| 2025 |
Zhang, Y., Paquette, L., & Bosch, N. (2025). Conditional and marginal strengths of affect transitions during computer-based learning. International Journal of Artificial Intelligence in Education, 35, 1317-1345. https://doi.org/10.1007/s40593-024-00430-0 Wang, M., Wang, S., Zhang, Y., Shen, S., & Feng, S. (2025). Peeking at low versus high achievers’ problem-solving processes in interactive tasks with multiple items. Thinking Skills and Creativity, 56, 101743. https://doi.org/10.1016/j.tsc.2024.101743 Mu, S., Zhou, D., & Zhang, Y. (2025). Teacher-student interactions in blended synchronous classrooms of rural China. Asia Pacific Journal of Education. Advance online publication. https://doi.org/10.1080/02188791.2025.2501023 Zhang, Y., Zheng, Y., Zhang, X., Guo, H., & Hu, X. (2025). Rethinking the Classroom: The Enablement and Empowerment of Generative Artificial Intelligence. Open Education Research, 31(4), 44-52. https://doi.org/10.13966/j.cnki.kfjyyj.2025.04.005 (in Chinese) Zhang, Y., Chen, X., & Hu, X. (2025). Research on the Heterogeneous Effects of Peer Dialogic Feedback Strategies in Collaborative Learning. e-Education Research, 5, 87-93. https://doi.org/10.13811/j.cnki.eer.2025.05.012 (in Chinese) Mu, S., Chen, X., Liu, X., Zhang, Y., Zhang, Y., & Hu, X. (2025). Effects of Human and Automated Feedback on Pre-service Teachers’ Nonverbal Teaching Skills During Microteaching. In A. I. Cristea et al. (Eds.), Proceedings of the AIED 2025 Workshops (CCIS 2592) (pp. 103–110). Springer, Beijing, China. https://doi.org/10.1007/978-3-031-99267-4_13 |
| 2024 |
Zhang, Y., Paquette, L., & Hu, X. (2024). Combining latent profile analysis and programming traces to understand novices’ differences in debugging. Computers & Education, 214, 105029. https://doi.org/ 10.1016/j.compedu.2024.105029 Zhang, Y., Paquette, L., & Bosch, N. (2024). Using Permutation Tests to Identify Statistically Sound and Nonredundant Sequential Patterns in Educational Event Sequences. Journal of Educational and Behavioral Statistics, 50(3), 387-419. https://doi.org/10.3102/107699862412487 Zhang, Y., Jiang, L., Zhou, J., Li, S., & Mu, S. (2024). Preservice Teachers’ Knowledge and Beliefs of Generative Artificial Intelligence in Education: The Status, Issues, and Strategies. Chinese Journal of ICT in Education, 30(10), 32-43. https://doi.org/10.3969/j.issn.1673-8454.2024.10.003 (in Chinese) Zhang, Y., Ye, Y., Paquette, L., Wang, Y., & Hu, X. (2024). Investigating the reliability of aggregate measurements of learning process data: From theory to practice. Journal of Computer Assisted Learning, 40(3) https://doi.org/10.1111/jcal.12951 Zhang, Y. (2024). The Effect of Feature Reliability on the Generalization of Machine Learning Models in Educational Data. In Proceedings of the 32nd International Conference on Computers in Education (ICCE 2024) (pp. 1–6). Asia-Pacific Society for Computers in Education, Manila, Philippines. https://doi.org/10.58459/icce.2024.4818 Tan, Z., Zhang, Y., & Mu, S. (2024). Error Tolerance in Automatic Short Answer Grading with Large Language Models: The Case of Handwriting Recognition Errors. In Proceedings of the 32nd International Conference on Computers in Education (ICCE 2024) (pp. 1–6). Asia-Pacific Society for Computers in Education, Manila, Philippines. https://doi.org/10.58459/icce.2024.4870 |
| 2023 |
Zhang, Y., Pinto, J., Fan, A.X., & Paquette, L. (2023). Using problem similarity- and order-based weighting to model learner performance in introductory computer science problems. Jorunal of Educational Data Mining, 15(1), 63–99. https://doi.org/10.5281/zenodo.7646789 Zhang, Y., Paquette, L., Pinto, J., & Fan, A.X. (2023). Utilizing programming traces to explore and model the dimensions of novices’ code writing skill. Computer Applications in Engineering Education, 4*(31), 1041-1058. https://doi.org/10.1002/cae.22622 Verstege, S., Zhang, Y., Wierenga, P., Paquette, L., & Diederen, J. (2023). Using sequential pattern mining to understand how students use guidance while doing scientific calculations. Technology, Knowledge and Learning https://doi.org/10.1007/s10758-023-09677-3 |
| 2022 |
Zhang, Y., Paquette, L., Bosch, N., Ocumpaugh, J., Biswas, G., Hutt, Stephen., & Baker, R. S. (2022). The evolution of metacognitive strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role? Contemprary Educational Psychology, 69, 102064. https://doi.org/10.1016/j.cedpsych.2022.102064 Zhang, Y., Paquette, L., Pinto, J., Liu, S.Q., & Fan, A.X. (2022). Combining latent profile analysis and programming traces to understand novices’ differences in debugging. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11343-7 Zhang, Y., Yang, Z., & Wang, Y. (2022). The impact of extreme response style on the mean comparison of two independent samples. Sage Open. https://doi.org/10.1177/21582440221108168 Zhang, Y., Paquette, L., Baker, R. S., Bosch, N., Ocumpaugh, J., & Biswas, G. (2022). How are feelings of difficulty and familiarity linked to learning behaviors and gains in a complex science learning task? European Journal of Psychology of Education. https://doi.org/10.1007/s10212-022-00616-x |
| 2021 |
Zhang, Y., Paquette, L., Baker, R. S., Ocumpaugh, J., Bosch, N., Biswas, G., & Munshi, A. (2021). Can strategic behavior facilitate confusion resolution? The interplay between confusion and metacognitive strategies in Betty’s Brain. Journal of Learning Analytics, 8(3), 28-44. https://doi.org/10.18608/jla.2021.7161 Pinto, J. D., Zhang, Y., Paquette, L., & Fan, A. X. (2021). Investigating Elements of Student Persistence in an Introductory Computer Science Course. In Joint Proceedings of the CSEDM Workshops at the International Conference on Educational Data Mining 2021 CEUR Workshop Proceedings. Virtual, Online. http://ceur-ws.org/Vol-3051/CSEDM_2.pdf Bosch, N., Zhang, Y., Paquette, L., Baker, R., Ocumpaugh, J., & Biswas, G. (2021). Students’ verbalized metacognition during computerized learning. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (CHI ’21) (pp. 680:1-680:12). ACM, Yokohama, Japan. https://dl.acm.org/doi/10.1145/3411764.3445809 Paquette, L., Grant, T., Zhang, Y., Biswas, G., & Baker, R. (2021). Using epistemic networks to analyze self-regulated learning in an open-ended problem-solving environment. In Ruis A.R., Lee S.B. (eds), Advances in Quantitative Ethnography. ICQE 2021. Communications in Computer and Information Science, vol 1312 (pp. 185-201). Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-030-67788-6_13#citeas |
| 2020 |
Zhang, Y., & Wang, Y. (2020). Validity of three IRT models for measuring and controlling extreme and midpoint response styles. Frontiers in Psychology, 11, 271. https://doi.org/10.3389/fpsyg.2020.00271 Liu, T., Chen, X., Liu, M., Zhang, Y., Xin, T., & Wang, Y. (2020). The effects of children’s self-educational aspiration and self-efficacy on mathematics achievement: A moderated chained mediation model. Annals of Psychology, 36(2), 262-270. https://doi.org/10.6018/analesps.366621
Zhang, Y., Paquette, L., Baker, R., Ocumpaugh, J.,
Bosch, N., Munshi, A., & Biswas, G. (2020) The relationship between
confusion and metacognitive strategies in Betty’s Brain. In
Proceedings of the 10th International Conference on Learning
Analytics & Knowledge (LAK’20) (pp. 276-284). ACM, Frankfurt,
Germany. https://doi.org/10.1145/1234567890
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| 2019 |
Zhang, Y., & Wang, Y. (2019). The methods for measuring and controlling response styles. Journal of Psychological Science, 42(3), 747 – 758. https://doi.org/10.16719/j.cnki.1671-6981.20190334 (In Chinese) Wang, Y.,Yang, Z., Zhang, Y., Wang, F., Liu, T., & Xin, T. (2019). The effect of social-emotional competency on child development in western China. Frontiers in Psychology, 10, 1282. https://doi.org/10.3389/fpsyg.2019.01282 Wang, Y., Ma, X., Zhang, Y., Wu, L., Yang, Z., Yang, T., & Li, Y. (2019). The relationship of physical education curriculum implementation and mathematics achievement in Chinese youth. Research Quarterly for Exercise and Sport, 90(2), 133-140. https://doi.org/10.1080/02701367.2019.1603775 |
Yingbin Zhang