Implementing LXD to Support Undergraduate Online Teaching and Learning through Embedded Video Questions
Design-based Research | Quasi-experimental Study
This in situ design-based research study assessed undergraduate science instruction at R1 public university while distance learning. It has become increasingly important to support online teaching and learning while integrating educational technologies informed by evidence-based practices of pedagogical learning experience design (LXD). Consequently, this efficacy study aimed to test the effectiveness of embedded-video questions supporting or hindering students’ learning experience
Improving Next Generation Science Standards Elementary Science Teacher Self-Efficacy Through Online Learning Experience Design.
Design-based research | Mixed-Methods
The current study is part of a large-scale online professional development (PD) program that prepares teachers to implement both NGSS-aligned STEM and NGSS+Arts STEAM with the goals of increasing teacher science content knowledge, teacher self-efficacy, and teaching perceptions in elementary science.
Supporting Children’s Engagement through LXD, Situational Interest, and User Experience
Design-based research | Mixed-Methods
With the shift of students back into the classroom, instructors are continuing to look for ways to supplement traditional in-person learning with the affordances of online learning modalities. Therefore, we aimed to better understand how our learning experience design (LXD) efforts support or hinder children’s engagement during an online, video-based math course.
A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement
Design-based Research | Survey Analysis | Structure Equation Modeling
Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. To this end, we aim to better understand how deploying the learning experience design (LXD) approach supports or hinders children’s engagement while participating in an online, video-based math course.
Other Projects & Professional Talks
Publications
Publications Under Review
Corrigan, M. W., Wong, J. T. Grove, D., Andersen, S. B., & Hughes, B. S. (Under Review, 2023). STEAM-first or STEM-first for Emerging Bilingual and English Fluent Students? Exploring Misconceptions & Order Effects on Elementary Life Science Conceptual Change. Journal for STEM Education Research.
Wong, J., Richland, L. E., & Hughes, B. S. (Under Review, 2023). Implementing Learning Experience Design to Support Students’ Knowledge Outcomes, Self-regulation, and Critical Thinking through Embedded Video Questions. International Journal of Educational Technology in Higher Education.
Wong, J., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (Under Review, 2023). Fostering Engaging Online Learning Experiences: Investigating Situational Interest and Mind-Wandering as Mediators through Learning Experience Design. Journal of Education and Information Technologies.
Wong, J., Richland, L. (Under Review, 2023). Supporting Children’s Engagement through Learning Experience Design, Situational Interest, and User Experience: Implementing a Blended Learning Math Experience in the Classroom. Journal of Educational Technology Research and Development.
Zhao, H., Vollman, E., Wong, J., Lerner, B., Yeung, N., Richland, L. (Under Review, 2023). Individual Differences in Attention to Analogical Relations. Journal of Experimental Child Psychology
Selected Publications
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/1046560X.2022.2112552
Hughes, B. S., Corrigan, M. W., Grove, D., Andersen, S. B., & Wong, J. T. (2022). Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States. International Journal of STEM Education, 9(1), 1-19. https://doi.org/10.1186/s40594-022-00375-7
Wong, J. T., & Hughes, B. S. (2022). Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 1-38. https://doi.org/10.1007/s12528-022-09342-1
Wong, J., Chen, E., Au-Yeung, N., Lerner, B., & Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 472-479. International Society of the Learning Sciences. https://dx.doi.org/10.22318/icls2022.472
Corrigan, M. W., Grove, D., Andersen, S., Wong, J. T., & Hughes, B. S. (2022). Sometimes Finding Nothing Is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point). International Journal of Educational Methodology, 8(1), 11-27. https://doi.org/10.12973/ijem.8.1.11
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. Aera Open, 7, 23328584211065721. https://doi.org/10.1177/23328584211065721
Wong, J., Yeung, N. A., Lerner, B., & Richland, L. (2021). Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. International Society of the Learning Sciences. https://doi.dx.org/10.22318/icls2021.521
Conference Proceedings
Wong, J., Hughes, B. (2023). The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students’ Knowledge Outcomes. ISLS (International Society of the Learning Sciences) Annual Conference. Montreal, Quebec, Canada
Wong, J., Hughes, B. (2023). Asynchronous Online or Blended/ Hybrid: Implementing Learning Experience Design to Support Students Learning Behaviors. NARST (National Association for Research in Science Teaching) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Learner, B., Lee, J., Abestilla, J., Kwong, M., Richland, L. (2023). Supporting Children’s Online Math Engagement through Learning Experience Design and Higher-Order-Thinking. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Hughes, B., Cai, J., Richland, L., Wong, J. (2023). Implementing Learning Experience Design to Support Undergraduate Teaching and Learning through Online Embedded Video Questions. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Decker, D., Wilson, M., Davila, S., Richland, L., Hughes, B. (2023). Leveraging Learning Experience Design to Support Virtual Reality Language Learning in the Metaverse. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J.T., Chen, E., Au Yeung, N, Lerner, L, Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement. ISLS (International Society of the Learning Sciences) Annual Conference. Hiroshima, Japan.
Wong, J.T., Au Yeung, N., Lerner, L., Richland, L. (2022). Instructional Design, Situational Interest, and User Experience: Promoting Children’s Online Engagement Through Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Au Yeung, N., Richland, L., Hughes, B. (2022). Leveraging Learning Experience Design to Deploy Embedded Video Questions to Support Students’ Online Learning Experience. NARST (National Association for Research in Science Teaching) Annual Conference. Vancouver, British Columbia, Canada
Hughes, B., Wong, J.T. (2022). Leveraging Learning Experience Design to Support Student Learning Behaviors in Online Undergraduate Courses. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Bui, E., Fields, D., Hughes, B. (2022). Online Teacher Professional Development: Leveraging Instructional Design to Support Teachers’ Science Content Knowledge, STEAM Perceptions, and Self-efficacy to Improve NGSS Elementary Science Instruction through Digital Media. ILS (Innovate Learning Summit) Association for the Advancement of Computing in Education (AACE) Annual Conference.
Bui, E., Wong, J.T., Fields, D., Hughes, B. (2022). Improving Next Generation Science Standards Elementary Science Teacher Self-Efficacy Through Online Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Feng, J, Farias, L, Wong, J.T., Au Yeung, N, Richland, L (2021). The Relationship Between Mathematics Anxiety and Performance in an Elementary Student Context. WPA (Western Psychological Association) Annual Conference.
Wong, J.T., Mesghina, A, Au Yeung, N, Richland, L (2021). Pandemic Teaching and Learning: The Influences of Undergraduate Motivation and Stress on Online Engagement while Distance Learning AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Learning Experience and Instructional Design Efforts Promoting Self-efficacy and Task-value in Undergraduate Science Online Courses. NARST (National Association for Research in Science Teaching) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Teacher Professional Development: The Influence of Teacher Self-Efficacy and Perceptions to Improve Elementary Science Instruction through Digital Media. ATE (Association of Teacher Educators Annual Meeting) Annual Conference. Anaheim, California
Wong, J.T., Hughes, B. (2021). Quality Matters: Instructional Design Efforts for Online Teacher Professional Development in Elementary Science Instruction AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Professional Development: The Effects of Teaching Efficacy and Perceptions on Teaching Science through Arts and Technology AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Effectiveness of Online Professional Development for Teaching Science through Arts and Digital Media: An Evaluation of Teachers’ Self-Efficacy and Perceptions. WMSCI (World Multi-Conference on Systemics, Cybernetics, and Informatics)
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Designing Quality Online Professional Development: A Mixed Methods Review and Analysis of Efforts and Outcomes. AERA (American Educational Research Association) Annual Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Improving Science Instruction and Perceptions through Increased Science Knowledge: An Examination of Teaching Efficacy and Perceptions. AERA (American Educational Research Association) Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration to Reverse Misconceptions. Paper presented at the American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration for Misconception Reversal. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Andersen, S., Wong, J.T. Hughes, B. (2019, April). Arts Before Inquiry Leads to Higher Learning Gains in Arts-Integrated Elementary Science Curriculum. Paper presented at American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Andersen, S., Wong, J.T., Hughes, B. (2019, April). Integrating Arts Prior to Inquiry Methods Leads to Higher Learning Gains in Elementary Science. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Wong, J.T., Hughes, B. S. (2018, March). “Fly-Over Videos” Digital Media in Higher Education. Presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), Atlanta, GA, USA.
Wong, J.T., Hughes, B. S. (2017, November). Student Opinions on Digital Art Media: “Fly-Over Videos” in Higher Education. Proceedings, pg. 3123-3132. Poster presented at the 10th Annual International Conference of Education, Research, and Innovation (iCERi), Seville, Spain. doi: 10.21125/iceri.2017.0869