We disseminate our research through publications in high-impact, high-quality peer-reviewed journals across disciplines, including Educational Technology, Educational Psychology, Teacher Education, Early Childhood Education, and Nurse Education.

2022 & In Press

Lu, G., Liu, Q., Xie, K., Long, T., Zheng, X. (online first). Quality or quantity: How do teachers’ knowledges and beliefs ‘persuade’ their technology integration in a massive government-led training programme? The Asian-Pacific Education Researcher. DOI: (SSCI Journal; Impact Factor: 2.561)

Wang, J., Xie, K., Liu, Q., Long, T., & Lu, G. (online first). Examining the effect of seat location on students’ real-time social interactions in a smart classroom using experience sampling method. Journal of Computers in Education,

Lu, G., Xie, K., & Liu, Q. (online first). What influences student situational engagement in smart classroom: perception of learning environment and students’ motivation. British Journal of Educational Technology. (SSCI Journal; Impact Factor: 4.929)

Vongkulluksn, V.W. & Xie, K. (2022). Multilevel latent state-trait models with experiential sampling data: An illustrative case of examining situational engagement. Open Education Studies, 4(1), 252-272. (Open Access with Free Downloads)

Jiang, Z. & Xie, K. (2022). Motivating online language learners: From theory to design strategies. Journal of Technology and Chinese Language Teaching, 13(1), 1-25. (Open Access with Free Downloads)

Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2022). Exploring Chinese In-service Elementary Teachers’ Technological Pedagogical Content Knowledge for the Use of Thinking Tools, Asia Pacific Journal of Education, 42(2), 350-370. DOI: 10.1080/02188791.2020.1812514 (SSCI Journal; Impact Factor: 0.733)

Martin, F., Wu, T., Wan, L. & Xie, K. (2022). A meta-analysis of research on community of inquiry and its impact of student learning outcomes. Online Learning,26(1), 325-359. DOI: 10.24059/olj.v26i1.2604 (Open Access with Free Downloads)

Vongkulluksn, V.W., Lu, L., Nelson, M.J., & Xie, K. (2022). Cognitive engagement with technology scale: A validation study. Educational Technology Research & Development, 70, 419–445. (SSCI Journal; Impact Factor: 3.565)

Wu CH., & Huang L. (2022). Instructors’ Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study. In: Liu S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham.

Martin, F., Xie, K., & Bolliger, D. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S1-S13. DOI: 10.1080/15391523.2021.1991703 (SSCI Journal; Impact Factor: 2.043; Open Access with Free Downloads)

Xie, K., Vongkulluksn, V.W., Cheng, S.L., & Jiang, Z. (2022). Examining high-school students’ motivation change through a person-centered approach. Journal of Educational Psychology, 114(1), 89-107. DOI: (SSCI Journal; Impact Factor: 5.805)

Liu, Q., Li, X., Xie, K., Chang, B., & Zheng, X. (2022). Developments and Prospects of Empirical Research on Multimodal Learning Analysis. e-Education Research, 1, 71-78. DOI: 10.13811/j.cnki.eer.2022.01.009 (In Chinese)

Bowman, M.A., Vongkulluksn, V.W., Jiang, Z. & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education. 54(2), 188-204. DOI: 10.1080/15391523.2020.1830895 (SSCI Journal; Impact Factor: 1.585; Open Access with Free Downloads)

Liu, Q., Zhang, N., Chen, W., Wang, Q., Yuan, Y., & Xie, K. (2022). Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations, Social Semiotics, 32(2), 184-204. DOI: 10.1080/10350330.2020.1722368 (SSCI Journal; Impact Factor: 0.704)


Li, X., Xie, K., Vongkulluksn, V.W., Stein, D. & Zhang, Y. (online first). Developing and testing a design-based learning approach to enhance elementary students’ self-perceived computational thinking. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2021.1962453. (SSCI Journal; Impact Factor: 1.585)

Xie, K., Nelson, M.J., Cheng, S.L., & Jiang, Z. (online first). Examining changes in teachers’ perception of external and internal barriers in K-12 technology integration. Journal of Research on Technology in Education, DOI: 10.1080/15391523.2021.1951404 (SSCI Journal; Impact Factor: 1.585; Open Access with Free Downloads)

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (online first). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020, Computer Assisted Language Learning, DOI: 10.1080/09588221.2021.1933540 (SSCI Journal; Impact Factor: 4.789)

Duan, J., Lu, L., & Xie, K. (online first). Examining collaborative knowledge building in three social interactive learning environments: A comparison between knowledge network, social network, and social knowledge network. Interactive Learning Environments. DOI: 10.1080/10494820.2021.1944882 (SSCI Journal; Impact Factor: 1.938)

Ba, S., Stein, D., Liu, Q., Long, T., Xie, K., & Wu, L. (2021). Examining the effects of a pedagogical agent with dual-channel emotional cues on learning emotions, cognitive load, and knowledge transfer performance. Journal of Educational Computing Research, 59(6), 1114-1134. DOI: 10.1177/0735633121992421 (SSCI Journal; Impact Factor: 2.180)

Lu, G., Xie, K., Liu, Q., Zhang, C., & Yu, S. (2021). Automated annotation of classroom behaviors with AI engine. Open Education Research, 27(6), 97-107. DOI: 10.13966/j.cnki.kfjyyj.2021.06.011 (In Chinese, Open Access with Free Downloads).

Cheng, S.L., & Vongkulluksn, V.W. (2021). Adaptability, collaboration, mentorship, and impact: Lessons learned by a leading Asian American scholar. In N.D. Hartlep, D. Ball, & K.E. Wells (Eds., 2nd Edition), Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences. Peter Lang Publishing, Incorporated.

Hawk, N., Bowman, M., & Xie, K. (2021). Theory-based intervention framework to improve mathematics teachers’ motivation to engage in online professional development. In Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. DOI: 10.1007/978-3-030-80230-1_11

North, C., Shortt, M., Bowman, M.A., & Akinkuolie, B. (2021). How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model. TechTrends, 65 713-730.

Nathan, H., Vongkulluksn, V.W., Xie, K., & Bowman, M. (2021). Cognitive tasks in the core content areas: Factors that influence students’ technology use in high-school classrooms. Journal of Computer Assisted Learning, 37(4), 1077-1090. DOI: (SSCI Journal; Impact Factor: 2.126)

Cheng, S.L. & Xie, K. (2021). Why college students procrastinate in online courses: A self-regulated learning perspective. Internet and Higher Education, 50, 100807. DOI: 10.1016/j.iheduc.2021.100807 (SSCI Journal; Impact Factor: 6.566)

Xie, K. (2021). Projecting learner engagement in remote contexts using empathic design. Educational Technology Research & Development, 69, 81-85. DOI: 10.1007/s11423-020-09898-8 (SSCI Journal; Impact Factor: 2.303)

Shortt, M. (2021). Synthesizing a Japanese-language functional expression learning system with Chinese-speaking learners’ cultural interests and backgrounds. Educational Technology Research & Development, 69, 319-322. DOI: 10.1007/s11423-020-09890-2 (SSCI Journal; Impact Factor: 2.303)

Akinkuolie, B. & Shortt, M. (2021). Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement. Educational Technology Research & Development, 69, 369-372. DOI: 10.1007/s11423-020-09936-5 (SSCI Journal; Impact Factor: 2.303)

Tornwall, J., Xie, K., Yu, S., Zurmehly, J., Stein, D., & Nichols, R. (2021). Effects of knowledge and value on quality of supportive peer feedback: A quasi-experimental study. Nurse Educator, 46(3), 174-179. DOI: 10.1097/nne.0000000000000897 (SSCI Journal; Impact Factor: 1.454)


Vongkulluksn, V., Xie, K., & Hawk, N. (2020). Teachers’ value beliefs profiles: Antecedents and associations with technology integration practices. Teachers College Record, 122(12). (SSCI Journal; Impact Factor: 0.970)

Xie, K., Vongkulluksn, V., Lu, L., & Cheng, S.L. (2020). A person-centered approach to examining high-school students’ motivation, engagement and academic performance. Contemporary Educational Psychology, 62, 101877. DOI: 10.1016/j.cedpsych.2020.101877 (SSCI Journal; Impact Factor: 2.863)

Sun, Z. & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. DOI: 10.1016/j.iheduc.2020.100731 (SSCI Journal; Impact Factor: 6.566)

Cheng, S.L., Lu, L., Xie, K., & Vongkulluksn, V.W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91 103062. DOI: 10.1016/j.tate.2020.103062 (SSCI Journal; Impact Factor: 2.686)

Nelson, M.J. & Hawk, N.A. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teacher Education, 89 103006. DOI: 10.1016/j.tate.2019.103006 (SSCI Journal; Impact Factor: 2.686)

Wan, L., Stein, D., & Xie, K. (2020). Two decades of research on Community of Inquiry framework: Retrospect and prospect. Open Education Research, 26(6), 57-68. DOI: 10.13966/j.cnki.kfjyyj.2020.06.006 (In Chinese)

Lin, Y.R., Fan, B., & Xie, K. (2020). The influence of a web-based learning environment on low achievers’ science argumentation. Computers & Education, 151, 103860. DOI: 10.1016/j.compedu.2020.103860 (SSCI Journal; Impact Factor: 5.296)

Tornwall, J., Lu, L., & Xie, K. (2020). Frequency of participation in student response system activities as a predictor of final grade: An observational study. Nurse Education Today, 87 104342. DOI: 10.1016/j.nedt.2020.104342 (SSCI Journal; Impact Factor: 2.490)

Zhang, N., Liu, Q., Zhu, J., Wang, Q., & Xie, K. (2020). Analysis of temporal characteristics of collaborative knowledge construction in teacher workshops. Technology, Knowledge, and Learning, 25, 323–336. DOI: 10.1007/s10758-019-09422-9


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 (SSCI Journal, Impact Factor: 2.484)

Xie, K., Hensley, L., Law, V., & Sun, Z. (2019). Self-Regulation as a function of emergent leadership in small group online collaborative learning. British Journal of Educational Technology, 50(1), 456-468. 10.1111/bjet.12594 (SSCI Journal, Impact Factor: 2.41)

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.

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. DOI:10.13811/j.cnki.eer.2019.06.003 (In Chinese)

Xie, K., Heddy, B.C., & Greene, B.A. (2019). Affordances of using mobile technology to support experience-sampling method in examining college students’ learning habits. Computers & Education, 128, 183-198. 10.1016/j.compedu.2018.09.020 (SSCI Journal, Impact Factor: 3.819)

Nelson, M.J., Voithofer, R., & Cheng, S.L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. 10.1016/j.compedu.2018.09.023 (SSCI Journal, Impact Factor: 3.819)

Gimbert B., Acree L., Xie K., Anthony A.B. (2019) P-16 Partnerships for Learning with Mobile Technologies: Design, Implement and Evaluate. In: Zhang Y., Cristol D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg

Duan, J., Xie, K., Hawk, N., Yu, S. (2019). Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high- and low-performing learners in cMOOCs. British Journal of Educational Technology, 50(1), 199-217. 10.1111/bjet.12687 (SSCI Journal, Impact Factor: 2.41)


Xie, K., Di Tosto, G., Lu, L., & Cho, Y.S. (2018). Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis. The Internet and Higher Education, 38, 9-17. 10.1016/j.iheduc.2018.04.002 (SSCI Journal, Impact Factor: 4.238)

Xie, K., Di Tosto, G., Chen, S.B., & Vongkulluksn, V. (2018). A systematic review of design and technology components of educational digital resources. Computers & Education, 127, 90-106. 10.1016/j.compedu.2018.08.011 (SSCI Journal, Impact Factor: 3.819)

Cheng, S.L. & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113. 10.1016/j.tate.2018.04.014 (SSCI Journal, Impact Factor: 2.18)

Vongkulluksn, V.W., Xie, K., & Bowman, M.A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81. 10.1016/j.compedu.2017.11.009 (SSCI Journal, Impact Factor: 3.819)

Myrtil, M., Justice, L., Pelfrey, L, Logan, J., Xie, K., & Barnes, L. (2018). Preschool teachers’ implementation fidelity when using a technology-mediated language and literacy intervention. Child and Youth Care Forum, 47(6), 771-786. 10.1007/s10566-018-9460-3 (SSCI Journal, Impact Factor: 1.224)

Hashim, A.K., & Vongkulluksn, V.W. (2018). E-Reader apps and reading engagement: A descriptive case study. Computers & Education, 125, 358-375. 10.1016/j.compedu.2018.06.021 (SSCI Journal, Impact Factor: 3.819)

Sun, Z., Xie, K., & Anderman, L. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36(1), 41-53. 10.1016/j.iheduc.2017.09.003 (SSCI Journal, Impact Factor: 4.238)


Xie, K., Lu, L., Cheng, S.L., & Izmirli, S. (2017) The interactions between facilitator identity, conflictual presence, and social presence in online collaborative learning. Distance Education. 38(2), 230-244. 10.1080/01587919.2017.1322458 (SSCI Journal, Impact Factor: 2.021; 2018 AECT Distance Learning Division Best Qualitative Research Award)

Xie, K., & Hawk, N. (2017). Technology’s role and place in student learning: What we have learned from research and theories. In J.G., Cibulka, & B.S. Cooper (eds.), Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today (pp. 1-17), Rowman & Littlefield: Lanham, MD. ISBN-10: 1475831048

Xie, K., Kim, M.K., Cheng. S.L., & Luthy, N.C. (2017). Digital content evaluation as technology professional development. Educational Technology Research and Development, 65(4), 1067-1103. 10.1007/s11423-017-9519-0 (SSCI Journal, Impact Factor: 1.171)

Kim, M.K., Xie, K., & Cheng. S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. 10.1016/j.tate.2017.05.006 (SSCI Journal, Impact Factor: 1.823)

Sun, Z., & Xie, K. (2017). A case study on math. In R. Perkins, L.S. Green, & J. R. Banas (eds.), The Flipped College Classroom: Conceptualized and Re-Conceptualized. (pp. 154-158). Springer: New York, NY. ISBN 978-3-319-41855-1

Li, J., & Jiang, Z. (2017). Students’ perceptions about a flipped online Chinese language course. Journal of Technology and Chinese Language Teaching, 8(2), 25-38.

Selected Earlier Articles

Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: a theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. 10.1111/bjet.12314 (SSCI Journal, Impact Factor: 1.318)

Xie, K., Yu, C., & Bradshaw, A.C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education, 20, 10-19. 10.1016/j.iheduc.2013.09.003 (SSCI Journal, Impact Factor: 2.013)

Xie, K. & Huang, K. (2014). The role of beliefs and motivation in asynchronous online learning in college-level classes. Journal of Educational Computing Research, 50(3), 317-343. 10.2190/EC.50.3.b (SSCI Journal, Impact Factor: 0.561)

Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behavior in online discussions. British Journal of Educational Technology, 44(2), 288-301. 10.1111/j.1467-8535.2012.01291.x (SSCI Journal, Impact Factor: 2.098)

Xie, K., Miller, N.C., & Allison, J.R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers and Education, 63, 404-415. 10.1016/j.compedu.2013.01.003 (SSCI Journal, Impact Factor: 2.621)

Tollison, S. & Xie, K. (2012). Preparing students in online debates with worked examples. Journal of Educational Computing Research, 47(2), 155-174. 10.2190/EC.47.2.c (SSCI Journal, Impact Factor: 0.561)

Hardré, P.L., Crowson, H.M., & Xie, K. (2012). Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires. Educational and Psychological Measurement, 72(6), 1015-1038. 10.1177/0013164412451977 (SSCI Journal, Impact Factor: 1.158)

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. 110.1111/j.1467-8535.2010.01140.x (SSCI Journal, Impact Factor: 2.139)

Xie, K., Durrington, V.A., & Yen, L.L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Journal of Online Learning and Teaching, 7(1), 17-29.

Hardré, P.L., Crowson, H.M., & Xie, K. (2010). Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use, Journal of Educational Computing Research, 42(1), 103-133. 10.2190/EC.42.1.e (SSCI Journal, Impact Factor: 0.561)

Ke, F., & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education, 12(3-4), 136-145. 10.1016/j.iheduc.2009.08.001 (SSCI Journal, Impact Factor: 1.896)

Kauffman, D., Ge, X., Xie, K., & Chen, C.H. (2008). Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students. Journal of Educational Computing Research, 38(2), 115-137. 10.2190/EC.38.2.a (SSCI Journal, Impact Factor: 0.561)

Xie, K., & Bradshaw, A.C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations, International Journal of Technology in Teaching and Learning, 4(2), 148-165.

Hardré, P.L., Crowson, H.M., Xie, K., & Ly, C. (2007) Testing differential effects of Computer-Based, Web-Based and Paper-Based administration of questionnaire research instruments, British Journal of Educational Technology, 38(1), 5-22. 10.1111/j.1467-8535.2006.00591.x (SSCI Journal, Impact Factor: 2.139)

Xie, K., DeBacker, T.K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34(1), 67-89. 10.2190/7BAK-EGAH-3MH1-K7C6 (SSCI Journal, Impact Factor: 0.561)