Kai Guo
Orcid: 0000-0001-9699-7527Affiliations:
- University of Hong Kong, Faculty of Education, Hong Kong (PhD 2025)
According to our database1,
Kai Guo authored at least 28 papers
between 2021 and 2026.
Collaborative distances:
Collaborative distances:
Timeline
Legend:
Book In proceedings Article PhD thesis Dataset OtherLinks
Online presence:
-
on orcid.org
On csauthors.net:
Bibliography
2026
Self-regulation plus individual interests? A design-based study on the development of a GenAI-empowered platform for self-directed out-of-class reading.
Comput. Educ., 2026
2025
A vibe coding learning design to enhance EFL students' talking to, through, and about AI.
CoRR, September, 2025
Product vs. Process: Exploring EFL Students' Editing of AI-Generated Text for Expository Writing.
CoRR, July, 2025
Using AI-supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays.
Br. J. Educ. Technol., July, 2025
Exploring EFL Secondary Students' AI-generated Text Editing While Composition Writing.
CoRR, May, 2025
Approaching the Limits to EFL Writing Enhancement with AI-generated Text and Diverse Learners.
CoRR, March, 2025
Investigating EFL teachers' lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective.
Interact. Learn. Environ., February, 2025
Exploring EFL students' prompt engineering in human-AI story writing: an activity theory perspective.
Interact. Learn. Environ., January, 2025
More than just fun: Investigating students' perceptions towards the potential of leveraging esports for promoting the acquisition of 21st century skills.
Educ. Inf. Technol., January, 2025
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading.
Internet High. Educ., 2025
Using ChatGPT to bring non-player characters to life: Effects on students' storyline-driven game-based writing learning.
Comput. Educ., 2025
2024
Teaching EFL students to write with ChatGPT: Students' motivation to learn, cognitive load, and satisfaction with the learning process.
Educ. Inf. Technol., December, 2024
Interact. Learn. Environ., October, 2024
Interact. Learn. Environ., October, 2024
Affordances and constraints of integrating esports into higher education from the perspectives of students and teachers: An ecological systems approach.
Educ. Inf. Technol., September, 2024
To resist it or to embrace it? Examining ChatGPT's potential to support teacher feedback in EFL writing.
Educ. Inf. Technol., May, 2024
Educ. Inf. Technol., March, 2024
Understanding EFL students' chatbot-assisted argumentative writing: An activity theory perspective.
Educ. Inf. Technol., January, 2024
Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability.
Internet High. Educ., 2024
Effects of a Prompt Engineering Intervention on Undergraduate Students' AI Self-Efficacy, AI Knowledge and Prompt Engineering Ability: A Mixed Methods Study.
CoRR, 2024
2023
Effects of chatbot-assisted in-class debates on students' argumentation skills and task motivation.
Comput. Educ., October, 2023
CoRR, 2023
Cases of EFL Secondary Students' Prompt Engineering Pathways to Complete a Writing Task with ChatGPT.
CoRR, 2023
CoRR, 2023
Can ChatGPT Detect Student Talk Moves in Classroom Discourse? A Preliminary Comparison with Bert.
Proceedings of the 16th International Conference on Educational Data Mining, 2023
2022
The impact of esports participation on the development of 21st century skills in youth: A systematic review.
Comput. Educ., 2022
2021
Do research articles with more readable abstracts receive higher online attention? Evidence from Science.
Scientometrics, 2021