个人简介
王兴华，毕业于新加坡南洋理工大学，研究领域涉及数字化学习环境中，人与技术的交互如何影响学生和教师的行为、认知、情感和社会性，以及如何迭代技术促进学生的学习和教师的教学。侧重于技术与学习理论和认知理论的结合，具体研究领域包括教育人机交互、教师专业发展、心理测量、教育数据挖掘、设计研究等。在Educational Research Review, Computers in Human Behavior, Computers & Education, Australasian Journal of Educational Technology, Media Psychology等期刊发表三十多篇SSCI/SCI论文，一部学术专著 (Routledge)。担任APA旗下杂志Psychological Assessment (SSCI; IF=3.6) 顾问编辑、Research and Practice in Technology Enhanced Learning (Scopus, ESCI; IF=3.2) 副主编、International Journal of Educational Management (Scopus, ESCI, IF = 2.4) 编委，以及众多国际顶尖期刊审稿人。入选2025年“斯坦福全球前2%顶尖科学家榜单” (Stanford World’ s Top 2% Scientist)。
ResearchGate: https://www.researchgate.net/profile/Xinghua-Wang-8
系别：教育科学学院教育技术系
职称/职务：教授
毕业院校：新加坡南洋理工大学
邮箱：wxh_1113@126.com
教育经历
2013.08-2018.06 新加坡南洋理工大学
2010.09-2013.06 山东师范大学
工作经历
2018.02-2020.02 新加坡南洋理工大学学习研究与发展中心 (CRADLE@NTU) 博后研究员
2017.03-2017.04 新加坡成人教育中心 (Institute of Adult Learning, Singapore) 研究助理
研究方向
人工智能教育、脑成像、教育数据挖掘、人机交互、设计研究、教师专业发展
科研项目
科研启动经费、山东省自科面上项目
学术成果
[1]Wang, X.*, Li, L., Wang, Q., Zhong, B., & Xu, Ya. (2025). Meta-analyzing the impacts of social robots for children’s language development: Insights from two decades of research from 2003 to 2023, Educational Research Review. https://doi.org/10.1016/j.edurev.2025.100702 (SSCI Q1, Top 1)
[2]Wang, X.*, Wang, Y., Han, Z., Wang, Y., Duan, Z., & Zhang, Z.* (2025). Social robots for child development: Research hotspots, topic modelling, and collaborations. Humanities and Social Sciences Communications, 12(1), 1-15. (SSCI Q1)
[3]Yin, Z., Liu, Y., & Wang, X*. (2025). Enhancing anti-plagiarism literacy practices among undergraduates with AI. Interactive Learning Environment, 1-16. (SSCI Q1)
[4]Li, Z., Wang, X*., Zhang, K., Zheng, T., Zhou, J., Alsudais, T. A., & Zhi, X. (2025). Exploring the influence of educational capital on college students’ entrepreneurial performance: a moderated multi-mediation model approach. Humanities and Social Sciences Communications, 12(1), 1-11. (SSCI Q1)
[5]Han, Z., Ying, R., Huang, C., Tsai, C. C., Wang, X., & He, T. (2025). Identifying students’ metacognition patterns by their needs for cognitive closure in human-GenAI collaboration. Computers & Education, 105422. (SSCI Q1)
[6]Han, Z., Zhou, Z., Huang, C., Wang, X., Chen, G., & Huang, Q. (2025). Investigating the evolution of effective teams among middle school students: insights from real-time collaborative learning. Interactive Learning Environments, 1-21. (SSCI Q1)
[7]Chen, W., Pi, Z., Tan, J., Wang, X., Chai, A. S. C., & Lyu, Q. (2025). The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study. Instructional Science, 1-29. (SSCI Q2)
[8]Wang, X., Pang. H.*, Wallace, M. P., Wang, Q., & Chen, W. (2024). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry. Journal of Computer Assisted Language Learning, 37(4), 814-840. (SSCI Q1)
[9]Lv, C*., Xu, J., Chang, W., Zhi, X., Yang, P., & Wang, X*. (2024). Exploring the impact of college graduates’ place attachment on entrepreneurial intention upon returning to hometowns: A study based on the theory of planned behavior. Plos One, 19(3), e0300312. (SCI Q2)
[10]Lv, C*., Zhi, X., Ming, Y., Zhang, K., Sun, J., Cui, H., & Wang, X*. (2024). Researching the influence of rural university campuses on rural economic development: Evidence from Chinese counties between 2001 and 2020. Sustainability, 16(10), 3974. (SSCI/SCI Q2)
[11]杨进中，赵良千，王兴华*，宋述婷，&李林林. (2024). 脑科学素养干预对教与学影响研究. 开放教育研究, 30(3), 87-97. (CSSCI)
[12]Wang, X.*, Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 107798. (SSCI Q1 / ESI Highly Cited Paper)
[13]Wang, X.*, Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703. (SSCI Q1)
[14]Teo, C. C., Wang, X., Tan, S. C., & Lee, J. W. Y. (2023). Enhancing critical thinking in operations management education: a framework with visual-based mapping for interdisciplinary and systems thinking. Higher Education Pedagogies, 8(1), 2216388.
[15]Chen, M., Lv, C*., Wang, X*., Li, L., & Yang, P. (2023). A critical review of studies on coopetition in educational settings. Sustainability, 15(10), 8370. (SSCI/SCI Q2)
[16]Zhao, K.*, Chen, N., Liu, G., Lun, Z., & Wang, X*. (2023). School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support. Frontiers in Psychology, 14, 1040214. (SSCI Q1)
[17]Wang, Z., Zhang, L., Wang, X., Liu, L., & Lv, C. (2023). Navigating Technostress in primary schools: a study on teacher experiences, school support, and health. Frontiers in Psychology, 14, 1267767.
[18]雷 军, 陆晓媛, 胡光伟, 王兴华*. (2023). 线上直播教学情境下外语教师数据素养探究. 外语界，3, 39-46. (CSSCI)
[19]柳茜，庞晖，王兴华*，孙百才，徐艳萍，李田田. (2022). 人工智能支持的语言学习---拟人化技术如何影响学习？电化教育研究，10, 1-16. (CSSCI)
[20]Li, L., Wang, X.*, & Wallace, M. P. (2022). I determine my learning path, or not? A study of different learner control conditions in online video-based learning. Frontiers in Psychology, 13, 973758. (SSCI Q1)
[21]Niu, L., Wang, X.*, Wallace, M. P., Pang. H., & Xu, Y. (2022). Digital learning of EFL among university students: How are approaches to learning linked to digital competence and technostress? Journal of Computer Assisted Learning, 38(5), 1332-1346. (SSCI Q1)
[22]Tan, S. C., Wang, X.*, & Li, L. (2022). The development trajectory of shared epistemic agency in online collaborative learning: A study combing network analysis and sequential analysis. Journal of Educational Computing Research, 59(8), 1655-1681. (SSCI Q1)
[23]Wang, X., Wang, Z.*, Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. Journal of Computer Assisted Learning, 37(4), 1063-1076. (SSCI Q1)
[24]Wang, X., Li, Z.*, Ouyang, Z., & Xu, Y. (2021). The Achilles heel of technology: How does technostress affect university students’ wellbeing and technology-enhanced learning. International Journal of Environmental Research and Public Health, 18(23), 12322. (SCI/SSCI Q1)
[25]Wang, X., Zhang, R.*, Wang, Z., & Li, T. (2021). How does digital competence preserve university students’ psychological well-being during the pandemic? An investigation from self-determined theory. Frontiers in Psychology, 12, 1252. (SSCI Q1)
[26]Li, L., & Wang, X*. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. (SCI/SSCI Q2)
[27]Wang, X.*, Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96-112. (SSCI Q2)
[28]Wang, X.*, Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208. (SSCI Q1)
[29]Wang, X. (2020). Mobile SNS addiction as a learned behavior: A perspective from learning theory. Media Psychology, 23(4), 461-492. (SSCI Q1)
[30]Wang, X.*, & Li, B. (2019). Technostress among university teachers in higher education: A study using multidimensional person-environment misfit theory. Frontiers in Psychology, 10, 1791. (SSCI Q1)
[31]Wang, X. (2019). Developing a mobile SNS addiction scale utilizing factor analysis and the Rasch model. Online Information Review, 43(7), 1284-1301. (SCI/SSCI Q2)
[32]Wang, X. *, Hall, A. H., & Wang, Q. Y. (2019). Investigating the implementation of accredited MOOCs in higher education: The boon and the bane. Australasian Journal of Educational Technology, 35(3), 1-14. (SSCI Q2)
[33]Wang, X.*, & Wong, B. (2019). Bridging knowledge divides utilizing cloud computing learning resources in underfunded schools: Investigating the determinants. Journal of Educational Computing Research, 57(3), 591-617. (SSCI Q1)
[34]Li, B., Wang, X.*, & Tan, S. C. (2018). What makes MOOC users persist in completing MOOCs? A perspective from network externalities and human factors. Computers in Human Behavior, 85, 385-395. (SSCI Q1)
[35]Wang, X.*, Wallace, M. P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses. Computers in Human Behavior, 72, 140-151. (SSCI Q1)
专著和章节
[1]Wang, X. (2025). Coopetition in education: Redefining collaborative learning through design-based research. Routledge.
[2]Bound, H., Chee, T. S., Chow, A., Xinghua, W., & Hui, C. K. (2017). Dialogical teaching: Investigating awareness of inquiry and knowledge co-construction among adult learners engaged in dialogic inquiry and knowledge (co)construction. Singapore: Institute of Adult Learning.
软件著作
Xinghua Wang, Huimin Shi, Zhenhua Li, Linlin Li, Yu Wang, & Suting Song. (2023). Immersive Learning System for Developing Children’s Social and Emotional Competence (V1.0) [沉浸式儿童社会情感能力培养系统]. Registration No. 2023SR0166264.
开授课程
专业英语
学习科学与技术前沿
教育技术学
社会兼职
顾问编辑 (Consulting Editor), Psychological Assessment (IF=6.083);
副主编, Research and Practice in Technology Enhanced Learning (Scopus, ESCI, IF = 3.2);
编委, International Journal of Educational Management (Scopus, ESCI, IF = 2.4)；
全球华人探究学习学会 (GCCIL) 常务理事；
Program Chair of 14th Global Chinese Conference on Inquiry Learning (GCCIL 2023);
PC member of the 26th Global Chinese Conference on Computers in Education (GCCCE 2022) [第26届全球华人计算机教育应用大会 分会委员];
PC member of the 24th Global Chinese Conference on Computers in Education (GCCCE 2020) [第24届全球华人计算机教育应用大会 分会委员];
PC member of the 23rd Global Chinese Conference on Computers in Education (GCCCE 2019) [第23届全球华人计算机教育应用大会 分会委员];
PC member of the 22nd Global Chinese Conference on Computers in Education (GCCCE 2018) [第22届全球华人计算机教育应用大会 分会委员];
PC member of the 25th International Conference on Computers in Education (ICCE 2017) [第25届计算机教育应用国际会议 分会委员];
Technology in Society, Psychological Assessment (APA), Psychological Reports (Sage), Cognition, Technology & Work, Internet Research, Journal of Educational Computing Research, Asia Pacific Journal of Education (Taylor & Francis), IEEE Access, Behavior & Information Technology, International Journal of Human-Computer Interactions等杂志审稿人.
获奖
青岛市第三十八届社会科学优秀成果一等奖
