A Case Study of a Longstanding Online Community of Practice Involving Critical Care and Advanced Practice Nurses. - Noriko Hara; Khe Foon Hew (HICSS, 2006)

Scaffolding Ill-Structured Problem Solving in Asynchronous Online Discussions. - Connie S. L. Ng; Wing Sum Cheung; Khe Foon Hew (ICCE, 2007)

Knowledge-sharing in an online community of health-care professionals. - Noriko Hara; Khe Foon Hew (Inf. Technol. People, 2007)

Knowledge sharing in online environments: A qualitative case study. - Khe Foon Hew; Noriko Hara (J. Assoc. Inf. Sci. Technol., 2007)

Attracting student participation in asynchronous online discussions: A case study of peer facilitation. - Khe Foon Hew; Wing Sum Cheung (Comput. Educ., 2008)

Determinants of success for online communities: an analysis of three communities in terms of members' perceived professional development. - Khe Foon Hew (Behav. Inf. Technol., 2009)

The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study. - Wong Kin Mun; Khe Foon Hew; Wing Sum Cheung (Br. J. Educ. Technol., 2009)

Asynchronous online discussion thread development: examining growth patterns and peer-facilitation techniques. - J. C. C. Chan; Khe Foon Hew; Wing Sum Cheung (J. Comput. Assist. Learn., 2009)

Use of three-dimensional (3-D) immersive virtual worlds in K-12 and higher education settings: A review of the research. - Khe Foon Hew; Wing Sum Cheung (Br. J. Educ. Technol., 2010)

Project-based learning and student knowledge construction during asynchronous online discussion. - Joyce Hwee Ling Koh; Susan C. Herring; Khe Foon Hew (Internet High. Educ., 2010)

Fostering Higher Knowledge Construction Levels in Online Discussion Forums: An Exploratory Case Study. - Khe Foon Hew; Wing Sum Cheung (Int. J. Web Based Learn. Teach. Technol., 2010)

The Impact of Blogging and Scaffolding on Primary School Pupils' Narrative Writing: A Case Study. - Ruth Mei Fen Wong; Khe Foon Hew (Int. J. Web Based Learn. Teach. Technol., 2010)

Solving ill-structured problems in asynchronous online discussions: built-in scaffolds vs. no scaffolds. - Connie Siew Ling Ng; Wing Sum Cheung; Khe Foon Hew (Interact. Learn. Environ., 2010)

Cross-cultural analysis of the Wikipedia community. - Noriko Hara; Pnina Shachaf; Khe Foon Hew (J. Assoc. Inf. Sci. Technol., 2010)

Students' and teachers' use of Facebook. - Khe Foon Hew (Comput. Hum. Behav., 2011)

Interaction in asynchronous discussion forums: peer facilitation techniques. - Connie S. L. Ng; Wing Sum Cheung; Khe Foon Hew (J. Comput. Assist. Learn., 2012)

Understanding Student Disaffection in Large-Scale Online Learning. - Khe Foon Hew (ICALT, 2015)

Learn to Play, Play to Learn: Designing a Digital Board Game for a Law of Torts Class. - Kok Yew Gary Chan; Swee Liang Tan; Khe Foon Timothy Hew; Li Siong Lim; Bernie Grayson Koh (ICCE, 2015)

Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. - Biyun Huang; Khe Foon Hew (ICCE, 2015)

Assessing the Impacts of Gamification on Students' Motivation, Learning and Participation. - Biyun Huang; Khe Foon Hew (ICCE, 2015)

Motivators of Student Contribution in Peer-Facilitated Online Discussion Environments: Additional Findings from Three Case Studies. - Khe Foon Hew (Int. J. Online Pedagog. Course Des., 2015)

Asynchronous online discussion activities to support university students' self-directed learning: opportunities and challenges identified. - Wing Sum Cheung; Khe Foon Hew (Int. J. Soc. Media Interact. Learn. Environ., 2015)

Using ICT in Early Childhood: What Teachers, Principals, and Parents Say. - Anika Saxena; Khe Foon Hew (ICCE, 2016)

Self-Directed Learning in Science Education: Explicating the Enabling Factors. - Khe Foon Hew; Nancy Law; Jarrad Wan; Yeung Lee; Amy Kwok (ICLS, 2016)

Tracing Phonological Processing Skill in Early Childhood Through iSAT. - Man Ching Law; Rwitajit Majumdar; Khe Foon Hew (T4E, 2016)

Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. - Khe Foon Hew (Br. J. Educ. Technol., 2016)

Engaging Asian students through game mechanics: Findings from two experiment studies. - Khe Foon Hew; Biyun Huang; Samuel Kai-Wah Chu; Dickson K. W. Chiu (Comput. Educ., 2016)

An investigation of the use of mobile devices for learning in Singapore preschools. - Wing Sum Cheung; Khe Foon Hew; Siew Lian Chua (Int. J. Soc. Media Interact. Learn. Environ., 2016)

Students' Participative Stances and Knowledge Construction in Small Group Collaborative Learning with Mobile Instant Messaging Facilitation. - Ying Tang 005; Khe Foon Hew; Gaowei Chen (ICCE, 2017)

Principle-guided flipped classroom implementation framework for teaching technological contents. - Crystal Jing Luo; Timothy K. F. Hew; Chi-Un Lei; Elizabeth Oh (TALE, 2017)

Using Twitter for education: Beneficial or simply a waste of time? - Ying Tang 005; Khe Foon Hew (Comput. Educ., 2017)

Using "First Principles of Instruction" to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies. - Chung Kwan Lo; Khe Foon Hew (J. Educ. Technol. Soc., 2017)

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students' Collaborative Learning, Approaches to Learning and Course Performance. - Shirley S. M. Fong; Samuel Kai Wah Chu; Wilfred Wing-Fat Lau; I. Doherty; Khe Foon Hew (J. Inf. Technol. Educ. Res., 2017)

Knowledge for games, games for knowledge: designing a digital roll-and-move board game for a law of torts class. - Kok Yew Gary Chan; Swee Liang Tan; Khe Foon Timothy Hew; Bernie Grayson Koh; Li Siong Lim; Jose C. Yong (Res. Pract. Technol. Enhanc. Learn., 2017)

A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. - Chung Kwan Lo; Khe Foon Hew (Res. Pract. Technol. Enhanc. Learn., 2017)

Examining the diverse field of "e-learning" and its key competencies through job postings. - Yumeng Sun; Khe Foon Hew; Ying Tang 005; Donn Emmanuel Gonda (ICETC, 2018)

Architectures for learning and successive processes of scaling. - Pakon Ko; Khe Foon Hew (ICLS, 2018)

Improving Student Technical Skills Learning Experience: Designing Engineering Training with the First Principles of Instruction. - Edmund Lau; Chi-Un Lei; Tyrone T. O. Kwok; King-Shan Lui; Timothy K. F. Hew; Vincent W. L. Tam (TALE, 2018)

Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. - Biyun Huang; Khe Foon Hew (Comput. Educ., 2018)

Applying "First Principles of Instruction" as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. - Chung Kwan Lo; Chi Wai Lie; Khe Foon Hew (Comput. Educ., 2018)

Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning. - Ryan Homer; Khe Foon Hew; Cheng Yong Tan (J. Educ. Technol. Soc., 2018)

Examining a WeChat-supported 5E-flipped classroom pedagogical approach. - Khe Foon Hew; Ying Tang 005; Chung Kwan Lo; Yanzhen Zhu (Int. J. Serv. Stand., 2018)

Examining the Effect of Gamification in Information Science, Computer and Engineering Education: A Meta-analysis of Student Learning Performance. - Shurui Bai; Khe Foon Hew; Biyun Huang (ICCE, 2019)

Where is the "theory" within the field of educational technology research? - Khe Foon Hew; Min Lan; Ying Tang 005; Chengyuan Jia; Chung Kwan Lo (Br. J. Educ. Technol., 2019)

An analysis of undergraduate level flipped courses based on the seven principles: a case study. - Jing Luo; Mansurbek Kushnazarov; Khe Foon Hew (Int. J. Mob. Learn. Organisation, 2019)

Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. - Biyun Huang; Khe Foon Hew; Chung Kwan Lo (Interact. Learn. Environ., 2019)

Does Flipped Classroom Improve Student Cognitive and Behavioral Outcomes in STEM Subjects? Evidence from a Second-Order Meta-Analysis and Validation Study. - Khe Foon Hew; Shurui Bai; Weijiao Huang; Jiahui Du; Guoyuhui Huang; Chengyuan Jia; Thankrit Khongjan (ICBL, 2020)

When is flipped classroom more effective and why it flops. - Khe Foon Hew (ICCE, 2020)

Using the Community of Inquiry framework to develop an educational chatbot: lesson learned from a mobile instant messaging learning environment. - Congyao Qin; Weijiao Huang; Khe Foon Hew (ICCE, 2020)

Designing an Autonomous Vehicle System Design Course for COVID-19 Remote Learning under First Principles of Instruction Framework. - Edmund Lau; Chi-Un Lei; Tzi-Dong Jeremy Ng; King-Shan Lui; King Hang Lam; Timothy K. F. Hew; Vincent W. L. Tam (TALE, 2020)

What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. - Khe Foon Hew; Xiang Hu; Chen Qiao; Ying Tang 005 (Comput. Educ., 2020)

Comparing video styles and study strategies during video-recorded lectures: effects on secondary school mathematics students' preference and learning. - Khe Foon Hew; Chung Kwan Lo (Interact. Learn. Environ., 2020)

A comparison of flipped learning with gamification, traditional learning, and online independent study: the effects on students' mathematics achievement and cognitive engagement. - Chung Kwan Lo; Khe Foon Hew (Interact. Learn. Environ., 2020)

Using Chatbots in Flipped Learning Online Sessions: Perceived Usefulness and Ease of Use. - Khe Foon Hew; Weijiao Huang; Jiahui Du; Chengyuan Jia (ICBL, 2021)

Effects of Tangible Rewards on Student Learning Performance, Knowledge Construction, and Perception in Fully Online Gamified Learning. - Shurui Bai; Donn Emmanuel Gonda; Khe Foon Hew (TALE, 2021)

Supporting students goal setting process using chatbot: implementation in a fully online course. - Jiahui Du; Weijiao Huang; Khe Foon Hew (TALE, 2021)

How social instant messaging questions affect replies: a randomised controlled experiment. - Ying Tang 005; Khe Foon Hew; Xinyue Yuan; Chen Qiao (Behav. Inf. Technol., 2021)

From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. - Shurui Bai; Khe Foon Hew; Michael Sailer; Chengyuan Jia (Comput. Educ., 2021)

Developing a flipped learning approach to support student engagement: A design-based research of secondary school mathematics teaching. - Chung Kwan Lo; Khe Foon Hew (J. Comput. Assist. Learn., 2021)

Designing a Recommendation Approach to Scaffold Self-regulated Learning in Fully Online Flipped Classroom. - Jiahui Du; Khe Foon Hew; Chengyuan Jia; Liuyufeng Li (ICBL, 2022)

Adding 'Reinforcement' to the Involvement Load Hypothesis Improves Students' Productive Vocabulary Performance. - Guoyuhui Huang; Khe Foon Hew (ICBL, 2022)

How Fantasy May Affect Student Engagement in Gamified Fully Online Classes: A Mixed-Method Study. - Shurui Bai; Khe Foon Hew; Donn Emmanuel Gonda (ITHET, 2022)

Examining Effects of Science Flipped Classrooms A Meta-analysis. - Shurui Bai; Khe Foon Hew; Shuhan Zhang; Weijiao Huang; Donn Emmanuel Gonda (TALE, 2022)

Using chatbot as a goal-setting facilitator in an online course: students' performance and teacher's perception. - Weijiao Huang; Nicole J. Tavares; Jiahui Du; Khe Foon Hew (TALE, 2022)

Chatbots for language learning - Are they really useful? A systematic review of chatbot-supported language learning. - Weijiao Huang; Khe Foon Hew; Luke K. Fryer (J. Comput. Assist. Learn., 2022)

Exploring the use of chatbot to promote online EFL students' behavioral, cognitive, and emotional engagements. - Xinyi Luo; Weijiao Huang; Khe Foon Hew; Chengyuan Jia; Xiangjie Cao (ICCE, 2023)

How teachers' conceptions of student engagement influenced their actual strategy implementation, and student online engagement. - Gulipari Maimaiti; Khe Foon Hew (ICCE, 2023)

Incorporating tangible rewards into gamification increases students' identified regulation in fully online learning. - Ya Xiao 001; Khe Foon Hew (ICCE, 2023)

Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study. - Chengyuan Jia; Khe Foon Hew; Jiahui Du; Liuyufeng Li (Internet High. Educ., 2023)

Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. - Khe Foon Hew; Weijiao Huang; Jiahui Du; Chengyuan Jia (J. Comput. High. Educ., 2023)

What can online traces tell us about students' self-regulated learning? A systematic review of online trace data analysis. - Jiahui Du; Khe Foon Hew; Lejia Liu (Comput. Educ., 2023)

Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. - Gulipari Maimaiti; Chengyuan Jia; Khe Foon Hew (Interact. Learn. Environ., 2023)

The influence of ChatGPT on student engagement: A systematic review and future research agenda. - Chung Kwan Lo; Khe Foon Hew; Morris Siu-yung Jong (Comput. Educ., 2024)

Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning. - Shurui Bai; Donn Emmanuel Gonda; Khe Foon Hew (IEEE Trans. Learn. Technol., 2024)

Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance? - Ya Xiao 001; Khe Foon Timothy Hew (Br. J. Educ. Technol., 2024)

Personalised gamification enhances student participation but produces mixed effects on emotional and cognitive engagements: a systematic review. - Ya Xiao 001; Khe Foon Hew (Interact. Learn. Environ., 2024)

Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment. - Gulipari Maimaiti; Khe Foon Hew (Comput. Educ., 2025)

Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining. - Gulipari Maimaiti; Khe Foon Hew (Internet High. Educ., 2025)

Recommendations Based on Experiences of Pandemic-Led Remote Mathematics Teaching in Pre-K-12 Contexts: A Systematic Review From the Activity Theory Perspective. - Chung Kwan Lo; Khe Foon Hew; Simin Xu; Yanjie Song 002; Gaowei Chen; Morris Siu-yung Jong (J. Comput. Assist. Learn., 2025)

Facilitating Online Self-Regulated Learning and Social Presence Using Chatbots: Evidence-Based Design Principles. - Weijiao Huang; Khe Foon Hew (IEEE Trans. Learn. Technol., 2025)

Designing a recommender system to promote self-regulated learning in online contexts: A design-based study. - Jiahui Du; Khe Foon Hew; Long Zhang (Educ. Inf. Technol., 2025)

Leveraging unlabeled data: Fostering self-regulated learning in online education with semi-supervised recommender systems. - Long Zhang; Khe Foon Hew (Educ. Inf. Technol., 2025)