Ng, O. L. (2017). Research protocol: Teacher interventions aimed at engaging students in dialogic mathematics classroom discourse. International Journal of Educational Research, 86(1), 23-35.
  19. Chen, G., Clarke, S. N., & Resnick, L. B. (2015). Classroom Discourse Analyzer (CDA): A discourse analytic tool for teachers. Technology, Instruction, Cognition and Learning, 10(2), 85-105.

Technology and AI-enhanced student learning

  1. Wang, P.#, Chen, F.#, Wang, D.#, & Chen, G. (2025). Enhancing students’ dialogic reflection through classroom discourse visualisation. International Journal of Computer Supported Collaborative Learning, 1-23. https://doi.org/10.1007/s11412-024-09443-2
  2. Chen, F.#, Zhang, Y.#, & Chen, G. (2025). Exploring the effects of technology-supported collaborative inquiry and students’ ICT competency on scientific literacy and subject knowledge in rural science classrooms. Education and Information Technologies, 1-28.
  3. Tong, Y.#, Chen, G., & Jong, M. S. Y. (2025). Video-based analytics-supported formative feedback for enhancing low-achieving students’ conception of collaboration and classroom discourse engagement. Computers & Education, 105215.
  4. Wang, D.#, Gao, L., Shan, D., Chen, G., Zhang, C., & Kao, B. (2024). When Tutors Simultaneously Instruct Students from the Primary, Middle, and High School Levels in Online One-on-One Tutoring: Investigating the Interaction Dynamics Using AI, ENA, and LSA Methods. Journal of Science Education and Technology, 1-15.
  5. Chen, F.#, & Chen, G. (2024). Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies. Science & Education, 1-43.
  6. Hu, L.#, Chen, G.,& Wu, J.# (2024). Improving participation equity in dialogic collaborative problem solving: A participatory visual learning analytical approach. Journal of Computer Assisted Learning.
  7. Yu, Y.#, Tao, Y.#, & Chen, G., & Sun, C. (2024). Using learning analytics to enhance college students’ shared epistemic agency in mobile instant messaging: A new way to support deep discussion. Journal of Computer Assisted Learning.
  8. Tong, Y.#, Yang, C.#, & Chen, G. (2023). A visual learning analytics approach for knowledge building: Impact on students’ epistemic understanding of discourse, productive inquiry and domain knowledge. British Journal of Educational Technology.
  9. Hu, L.#, Chen, G., & Wu, J.# (2023). Teaching talk for thinking: The efficacy of a peer talk teaching program for improving group thinking. Thinking Skills and Creativity, 48, 101291.
  10. Tong, Y.#, Yang, C.#, Wang, P.#, & Chen, G. (2023). Promoting low-achieving students’ epistemic understanding of discourse: a video-based visual learning analytics approach. Interactive Learning Environments, 1-17.
  11. Hu, L.#, Wu, J.#, & Chen, G. (2022). iTalk–iSee: A participatory visual learning analytical tool for productive peer talk. International Journal of Computer-Supported Collaborative Learning, 17(3), 397-425.
  12. Yu, Y.#, Chen, G., Tao, Y.#, Li, X., Yang, L., & Dong, S. (2022). Promoting college students’ systems thinking in asynchronous discussions: Encouraging students initiating questions. Frontiers in Psychology, 13, 1028655.
  13. Hu, L.#, & Chen, G. (2021). A systematic review of visual representations for analyzing collaborative discourse. Educational Research Review, 34, 100403.
  14. Chen, G., Lo, C. K.#, & Hu, L.# (2020). Sustaining online academic discussions: Identifying the characteristics of messages that receive responses. Computers & Education, 156, 103938.
  15. Chen, G., Chiu, M. M., & Wang, Z. (2012). Social metacognition and the creation of correct, new ideas: A statistical discourse analysis. Computers in Human Behavior, 28(3), 868-880.
  16. Chen, G., Chiu, M. M., & Wang, Z. (2012). Predicting social cues during online mathematics discussions: Effects of evaluations and knowledge content. Computers in Human Behavior, 28(4), 1497-1509.
  17. Chen, G., & Chiu, M. M. (2008). Online discussion processes: Effects of earlier messages’ evaluations, knowledge content, social cues and personal information on later messages. Computers & Education, 50(3), 678-692.

Educational dialogue and productive talk

  1. Tao, Y.#, & Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-Analysis. Educational Research Review, 100638. https://doi.org/10.1016/j.edurev.2024.100638
  2. Wang, D.#, Tao, Y.#, & Chen, G. (2024). Artificial intelligence in classroom discourse: A systematic review of the past decade. International Journal of Educational Research, 123, 102275.
  3. Tao, Y.#, & Chen, G. (2023). Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature. Learning, Culture and Social Interaction, 39, 100702.
  4. Hu, L.#, & Chen, G. (2023). A systematic review and meta-analysis of productive peer talk moves. Journal of Behavioral Education, 1-33.
  5. Hu, L.#, & Chen, G. (2022). Exploring turn-taking patterns during dialogic collaborative problem solving. Instructional Science, 50(1), 63-88.
  6. Hu, L.#, & Chen, G. (2021). Trajectories of idea emergence in dialogic collaborative problem solving: Toward a complex dynamic systems perspective. Frontiers in Psychology, 12, 735534.
  7. Ng, O. L., Ni, Y., Shi, L., Chen, G., & Cui, Z. (2021). Designing and validating a coding scheme for analysis of teacher discourse behaviours in mathematics classrooms. Journal of Education for Teaching, 47(3), 337-352.
  8. Chen, G.,Zhang, J.#, Chan, C. K. K., Michaels, S., Resnick, L. B., & Huang, X. (2020). The link between student-perceived teacher talk and student enjoyment, anxiety, and discursive engagement in the classroom. British Educational Research Journal, 46(3), 631-652.
  9. Chen, G. (2004). Online discussion in an independent academic BBS forum: two case studies. Educational Research Journal, 19(2), 281-305.

Learning sciences and technologies

  1. Lo, C. K., Hew, K. F., Xu, S., Song, Y., Chen, G., & Jong, M. S. Y. (2025). Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review from the Activity Theory Perspective. Journal of Computer Assisted Learning, 41(3), e70005.
  2. Chen, J.#, Lin, C. H., & Chen, G. (2024). Extramural ICT factors impact adolescents’ academic performance and well-being differently: Types of self-regulated learners also matter. Education and Information Technologies, 1-33.
  3. Jiang, M. Y. C., Jong, M. S. Y., Chai, C. S., Huang, B., Chen, G., Lo, C. K., & Wong, F. K. K. (2024). They believe students can fly: A scoping review on the utilization of drones in educational settings. Computers & Education, 105113.
  4. Chen, J.#, Lin, C. H., & Chen, G. (2023). Adolescents’ self-regulated and affective learning, teacher support and digital reading literacy: A multilevel latent profile approach. Computers & Education, 205, 104883.
  5. Zhang, Y#., Wang, P#., Jia, W#., Zhang, A., & Chen, G. (2023). Dynamic visualization by GeoGebra for mathematics learning: a meta-analysis of 20 years of research. Journal of Research on Technology in Education, 1-22.
  6. Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 996.
  7. Chen, J.#, Lin, C. H., & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers & Education, 175, 104322.
  8. Hu, L.#, Chen, G., Li, P., & Huang, J. (2021). Multimedia effect in problem solving: A meta-analysis. Educational Psychology Review, 33(4), 1717-1747.
  9. Hu, L.#, & Chen, G. (2020). Visual learning analytics: Exploring the role of visualization in learning analytics. Open Education Research, 26(2), 63-74. (in Chinese)
  10. Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222-1238.
  11. Kong, X. T., Chen, G., Huang, G. Q., & Luo, H. (2017). Ubiquitous auction learning system with TELD (Teaching by Examples and Learning by Doing) approach: A quasi-experimental study. Computers & Education, 111, 144-157.
  12. Lo, C. K.#, Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
  13. Shang, J. J., Jong, M. S. Y., & Chen, G. (2015). Learning sciences: Promoting in-depth reform of education. China Educational Technology, 1, 6-13.

    Educational psychology and others
  14. Zhang, Y.#, Li, H., Chen, G., Li, B., Li, N., & Zhou, X. (2024). The moderating roles of resilience and social support in the relationships between bullying victimization and well‐being among Chinese adolescents: Evidence from PISA 2018. British Journal of Psychology.
  15. Chen, J.#, Lin, C. H., Chen, G., & Fu, H. (2023). Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study. Studies in Second Language Acquisition, 1-24.
  16. Wong, L. P.#, Chen, G., & Yuen, M. (2023). Investigating career-related teacher support for Chinese secondary school students in Hong Kong. International Journal for Educational and Vocational Guidance, 23(3), 719-740. [Publication Awards for Doctor of Education (EdD) Graduates 2022-23, Faculty of Education, HKU]
  17. Wong, L. P.#, Chen, G., & Yuen, M. (2023). Career development and the COVID-19 outbreak: protective functions of career-related teacher support. British Journal of Guidance & Counselling, 1-17.
  18. Zhang, Y.#, Jin, Y., Xiong, Z., Leung, S. O., Chen, G., Li, N., & Li, B. (2022). Personalized assessment: Applying higher-order cognitive diagnosis models in secondary mathematics. Asian Journal for Mathematics Education, 1(4), 455-474.
  19. Huang, J.#, & Chen, G. (2022). Individualized feedback to raters in language assessment: Impacts on rater effects. Assessing Writing, 52, 100623.
  20. Sou, E. K.#, Yuen, M., & Chen, G. (2022). Career development in Macao: a perspective representing small states and territories. British Journal of Guidance & Counselling, 50(6), 985-996.
  21. Wong, L. P.#, Yuen, M., & Chen, G. (2022). Career guidance and counselling: the nature and types of career-related teacher social support in Hong Kong secondary schools. British Journal of Guidance & Counselling, 50(6), 897-915.
  22. Zhang, J.#, Yuen, M., & Chen, G. (2021). Career‐related parental support, vocational identity, and career adaptability: Interrelationships and gender Differences. The Career Development Quarterly, 69(2), 130-144.
  23. Wong, L. P.#, Yuen, M., & Chen, G. (2021). Career-related teacher support: A review of roles that teachers play in supporting students’ career planning. Journal of Psychologists and Counsellors in Schools, 31(1), 130-141.
  24. Zhang, J.#, Chen, G., & Yuen, M. (2021). Development and validation of the career-related teacher support scale: Data from China. International Journal for Educational and Vocational Guidance, 21, 161-185.
  25. Sou, E. K.#, Yuen, M., & Chen, G. (2021). Development and validation of a Chinese five-factor short form of the career adapt-abilities scale. Journal of Career Assessment, 29(1), 129-147.
  26. Chen, G., Zhang, J.#, & Shang, J. (2020). A learning sciences perspective on vocational and technical education. Vocational and Technical Education. (in Chinese)
  27. Liu, Q.#, Hsieh, W. Y., & Chen, G. (2020). A systematic review and meta-analysis of parent-mediated intervention for children and adolescents with autism spectrum disorder in mainland China, Hong Kong, and Taiwan. Autism, 24(8), 1960-1979.
  28. Zhang, J.#, Yuen, M., & Chen, G. (2020). Supporting the career development of technical education students in China: the roles played by teachers. International Journal for Educational and Vocational Guidance, 20(1), 169-190.
  29. Huang, J.#, & Chen, G. (2019). From reading strategy instruction to student reading achievement: The mediating role of student motivational factors. Psychology in the Schools, 56(5), 724-740.
  30. Zhang, J.#, Chen, G., & Yuen, M. (2019). Validation of the Vocational Identity Status Assessment (VISA) Using Chinese technical college students. Journal of Career Assessment, 27(4), 675-692.
  31. Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 100283.
  32. Zhang, L. F., Horta, H., Jung, J., Chen, G., & Postiglione, G. A. (2019). The role of thinking styles in program satisfaction and perceived intellectual competence among STEM doctoral students. Journal of Educational Psychology, 111(4), 573-589. 
  33. Wang, Z., Skehan, P., & Chen, G. (2019). The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition, 3(1), 53-80.
  34. Zhang, J.#, Chen, G., & Yuen, M. (2019). Validation of the Career-related parental support scale (Chinese version). The Counseling Psychologist, 47(3), 417-443.
  35. Zhang, J.#, Yuen, M., & Chen, G. (2019). Supporting the career development of technical education students in China: The roles played by teachers. International Journal for Educational and Vocational Guidance, 1-22.
  36. Datu, J. A. D.#, Yuen, M., & Chen, G. (2018). The triarchic model of grit is linked to academic success and well-being among Filipino high school students. School Psychology Quarterly, 33(3), 428.
  37. Fung, F.#, Tan, C. Y., & Chen, G. (2018). Student engagement and mathematics achievement: Unraveling main and interactive effects. Psychology in the Schools, 55(7), 815-831.
  38. Hui, T.#, Yuen, M., & Chen, G. (2018). Career‐related filial piety and career adaptability in Hong Kong university students. The Career Development Quarterly, 66(4), 358-370.
  39. Hui, T.#, Yuen, M., & Chen, G. (2018). Career adaptability, self‐esteem, and social support among Hong Kong university students. The Career Development Quarterly, 66(2), 94-106.
  40. Zhang, J.#, Yuen, M., & Chen, G. (2018). Teacher support for career development: An integrative review and research agenda. Career Development International, 23(2), 122-144.
  41. Datu, J. A. D.#, Yuen, M., & Chen, G. (2018). Exploring determination for long-term goals in a collectivist context: A qualitative study. Current Psychology, 37(1), 263-271.
  42. Hu, X.#, Leung, F. K., & Chen, G. (2018). School, family, and student factors behind student attitudes towards science: The case of Hong Kong fourth graders. International Journal of Educational Research, 92, 135-144.
  43. Datu, J. A. D.#, Yuen, M., & Chen, G. (2017). Grit and determination: A review of literature with implications for theory and research. Journal of Psychologists and Counsellors in Schools, 27(2), 168-176.
  44. Datu, J. A. D.#, Yuen, M., & Chen, G. (2017). Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students. Personality and Individual Differences, 114, 198-205.
  45. Zhoc, K. C.#, & Chen, G. (2016). Reliability and validity evidence for the Self-Directed Learning Scale (SDLS). Learning and Individual Differences, 49, 245-250.
  46. Zhang, J.#, Yuen, M., & Chen, G. (2015). Career-related parental support for vocational school students in China. International Journal for the Advancement of Counselling, 37(4), 346-354. 

 

Conference Papers

2025

  1. Wang, D.#, Lu, Y., & Chen, G. (2025). Extended LSTMs for Knowledge Tracing: Peeking inside the Black Box. Paper accepted to the 39th AAAI Conference on Artificial Intelligence (AAAI-25), Philadelphia, Pennsylvania.
  2. Wang, D#, Chen, G., & Lu, Y. (2025). Fine-tuning Large Language Models for Knowledge Tracing Harnessing Insights from Explainable AI. The 26th International Conference on Artificial Intelligence in Education (AIED 2025), Palermo, Italy.
  3. Arvatz, A., Asterhan, C., Bouton, E., & Chen, G. (2025). Generative AI for Dialogue Coding and Training: Opportunities, Challenges and Risks. Full-day pre-conference workshop in the Annual Meeting of the International Society of the Learning Sciences (ISLS 2025). Helsinki, Finland.
  4. Yang, C. #, Wang, D.#, & Chen, G. (2025). Chat-LAD: Enhancing Teacher Understanding of Learning Analytics Dashboard with AI-Empowered Explanations. The 12th 2025 ACM Learning @ Scale Conference, Palermo, Italy.
  5. Wang, P. #, & Chen, G. (2025). Reification of dialogic practices through collaborative coding: Teacher learning during classroom video analysis. Annual Meeting of the International Society of the Learning Sciences (ISLS 2025). Helsinki, Finland.
  6. Zhang, Y. #, & Chen, G. (2025). Knowing for Using: Tracking Mathematics Preservice Teachers’ Knowledge of Dialogic Teaching in a Semester-Long PD Program. Annual Meeting of the International Society of the Learning Sciences (ISLS 2025). Helsinki, Finland.
  7. Jia, W. #, Chen, F. #, Xin J., & Chen, G. (2025). More or Fewer? Effects of multiple representation simulations in secondary physics classrooms. Annual Meeting of the International Society of the Learning Sciences (ISLS 2025). Helsinki, Finland.
  8. Jia, W. #, & Chen, G. (2025). Efficacy of dialogic teaching for learning with multiple representation simulations in secondary physics classrooms. Annual Meeting of the International Society of the Learning Sciences (ISLS 2025). Helsinki, Finland.

 

2024

  1. Yang, C.#, & Chen, G. (2024). Enhancing teacher reflection and feedback on classroom discourse during video-based professional development: A visualization approach. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
  2. Wang, D.#, & Chen, G. (2024, August). On the Interpretability of Deep Learning Models for Collaborative Argumentation Analysis in Classrooms. In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 4: Student Research Workshop) (pp. 92-102).
  3. Liu, J.#, Chen, G., Chan, C. K., & Zhao, J. (2024). Epistemic Agency for STEM Learning with Design-Based Scaffolds. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 385-386. International Society of the Learning Sciences.
  4. Wang, D.#, Gao, L., Niu, X., Chen, G., & Chai, C. S. (2024). When One Tutor Handles Students from Different Educational Levels: Their Dialogic Interactions in Online One-on-one Tutoring. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 2169-2170. International Society of the Learning Sciences.
  5. Tao, Y.#, & Chen, G. (2024). The Relationship between Teachers’ Dialogic Questioning Strategies and Students’ Creative Thinking in Elementary School Language Classrooms. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 1267-1270. International Society of the Learning Sciences.
  6. Wang, P.#, Chen, F.#, Wang, D.#, & Chen, G. (2024). Supporting dialogic reflection through visualising classroom talk in teachers’ and students’ learning communities. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 429-430. International Society of the Learning Sciences.
  7. Wang, P.#, & Chen, G. (2024). Voiced talk moves and unvoiced dialogic practices: Professional development trajectory of an English teacher [Poster presentation]. American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
  8. Zhang, Y.#, Jin, Y., Li, N., Li, B., & Chen, G. (2024). Goals Behind Talk Moves: Perception of Dialogic Teaching from a Cognitive Diagnosis Perspective. Paper to be presented at TSG 4.4 in the 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia. 
  9. Zhang, Y.#, Yu, Z., Liu, Y., Li, Y., & Chen, G. (2024). The Obstacles Between Knowing and Doing: A Case Study of Perception and Practice of Dialogic Teaching for Mathematics Preservice Teachers in China. Paper to be presented at TSG 4.4 in the 15th International Congress on Mathematical Education (ICME-15), Sydney, Australia. 
  10. Zhang, Y.#, Xin, J., Yu, Z., Liu, Y., Zhao, W., Li, N., & Chen, G. (2024). Bridging the Knowing and Doing: Preservice Teachers’ Dialogic Teaching in Dynamic-Visualization-Mediated Mathematics Classes. Paper presented in the American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
  11. Liu, J.#, Chan, C. K. K., Zhao, J., & Chen, G. (2024). Facilitating STEM Inquiry in a Knowledge Building Environment. Paper presented in the American Educational Research Association (AERA) Annual Meeting 2024, Philadelphia, USA.
  12. Chen, F.#, Wang, P.#, Wang, D.#, Jia, W.#, & Chen, G. (2024). Mining sequential patterns in classroom discourse: Insights from visualization-supported primary instruction. In Proceedings of the 16th International Conference on Computer Supported Education - Volume 2: CSEDU; ISBN 978-989-758-697-2; ISSN 2184-5026, SciTePress, pages 339-348. DOI: 10.5220/0012613300003693
  13. Lo, C, K., Xu, S., & Chen, G. (2024). An exploratory study of using AI tools to analyse classroom discourse data. Paper accepted to present in the 8th International Conference on Artificial Intelligence and Virtual Reality. Fukuoka, Japan | July 19-21, 2024.
  14. Jong, M. S. Y., Tsai, C. C., Lo, C. K., Chen, G., Tam, V., & Nalipay, M. J. N. (2024 Apr 13). Pilot research on drone-supported learning in secondary geography education. 2024 American Educational Research Association Annual Meeting, Philadelphia, Pennsylvania.
  15. Yang, C.#, & Chen, G. (2024). Designing a learning analytics dashboard for developing online teacher productive peer talk. Paper accepted to the International Conference on Learning Analytics & Knowledge (LAK2024).
  16. van der Linden, S., Chen, G., McKenney, S., Kobiela, M., Connolly, E., Wallace, A., Carvalho, R., Slotta, J. D., Walsh, M., & Schunn, C. D. (2024). Mapping interventions of teacher reflective dialogue. Symposium accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.
  17. Tao, Y.#, & Chen, G. (2024). The Relationship between Teachers’ Dialogic Questioning Strategies and Students’ Creative Thinking in Elementary School Language Classrooms. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.  
  18. Zhang, Y.#, Liu, Y., Yu, Z., Li, Y., & Chen, G. (2024). Iterative or Linear Design? Insights into Teacher Professional Development on Dialogic Teaching. In Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning-CSCL 2024, pp. 425-426. International Society of the Learning Sciences.
  19. Yang, C.#, & Chen, G. (2024). Enhancing Teacher Reflection and Feedback on Classroom Discourse During Video-Based Professional Development: A Visualization Approach. Paper accepted to the Annual Meeting of the International Society of the Learning Sciences (ISLS 2024). Buffalo, NY.

 

2023

  1. Wang, D.#, Shan, D., Zheng, Y., & Chen, G. (2023). Teacher talk moves in K12 mathematics lessons: Automatic identification, prediction explanation, and characteristic exploration. In International Conference on Artificial Intelligence in Education (pp. 651-664). Cham: Springer Nature Switzerland.
  2. Chen, F.#, Wang, P.#, Wang, D.#, & Chen, G. (2023). Fostering students’ dialogic engagement with the use of visual learning analytics as a teaching assistant tool in primary school classrooms. Full paper presented in the 31st International Conference on Computers in Education. Matsue, Shimane, Japan. [Best conference paper nominee]
  3. Wang, D.#, Shan D., Zheng, Y., Guo, K., Chen, G., & Lu, Y. (2023). Can ChatGPT detect student talk moves in classroom discourse? A preliminary comparison with Bert. In the 16th International Conference on Educational Data Mining. Bengaluru, India. https://zenodo.org/record/8115772
  4. Van der Linden, S., Lefstein, A., McKenney, S., & Chen, G. (2023). Maybe we should talk: Bringing together diverse perspectives on supporting teachers’ reflective dialogue. Pre-conference workshop organized for the Annual Meeting of the International Society of the Learning Sciences (ISLS 2023). Montreal, Canada.
  5. Wang, D.#, Tao, Y.#, & Chen, G. (2023). The talk move patterns of teacher-student interactions in K-12 mathematics lessons: An analysis based on the TalkMoves dataset. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 1811-1812. International Society of the Learning Sciences.
  6. Tong, Y.#, Yang, C.#, Chen, G., & Chan, C. K. K. (2023). Developing Productive Discourse for Knowledge Building: A Blended Approach Based on Learning Analytics. In Proceedings of the 17th International Conference of the Learning Sciences-ICLS 2023, pp. 585-592. International Society of the Learning Sciences.
  7. Tong, Y.#, & Chen, G. (2023). Developing epistemic understanding and productive dialogue through a video-based analytics-supported approach. In proceedings of ISLS Annual Meeting 2023 (pp. 139-140).
  8. Wang, P.#, & Chen, G. (2023). Enhancing dialogic teaching in English as a second language classrooms through video-based professional development. In proceedings of ISLS Annual Meeting 2023 (pp. 155-156).
  9. Yu, Y.#, Chan, C. K., Teo, C. L., & Chen, G. (2023). Examining and scaffolding collective idea improvement in knowledge building using analytics and meta-discourse. In Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning-CSCL 2023, pp. 163-170. International Society of the Learning Sciences.
  10. Hu, L.#, Wu, J.#, & Chen, G. (2023). iTalk–iSee: A participatory visual learning analytical tool for developing productive peer talk. In proceedings of ISLS Annual Meeting 2023 (pp. 13-16). 

 

2022

  1. Tong, Y.#, Yang, C.#, Wang, P.#, & Chen, G. (2022). Promoting students’ discourse understanding in a knowledge building classroom: A video-based analytics-supported approach. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications. [Best conference paper]
  2. Wang, P.#, Chen, G., Tong, Y.#, & Yang, C.# (2022). Less could be more: A case study of academically productive talk in online lessons. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications. [Best conference paper]
  3. Tong, Y.#, Chan, C. K. K., Chen, G., & Wang, P.# (2022). Developing productive classroom dialogue using analytics-supported video-based approach for teacher learning. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022 (pp. 863-870). International Society of the Learning Sciences.
  4. Hu, L.#, Chen, G., & Wu, J.# (2022). Exploring the Trajectory of Learning and Using Productive Peer Talk Moves. In Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning-CSCL 2022, pp. 193-196. International Society of the Learning Sciences.
  5. Tao, Y.#, & Chen, G. (2022). Implementation of dialogic teaching: Exploring teachers’ perceptions, attitudes, and practical challenges. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 1657-1660. International Society of the Learning Sciences.
  6. Yu, Y.#, Chan, C. K., Teo, C. L., & Chen, G. (2022). Supporting students’ collective ideas improvement through learning analytics-augmented meta-discourse. In Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning-CSCL 2022, pp. 274-281. International Society of the Learning Sciences.

 

2021

  1. Yu, Y.#, Li, X., Dong, S., & Chen, G. (2021). Promoting college Students’ systems thinking during pandemic. In Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning-CSCL 2021. International Society of the Learning Sciences.
  2. Chen, G., Lo, C. K.#, & Hu, L.# (2020). Message responsiveness during online discussions. Paper presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
  3. Chen, G., Cheng, A., & Chan, C. K. K. (2020). Improving classroom dialogue: An analytics-supported, video-based teacher professional development approach. Paper presented in the International Conference of the Learning Sciences (ICLS 2020). Nashville, TN, USA.
  4. Jong, M. S. Y., Chen, G., Tam, V. W., Hue, M. T., Chen, M., & Weng, X. (2021). Gamification of flipped classroom: FIBER Vs. G-FIBER. In 2021 International Symposium on Educational Technology (ISET) (pp. 270-274). IEEE.

 

2020 and earlier

  1. Lo, C. K., & Chen, G. (2020). Improving productive classroom talk through visual learning analytics technology: A case study of an award-winning mathematics teacher. Paper to be presented in the 2020 International Conference on Technology in Education (ICTE 2020). Macau/Online.
  2. Hu, L.#, & Chen, G. (2020, Apr 17 - 21) Turn-taking patterns in dialogic collaborative problem solving [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/qmkplqa (Conference Canceled)
  3. Huang, X., Chen, G., & Dong, B. (2020, Apr 17 - 21) Stereotype on females' success boosts females' math learning [Roundtable Session]. AERA Annual Meeting San Francisco, CA. http://tinyurl.com/w8c6s8o (Conference Canceled)
  4. Chen, G., Chan, K. H., Chan, C. K. K., Yu, J.#, Hu. L.#, Wu, J.#, & Resnick, L. B. (2019). Designing learning analytics for teacher learning: An analytics-supported teacher professional development (ASTPD) approach. Paper presented in the 13th International Conference on Computer Supported Collaborative Learning (CSCL 2019). Lyon, France. 
  5. Chen, G., Chan, K. H., Chan, C. K. K., Hu, L.#, & Yu, J.# (2019). Analytics-supported teacher professional development: The impact on classroom talk. Paper presented in the 18th Biennial European Association for Research on Learning and Instruction Conference (EARLI 2019). RWTH Aachen, Germany. 
  6. Hu, L.#, Chen, G., & Chan, C. K. K. (2019). Temporal patterns and visualizations of peer talk: Toward understanding the process and performance of dialogic collaborative problem-solving. Paper presented in the 13thInternational Conference on Computer Supported Collaborative Learning (CSCL 2019). Lyon, France. 
  7. Lo, C. K.#, & Chen, G. (2019). The use of classroom visual learning analytics in professional development: Preliminary findings of mathematics teachers’ instructional changes. Paper presented in the 3rd International Conference on Digital Technology in Education (ICDTE 2019). Tsuru University, Japan. 
  8. Jong, M. S. Y., Chen, G., & Tam, V. Jiang, Y, & Chen, M. (2019). Unforeseen impediments emerging in the process of flipped learning: A lesson learned in FIBER. Paper presented in the 27th International Conference on Computers in Education (ICCE 2019). Kenting, Taiwan. 
  9. Jong, M. S. Y., Chen, G., & Tam, V. (2019). Gamifying flipped learning for promoting students’ online participation. Paper presented in the Digital Game Research Association Annual Meeting (DiGRA 2019). Kyoto, Japan. 
  10. Chen, G., Chan, C. K. K., Yu, J.#, Hu, L.#, Clarke, S. N., & Resnick, L. B. (2018). The impact of evidence-based professional development on classroom dynamics. Paper presented in the 13th International Conference of the Learning Sciences (ICLS 2018). London, UK. 
  11. Hu, X.#, Chen, G., & Leung, F. K. S. (2018). Influential factors in students’ attitudes towards science in Hong Kong. Paper presented in the American Educational Research Association Annual Meeting (AERA 2018). New York City, NY, USA. 
  12. Ni, Y., Ho, G., Shi, L., Chen, G., & Cui, Z. (2018). Efficacy of a teacher intervention program aimed at engaging students in dialogic mathematics classroom discourse. Paper presented in the American Educational Research Association Annual Meeting (AERA 2018). New York City, NY, USA. 
  13. Ni, Y., Ho, G., Shi, L., & Chen, G. (2017). The implementation of teacher interventions in engaging students in dialogical classroom discourse. Paper presented in the European Association for Practitioner Research on Improving Learning Annual Meeting (EAPRIL 2017). Hämeenlinna, Finland. 
  14. Huang, J.#, & Chen, G. (2017). The roles and effects of reading strategies instruction on student achievement. Paper presented in the European Conference on Educational Research Annual Meeting (ECER 2017). Copenhagen, Denmark. 
  15. Huang, J.#, & Chen, G. (2017). The relationship between rater characteristics and performance ratings: A narrative review and meta-analysis. Paper presented in the 15th International Conference on Teaching and Learning Chinese in Higher Education (BCLTS 2017). Southampton University, UK. 
  16. Tang, Y.#, Hew, K. F. T., & Chen, G. (2017). Students’ participative stances and knowledge construction in small group collaborative learning with mobile instant messaging facilitation. Paper presented in the 25th International Conference on Computers in Education (ICCE 2017). Christchurch, New Zealand. 
  17. Zhang, J.#, Yuen, M. T., & Chen, G. (2017). Career-related teacher support among technical students in China. Paper presented in the 5th National Humanistic Psychological Counseling and Therapy Conference. Zhuhai, Guangdong, China. 
  18. Zhang, J.#, Yuen, M. T., & Chen, G. (2016). The effect of career-related teacher support on career development for technical students in China. Paper presented in the Asia Pacific Career Development Association (APCDA) 2016 Annual Conference. Taipei, Taiwan. 
  19. Zhang, J.#, Yuen, M. T., & Chen, G. (2016). The career-related parental support for students with low SES-Taking Chinese technical students as an example. Paper presented in the 3rd International Conference on School Guidance in the Chinese Communities. Taichung City, Taiwan. 
  20. Chen, G., Clarke, S. N., & Resnick, L. B. (2016). Technology and teacher professional development: Promoting teachers’ reflection on orchestrating classroom discussions. Paper presented in the 20th Global Chinese Conference on Computers in Education (GCCCE 2016). The Education University of Hong Kong, Hong Kong. 
  21. Chen, G., Michaels, S., & Resnick, L. B. (2016). Expert, novice, and machine coding of teacher academically productive talk moves. Paper presented in the International Conference of the Learning Sciences (ICLS 2016). National Institute of Education, Singapore. 
  22. Clarke, S. N., Chen, G., Bickel, D. D., Sherer, J. Z., & Resnick, L. B. (2015). Through the looking glass: Using a classroom discourse visualizer to support teacher reflection on practice. Paper presented in the International conference on computer supported collaborative learning (CSCL 2015). Gothenburg, Sweden. 
  23. Lo, Y. Y., & Chen, G. (2015). Exploring academically productive talk in L1 and L2-medium classrooms. Paper presented in theAnnual Meeting of the American Educational Research Association (AREA 2015). Chicago, IL, USA. 
  24. Clarke, S. N., Chen, G., & Resnick, L. B. (2014). Classroom discourse analyzer: Leveraging discourse analytics for teacher learning. Paper presented in the12th International Conference on Intelligent Tutoring Systems (ITS 2014). Honolulu, HI, USA. 
  25. Chen, G., Clarke, S. N., & Resnick, L. B. (2014). An analytic tool for supporting teachers’ reflection on classroom talk. Paper presented in the International Conference of the Learning Sciences (ICLS 2014). Boulder, CO, USA. 
  26. Clarke, S. N., Chen, G., Stainton, C., Katz, S., Greeno, J. G., Resnick, L. B., ... & Rosé, C. P. (2013). The Impact of CSCL beyond the online environment. Paper presented in the 10th International conference on computer supported collaborative learning (CSCL 2013). Madison, Wisconsin, USA.
  27. Clarke, S. N. &Chen, G. (2012). The structure of productive classroom discussion. Paper presented at the Annual Meeting of the British Educational Research Association. Manchester, United Kingdom.
  28. Chen, G., Chiu, M. M., & Wang, Z. (2011). Predicting social cues in online discussions: Implications for teachers and students. Paper presented at the American Educational Research Association Annual Meeting (AERA 2011). New Orleans, LA, USA.
  29. Chen, G., Chiu, M. M., & Wang, Z. (2011). Social cues in asynchronous online discussions: Effects of social metacognition and new ideas. Paper presented in the International Conference on Computer Supported Collaborative Learning (CSCL 2011). University of Hong Kong, Hong Kong. 
  30. Chen, G., Chiu, M. M., & Wang, Z. (2010). Group micro-creativity in online discussions. Paper presented in the 9th International Conference of the Learning Sciences (ICLS 2010). Chicago, IL, USA. 
  31. Chen, G., & Chiu, M. M. (2008). Computer mediated discussions. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.), Proceedings of the 8th International Conference of the Learning Sciences (Vol. 1, pp. 128-135). Utrecht, The Netherlands. 
  32. Chen, G., & Chiu, M. M. (2007). Effects of previous messages’ evaluations, knowledge content, social cues and personal information on the current message during online discussion. In C. A. Chinn, G. Erkens, & S. Puntambekar (Eds.), Proceedings of the 7th International Conference on Computer Supported Collaborative Learning (CSCL 2017) (pp. 135-137). New Brunswick, NJ, USA. 
  33. Chen, G. (2005). Online discussion processes. In M. Grandbastien (Ed.), Proceedings of 12th International Conference on Artificial Intelligence in Education (AIED2015) (pp. 27-32). Amsterdam, The Netherlands: University of Amsterdam.

 

Book Chapters

  1. Chan, C. K. K., & Chen, G., & Chen, B. (2024). Computer-supported collaborative learning: Theory, design, and technology. In A. O’Donnell, N. C. Barnes, & J. Reeve (Eds.), The Oxford handbook of educational psychology. Oxford: Oxford University Press.
  2. Chen, G. (2019). Visual learning analytics to support classroom discourse analysis for teacher professional learning and development. In N. Mercer, R. Wegerif, & L. Major (Eds.), International handbook of research on dialogic education (pp. 167-181). Abingdon, UK: Routledge.
  3. Wang, Z., & Chen, G. (2018). Discourse performance in L2 task repetition. In M. Bygate (Ed.), Learning language through task repetition (pp. 97-116). John Benjamins Publishers, Amsterdam.
  4. Chen, G., & Chiu, M. M. (2018). Discussion processes in online forums. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (pp. 7969-7979). Hershey, PA: IGI Global.
  5. Chen, G., & Chiu, M. M. (2015). Learning processes during online discussions. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (pp. 2544-2554). Hershey, PA: IGI Global.
  6. Chiu, M. M., & Chen, G. (2014). Statistical discourse analysis: Testing hypotheses with large datasets of electronic discourse. In H. L. Lim & F. Sudweeks (Eds.), Innovative methods and technologies for electronic discourse analysis (pp. 285-303). Hershey, PA: IGI Global.
  7. Chiu, M. M., & Chen, G. (2014). Individualism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 721-724). Thousand Oaks, CA: Sage.
  8. Chiu, M. M., & Chen, G. (2014). Collectivism. In L. Ganong, M. Coleman, & G. J. Golson (Eds.), The social history of the American family (pp. 254-256). Thousand Oaks, CA: Sage.
  9. Chiu, M. M., Molenaar, I., Chen, G., Wise, A., & Fyjita, N. (2014). Micro-analysis of collaborative processes that facilitate productive online discussions: Statistical discourse analyses in three studies. In E. Barbera & P. Reimann (Eds.), Assessment and evaluation of time factors in online teaching and learning (pp. 232-263). Hershey, PA: IGI Global.

  • Editorial boards

    • Associate Editor, Journal of the Learning Sciences
    • Editorial Board Member, British Journal of Educational Technology
    • Editorial Board Member, Journal of Learning Analytics
    •  

  • Keynote speeches

    • May 18, 2024. The use of visual analytics to improve classroom talk Guangdong–Hong Kong–Macao STEM and Science Education Forum, Foshan, Guangdong

    • Nov 11, 2022. Visualization- and analytics-supported video-based teacher professional development. The 20th Shanghai International Curriculum Forum (SICF). East China Normal University

    • Oct 30, 2022. Video-based teacher reflection in a professional learning community The 8th National Education Empirical Research Forum, Shanghai

    • Dec 3, 2022. Teacher talk and students’ emotions and engagement in the classroom Greater Bay Area Education Forum, Shenzhen University

    • Jul 7, 2021. Video-visualisation professional development approach to promoting dialogic teaching. CEDiR Annual Review 2021: Dialogue in Different Contexts. University of Cambridge

    • Oct 20, 2019. Fostering video-based teacher reflection: The use of analytics and visualization. The 21st Cross-strait Conference on Curriculum Theory and Classroom Practice. Shenzhen University

    • Jul 22, 2019. Improving teacher-student talk and student learning in the classroom. The 10th Global Chinese Conference on Inquiry Learning: Innovations and Applications (GCCIL 2019), Beijing Normal University

 

  • Invited lectures

    • Dec 2, 2024. Improving classroom talk through technology-supported teacher professional development School of Education, South China Normal University

    • Juy 2, 2024. Analytics of Classroom Discourse School of Educational Technology, Beijing Normal University

    • Jan 25, 2024. Video- and analytics-supported teaching and learning Faculty of Education, The Chinese University of Hong Kong

    • Jun 20, 2023. Video- and visualization-supported e-learning platform for teachers and students Workshop for principals, Tin Ka Ping Foundation

    • Dec 10, 2022. Improving classroom dialogue: The use of video and visualization in teacher professional development School of Foreign Studies, South China Normal University

    • Nov 23, 2022. The use of technology to analyze and improve whole-class talk School of Smart Education, Jiangsu Normal University

    • Apr 30, 2022. Statistical analysis of online discourse College of Education, Zhejiang University

    • Aug 19, 2021. Statistical discourse analysis of online interactions Faculty of Education, The Chinese University of Hong Kong

    • Jun 11, 2021. A visual learning analytics approach to improving teaching and learning Department of Mathematics and Information Technology, The Education University of Hong Kong

    • Dec 4, 2020. Journal webinar- Efficacy of video-based teacher professional development for increasing classroom discourse and student learning Journal of the Learning Sciences, the International Society of the Learning Sciences

    • Dec 14, 2019. Innovative classroom teaching: Dialogic teaching and student learning. The 2nd Guangdong-Hong Kong-Macao Greater Bay Area Forum on Education and Society, Shenzhen

    • Oct 20, 2017. The link between classroom talk and student learning. The 3rd Frontier Forum on Learning Science and Teacher Development, Peking University

    • Jul 22, 2017. Towards analyzing guided discussions. Doctoral Student Forum on MOOC research (PKU-2017), Peking University

    • Oct 23, 2016. Predicting responsiveness during online academic discussions. Doctoral Student Forum on MOOC research (PKU-2016), Peking University

    • Guest editors

      • Susan Bridges, Gaowei Chen, and Carol K. K. Chan. (on-going). Special issue on “Advances in research on videos and teacher learning.” Learning, Culture and Social Interaction (Publisher: Elsevier). 
      • Gary Wong, Leon Lei, Kening Zhu, Henry Chan, and Gaowei Chen. (2019). Special issue on “Innovative Engineering Education for Smarter World.” International Journal of Mobile Learning and Organisation (Publisher: Inderscience). 

     

    • Service to the faculty/university/community

      • Director, EdD programme, Sept 2022- Dec 2023
      • Quantitative Research Methods consultant, 2014-present 
      • Acting director, EdD programme, Aug-Dec, 2015
      • Faculty Research Ethics Committee, 2015-present
      • Faculty IT Committee, 2016-present
      • Faculty Higher Degree Committee, 2018-present

     

    • Service to professional societies

      • Organizing committee, the 7th World Education Forum, Shenzhen (Dec 14 -15, 2024)
      • Scientific committee, European Association for Research on Learning and Instruction (EARLI) SIG20&26 conference, Berlin, 2024
      • Co-chair, Doctoral Consortium,  Annual Meeting of the International Society of the Learning Sciences (ISLS 2024)
      • Co-organizer, pre-conference workshop, Annual Meeting of the International Society of the Learning Sciences, Lyon, France (ISLS 2023)
      • Chair, Division of Learning Analysis and Assessment, the 25th Global Chinese Conference on Computers in Education (GCCCE 2021)
      • Co-chair, Conference Programme, The 11st Global Chinese Conference on Inquiry Learning: Innovations and Applications (GCCIL 2020)
      • Vice Chair, Global Chinese Society for Inquiry Learning, 2022-
      • Executive Committee Member, Global Chinese Society for Inquiry Learning, 2019-
      • Co-chair, Division of Learning Analysis, Assessment, and Artificial Intelligence in Education, the 24th Global Chinese Conference on Computers in Education (GCCCE 2020)
      • Co-chair, SIG on Computer-Supported Collaborative Learning (CSCL) and Learning Sciences, the 27th International Conference on Computers in Education (ICCE 2019)
      • Technical program co-chair, IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), December 2017
      • Organizing committee member, International Symposium- Reimagining Teacher Education, Hong Kong, March 2018
      • Chair, Doctoral Student Forum, the 22nd Global Chinese Conference on Computers in Education (GCCCE), May 2018
      • Programme committee member, Track of Technology-Enhanced Science, Technology, Engineering and Math Education, 18th IEEE International Conference on Advanced Learning Technologies (ICALT), July 2018
      • Programme committee member, Track of Technology-Enhanced Science, Technology, Engineering and Math Education, 17th IEEE International Conference on Advanced Learning Technologies (ICALT), July 2017
      • Chair, Division of Learning Analysis, Assessment, and Artificial Intelligence in Education, the 21st Global Chinese Conference on Computers in Education (GCCCE), June 2017
      • Co-chair, Division of Learning Analysis and Assessment, the 20th Global Chinese Conference on Computers in Education (GCCCE), May 2016
      • Co-organizer, Learning Analytics Summer Institute (LASI), Hong Kong, July 2014
      • Reviewer for the Journal of the Learning Sciences, International Journal of Computer-Supported Collaborative Learning, Computers & Education, Computers in Human Behavior, Learning and Instruction, Journal of Educational Psychology, Teaching and Teacher Education, British Journal of Educational Technology, Dialogic Pedagogy Journal, Internet and Higher Education, Interactive Learning Environments, International Journal of Educational Technology in Higher Education, Higher Education Research & Development, Journal of Computers in Education,  Children and Youth Services Review, IEEE Transactions on Learning Technologies, Journal of Online Learning and Teaching, Journal of Educational Technology & Society

    Supervision of Doctoral Students

     

    1. Productive temporal patterns and visualizations of peer talk in dialogic collaborative problem solving
    2. Video-based analytics in teacher professional development: Impact on mathematics teachers’ noticing and productive talk in the classroom
    3. AI-empowered productive teacher professional talk: Do contextualized talk moves impact lesson study outcomes?
    4. Engaging students scientific practices in a knowledge building environment
    5. Fostering knowledge building through dialogic teaching among Chinese tertiary students
    6. Teacher academically productive talk and student emotional and cognitive engagement in the classroom
    7. Supporting Chinese parents to use discrete trial teaching to promote appropriate behaviors of their children with autism spectrum disorders
    8. Navigating primary to secondary school transition through the lens of resilience
    9. Unravelling the influence of students’ engagement on mathematics achievement

     

    Teaching List (2014-present)

     

    Undergraduate Courses

    • EDUC2004: Classroom research: An introduction

     
    Taught Postgraduate Courses

    • MEDD7121: Analysis of quantitative research in education
    • MEDD6014: Methods of research and enquiry
    • MEDD6014: Quantitative research methods workshop series
    • MEDD6201: The sciences of learning
    • MEDD6444: Effective talk in the classroom


    Research Postgraduate Courses

    • EDUR6020: Quantitative research methods I
    • EDUR6021: Quantitative research methods II
    • EEDD6701: Research methods I
    • EEDD6702: Research methods II
    • EDUR7070: Learning Theories and Educational Models for the 21st Century
    • EDUR7076: An Introduction to Systematic Review and Meta-Analysis
    • EDUR8041: Planning for theory, methods and impact of ‘learning-based research’ in schools and classrooms
    • EDUR8042: Theories of learning and design of learning environment

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