Author Archives: Kui Xie

Spencer Supports Research on At-Risk College Students

To succeed in college, students need be able to plan and engage in studying activities beyond the classroom. This competency is especially critical for academically at-risk students who are often not able to manage their learning engagement to achieve desired academic outcomes. Contextual features of students’ study plans and actual learning environments influence students’ engagement and learning (Xie, Heddy, & Vongkulluksn, 2019). However, due to limitations of current research methodology and instrumentation, there are no empirical evidence regarding the types of contextual features that may enhance students’ out-of-classroom engagement, limiting provision of support in this area to at-risk college students. (more…)

Team Attends 2019 AECT Convention in Las Vegas

Between Monday, October 21st and Friday, October 25th a group of researchers from the Research Laboratory for Digital Learning attended the Association for Educational Communications and Technology (AECT) International Convention in Las Vegas, Nevada. As one of the premier educational technology conferences in the world, every year, AECT gave the team an opportunity to share its research and network with other scholars. Throughout the week, the team presented in a total of five unique sessions and took time to attend other presentations and enjoy the city as well. (more…)

Building School Partnerships for Translational Research

At The Research Laboratory for Digital Learning, we place great emphasis on the idea of translational research. In working with our school partners, we learn from schools about the pressing issues and problems in practice; we translate the practical questions from the schools into academic research questions; we design research studies in addressing these questions; then we bring the results back to the schools in order to situate the results in the school context to generate meaningful findings and in return, to answer the practical questions from the schools. (more…)

Publication on Technology Acceptance in Preschool Context

Xie, K., Vongkulluksn, V., Justice, L.M. & Logan, J. (2019). Technology acceptance in context: Preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295.

This study examined how preschool teachers’ perception of technology usability and associated beliefs about technology integration influence the way they integrate a technology-based, early language and literacy curriculum, RIA-Mobile. Through multiple regression and path analysis, results showed that technology usability was a key variable that contextualizes how teachers view RIA-Mobile, and is a more proximal predictor of teachers’ perceptions of the technology’s usefulness and ease of use compared to teachers’ general technology preference. Perceptions of RIA-Mobile’s usefulness and ease of use in turn influence the way teachers integrate the tool in the classroom and their intention to use it in the future. Results from this study suggest that effective teacher technology learning programs should focus on improving teachers’ perceptions and involvement with specific technology tools they can use in their context-specific classrooms.

Panel in OSU Sesquicentennial

In honor of our Sesquicentennial, The Ohio State University hosts THINK BEYOND: Reimagining teaching and learning summit on October 15, 2019.

Our lab director, Dr. Kui Xie, is invited as a part of this celebration event. He joins in the panel discussion on Data Analytics and Student Success along with other experts from the field.

The recordings of the presentations are available at (more…)

Presentations at APA 2019 Chicago

On August 8-11, 2019, members from the Research Laboratory for Digital Learning attending the Annual meeting of the American Psychological Association. Drs. Kui Xie and Vanessa Vongkulluksn are active members of APA division 15, Educational Psychology. The two had a chance to attend many events hosted by division 15, including a symposium on Communicating the Science of Learning in a Post-Truth World, an interactive workshop on How to Engage with Policy Makers, and the Presidential Address by Dr. Michael Nussbaum. (more…)

Publication on Engagement in Context through Experience Sampling Method

Xie, K., Heddy, B., & Vongkulluksn, V. (2019). Examining learning engagement in context: The opportunities and challenges of mobile technology in experience-sampling method. Contemporary Educational Psychology, 59, 101788. 10.1016/j.cedpsych.2019.101788

With the affordances of mobile devices and experience-sampling method, this study took a person-in-context research orientation and examined the interactive relationship between self-efficacy, contextual features, and behavioral and cognitive engagement in authentic mobile learning contexts. Participants include 52 college students in teacher education programs. They responded to experience-sampling surveys based on the study events that they planned for the two weeks prior to exams during the semester. Regression analysis revealed that students’ course-specific self-efficacy and characteristics of planned study events were significantly associated with students’ behavioral engagement related to how well students implemented their study plans. Hierarchical regression analysis also showed that contextual features of the study environment, including study location and reasons for studying, moderated the relationship between task-specific self-efficacy and cognitive engagement. The results highlight the critical roles of self-efficacy and contextual features in influencing engagement in authentic anywhere and anytime mobile learning. The affordances and hinderances of experience-sampling method and mobile technologies in supporting engagement research were discussed.

Publication on Teacher Knowledge Construction

Zhang, N., Liu, Q., Zhu, J., Wang, Q., & Xie, K. (2019, online first). Analysis of temporal characteristics of collaborative knowledge construction in teacher workshops. Technology, Knowledge, and Learning.

Teacher workshops attract teachers with common goals; they wish to improve their teaching practices and subject and information technology knowledge. The asynchronous online discussion is the main activity in teacher workshops. An analytical model was developed in this study to examine the temporal characteristics of collaborative knowledge construction in teacher workshops. Specifically, 664 posts were analyzed from an asynchronous online discussion—involving 91 teachers—on the topic, “How to Make a Language Course Interesting?” The aim of this paper is to present the changes in knowledge construction levels and teachers’ social interactive characteristics resulting from participation in teacher workshops. From the findings of this study, advances in theory, methodology and pedagogical practice are indicated. The findings also indicate that knowledge construction levels and teachers’ social interactive characteristics change at different stages of discussions. Suggestions for improving the effects of online teacher workshops are provided.

Publication on Experience Sampling Method (in Chinese)

Lu, G., Xie, K., Zhang, W., Liu, Q., Zhang, N., & Mei, L. (2019). Toward real-time data collection: The application, value and prospect of experience sampling method. E-education Research, 6, 19-26. (In Chinese) DOI:10.13811/j.cnki.eer.2019.06.003

Experience sampling method(ESM) enables us to examine human experiences at the time of an event in a spontaneous, authentic context. In the era of “Internet +”, the emergence of new technologies and tools has promoted the development of ESM, making it a new method for educational research. Traditionally, to collect real-time data in natural situations, ESM reminds subjects using auxiliary tools (such as alarm), so that subjects would report themselves at any random time or close to event occurrence. Compared with other self-report methods (such as questionnaire), ESM measures individuals’ changes in natural and real situations, which is beneficial to reduce the social desirability and recall biases of the subjects. ESM emphasizes the vertical and dynamic educational research under the real situations, focuses on authenticity and contextuality of learners’ inner state, and pays attention to the dynamic and regularity of individuals’ learning experience, which helps to improve the quality and precision of educational quantitative research.

Team concludes Spencer-Funded Project with Professional Development Talk at Worthington Local Schools

A project from OSU’s Research Laboratory for Digital Learning Scaffolding Information Literacy Development in Science ended on a high note with the principal investigator, Dr. Vanessa Vongkulluksn, delivering a professional development (PD) session at Worthington City Schools’ Learning Leaders Academy. (more…)