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Cheng-Ye Liu

east china normal university

H指数:6

被引数:179

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Enhancing generative AI-assisted programming learning with Socratic questioning: effects on learning achievement, computational thinking, and metacognitive awareness

基于苏格拉底式提问增强生成式AI辅助编程学习：对学习成就、计算思维和元认知意识的影响

Education and Information Technologies

IF5.4

2026-09-090

PRE

Exploring the interactive effects of task complexity and metacognitive scaffolding on students’ performance in collaborative programming

探究任务复杂性与元认知支架对学生在协作编程中表现的影响

Metacognition and Learning

IF4.8

2026-06-050

OAAI

Effects of a Self-Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self-Efficacy

自我调节的合作编程方法对小学生编程知识、元认知意识和自我效能感的影响

Journal of Computer Assisted Learning

IF4.6

2026-02-010

OAAI

360° Digital Travel to Improve Emotional State and Well-Being During the COVID-19 Pandemic: The Role of Presence and Sense of Place

CYBERPSYCHOLOGY BEHAVIOR AND SOCIAL NETWORKING

IF3.9

2023-09-015

PRE

A study on the relationship between student' learning engagements and higher-order thinking skills in programming learning

程序设计学习中学生学习参与度与高阶思维能力的关系研究

THINKING SKILLS AND CREATIVITY

IF4.5

2023-09-0126

PRE

Development of a metacognitive regulation-based collaborative programming system and its effects on students' learning achievements, computational thinking tendency and group metacognition

基于元认知调节的协作编程系统的开发及其对学生学习成绩、计算思维倾向和群体元认知的影响

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY

IF8.1

2023-07-124

PRE

Collaborative programming based on social shared regulation: An approach to improving students' programming achievements and group metacognition

computer assisted language learning

IF4.6

2023-05-175

PRE