Decision Support Based on Time-Series Analytics: A Cluster Methodology. - Wanli Xing 001; Rui Guo 015; Nathan Lowrance; Thomas R. Kochtanek (HCI (13), 2014)

Google Analytics Spatial Data Visualization: Thinking Outside of the Box. - Wanli Xing 001; Rui Guo 015; Ben Richardson; Thomas R. Kochtanek (HCI (12), 2014)

Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study. - Xianhui Wang; James M. Laffey; Wanli Xing 001; Yanfei Ma; Janine Stichter (Comput. Hum. Behav., 2016)

Temporal predication of dropouts in MOOCs: Reaching the low hanging fruit through stacking generalization. - Wanli Xing 001; Xin Chen; Jared Stein; Michael Marcinkowski (Comput. Hum. Behav., 2016)

The Influence of Students' Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry Learning. - Vitaliy Popov; Wanli Xing 001; Gaoxia Zhu; Paul Horwitz; Cynthia McIntyre (ICLS, 2018)

Autistic youth in 3D game-based collaborative virtual learning: Associating avatar interaction patterns with embodied social presence. - Xianhui Wang; Wanli Xing 001; James M. Laffey (Br. J. Educ. Technol., 2018)

Exploring the relationship between online discourse and commitment in Twitter professional learning communities. - Wanli Xing 001; Fei Gao 008 (Comput. Educ., 2018)

The effect of sustained vs. faded scaffolding on students' argumentation in ill-structured problem solving. - Andrew A. Tawfik; Victor Law; Xun Ge; Wanli Xing 001; Kyung Kim (Comput. Hum. Behav., 2018)

Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment. - Juan Zheng; Wanli Xing 001; Gaoxia Zhu (Comput. Educ., 2019)

The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning. - Wanli Xing 001; Vitaliy Popov; Gaoxia Zhu; Paul Horwitz; Cynthia McIntyre (Comput. Hum. Behav., 2019)

Uncovering the sequential patterns in transformative and non-transformative discourse during collaborative inquiry learning. - Gaoxia Zhu; Wanli Xing 001; Vitaliy Popov (Internet High. Educ., 2019)

Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2. - Gaoxia Zhu; Wanli Xing 001; Stacy Costa; Marlene Scardamalia; Bo Pei (User Model. User Adapt. Interact., 2019)

Understanding Science Learning Through Writings on Engineering Design. - Xudong Huang; Wanli Xing 001; Henglv Zhao; Jie Chao; Corey Schimpf; Guanhua Chen 009; Charles Xie (ICLS, 2020)

VRASP: A Virtual Reality Environment for Learning Answer Set Programming. - Vinh T. Nguyen 001; Yuanlin Zhang 002; Kwanghee Jung; Wanli Xing 001; Tommy Dang (PADL, 2020)

Longitudinal clustering of students' self-regulated learning behaviors in engineering design. - Shan Li 012; Guanhua Chen 009; Wanli Xing 001; Juan Zheng; Charles Xie (Comput. Educ., 2020)

Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach. - Shan Li 012; Hanxiang Du; Wanli Xing 001; Juan Zheng; Guanhua Chen 009; Charles Xie (Comput. Educ., 2020)

Profiling self-regulation behaviors in STEM learning of engineering design. - Juan Zheng; Wanli Xing 001; Gaoxia Zhu; Guanhua Chen 009; Henglv Zhao; Charles Xie (Comput. Educ., 2020)

Using Fair AI with Debiased Network Embeddings to Support Help Seeking in an Online Math Learning Platform. - Chenglu Li; Wanli Xing 001; Walter L. Leite (AIED (2), 2021)

A Debugging Learning Trajectory for Text-Based Programming Learners. - Hanxiang Du; Wanli Xing 001; Yuanlin Zhang 002 (ITiCSE (2), 2021)

Yet Another Predictive Model? Fair Predictions of Students' Learning Outcomes in an Online Math Learning Platform. - Chenglu Li; Wanli Xing 001; Walter L. Leite (LAK, 2021)

Natural Language Generation Using Deep Learning to Support MOOC Learners. - Chenglu Li; Wanli Xing 001 (Int. J. Artif. Intell. Educ., 2021)

Designing a Transferable Predictive Model for Online Learning Using a Bayesian Updating Approach. - Wanli Xing 001; Dongping Du; Ali Bakhshi; Kuo-Chun Chiu; Hanxiang Du (IEEE Trans. Learn. Technol., 2021)

Trends and Issues in STEM + C Research: A Bibliometric Perspective. - Hanxiang Du; Wanli Xing 001; Bo Pei; Yifang Zeng; Jie Lu; Yuanlin Zhang 002 (CSEDU (1), 2022)

Misconception of Abstraction: When to Use an Example and When to Use a Variable? - Hanxiang Du; Wanli Xing 001; Yuanlin Zhang 002 (ICER (2), 2022)

Work-in-Progress-Computer Vision Methods to Examine Neurodiverse Gaze Patterns in 360-Video. - Noah Glaser; Matthew Schmidt; Heath Palmer; Wanli Xing 001; Carla Schmidt (iLRN, 2022)

Do Gender and Race Matter? Supporting Help-Seeking with Fair Peer Recommenders in an Online Algebra Learning Platform. - Chenglu Li; Wanli Xing 001; Walter L. Leite (LAK, 2022)

Revealing Factors Influencing Students' Perceived Fairness: A Case with a Predictive System for Math Learning. - Chenglu Li; Wanli Xing 001 (L@S, 2022)

Understanding students' effective use of data in the age of big data in higher education. - Wanli Xing 001; Xianhui Wang (Behav. Inf. Technol., 2022)

Building socially responsible conversational agents using big data to support online learning: A case with Algebra Nation. - Chenglu Li; Wanli Xing 001; Walter L. Leite (Br. J. Educ. Technol., 2022)

Linking cognitive processes and learning outcomes: The influence of cognitive presence on learning performance in MOOCs. - Bowen Liu 003; Wanli Xing 001; Yifang Zeng; Yonghe Wu (Br. J. Educ. Technol., 2022)

The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration. - Walter L. Leite; Huan Kuang; Zeyuan Jing; Wanli Xing 001; Catherine Cavanaugh; Anne Corinne Huggins-Manley (Comput. Educ., 2022)

A Preliminary Data-driven Analysis of Common Errors Encountered by Novice SPARC Programmers. - Zach Hansen; Hanxiang Du; Wanli Xing 001; Rory Eckel; Justin Lugo; Yuanlin Zhang 002 (ICLP Technical Communications / Doctoral Consortium, 2022)

Understanding topic duration in Twitter learning communities using data mining. - Okan Arslan; Wanli Xing 001; Fethi A. Inan; Hanxiang Du (J. Comput. Assist. Learn., 2022)

M-flow: a Flow-based Music Creation Platform Improves Underrepresented Children's Attitudes toward Computer Programming. - Yukyeong Song; Wanli Xing 001; Alec Barron; Hyunju Oh; Chenglu Li; Victor Minces (IDC, 2023)

Towards the Future of AI-Augmented Human Tutoring in Math Learning. - Vincent Aleven; Richard G. Baraniuk; Emma Brunskill; Scott A. Crossley; Dora Demszky; Stephen Fancsali; Shivang Gupta; Kenneth R. Koedinger; Chris Piech; Steven Ritter 001; Danielle R. Thomas; Simon Woodhead 002; et al. (AIED (Posters/Late Breaking Results/...), 2023)

Are We on the Same Page? Modeling Linguistic Synchrony and Math Literacy in Mathematical Discussions. - Yukyeong Song; Wanli Xing 001; Xiaoyi Tian 001; Chenglu Li (LAK, 2023)

Predicting Students' Algebra I Performance using Reinforcement Learning with Multi-Group Fairness. - Fan Zhang 118; Wanli Xing 001; Chenglu Li (LAK, 2023)

An Integrated Approach to Data Science Foundations in Computing, Mathematics and Statistics. - Yuanlin Zhang 002; Hanxiang Du; Wendy Staffen; Wanli Xing 001; Joshua Archer (SIGCSE (2), 2023)

Retrieval-augmented Generation to Improve Math Question-Answering: Trade-offs Between Groundedness and Human Preference. - Zachary Levonian; Chenglu Li; Wangda Zhu; Anoushka Gade; Owen Henkel; Millie-Ellen Postle; Wanli Xing 001 (CoRR, 2023)

Integrating infrared technologies in science learning: An evidence-based reasoning perspective. - Bo Pei; Wanli Xing 001; Gaoxia Zhu; Kristine Antonyan; Charles Xie (Educ. Inf. Technol., 2023)

The role of self-regulated learning on science and design knowledge gains in engineering projects. - Juan Zheng; Wanli Xing 001; Xudong Huang; Shan Li 012; Guanhua Chen 009; Charles Xie (Interact. Learn. Environ., 2023)

Teaching thermodynamics with augmented interaction and learning analytics. - Wanli Xing 001; Xudong Huang; Chenglu Li; Charles Xie (Comput. Educ., 2023)

The role of self-directed learning in studying 3D design and modeling. - Bowen Liu 003; Yonghe Wu; Wanli Xing 001; Shou-Chao Guo; Lijuan Zhu (Interact. Learn. Environ., 2023)

Using learning analytics to support students' engineering design: the angle of prediction. - Wanli Xing 001; Bo Pei; Shan Li 012; Guanhua Chen 009; Charles Xie (Interact. Learn. Environ., 2023)

Academic development of multimodal learning analytics: a bibliometric analysis. - Bo Pei; Wanli Xing 001; Minjuan Wang (Interact. Learn. Environ., 2023)

Automatic text generation using deep learning: providing large-scale support for online learning communities. - Hanxiang Du; Wanli Xing 001; Bo Pei (Interact. Learn. Environ., 2023)

Through the lens of artificial intelligence: A novel study of spherical video-based virtual reality usage in autism and neurotypical participants. - Matthew Schmidt; Noah Glaser; Heath Palmer; Carla Schmidt; Wanli Xing 001 (Comput. Educ. X Real., 2023)

Using learning analytics to explore the multifaceted engagement in collaborative learning. - Wanli Xing 001; Gaoxia Zhu; Okan Arslan; Jaesub Shim; Vitaliy Popov (J. Comput. High. Educ., 2023)

Fair Prediction of Students' Summative Performance Changes Using Online Learning Behavior Data. - Zifeng Liu; Xinyue Jiao; Chenglu Li; Wanli Xing 001 (EDM, 2024)

Explainable Analysis of AI-Generated Responses in Online Learning Discussions. - Zifeng Liu; Wanli Xing 001; Chenglu Li (HEXED/L3MNGET@EDM, 2024)

WIP: Examining Disparities in Mathematical Literacy Within an Asynchronous Online Discussion Community through Core & Periphery & Extra-Periphery Structure. - Hai Li; Rui Guo 015; Wangda Zhu; Chenglu Li; Wanli Xing 001 (FIE, 2024)

WIP: From Tweets to Trends: Tracing the Public's Perception of AI in Education Post-ChatGPT. - Fan Zhang 118; Rui Guo 015; Wanli Xing 001; Wangda Zhu; Taehyun Kim; Zifeng Liu (FIE, 2024)

Automated Feedback for Student Math Responses Based on Multi-Modality and Fine-Tuning. - Hai Li; Chenglu Li; Wanli Xing 001; Sami Baral; Neil T. Heffernan (LAK, 2024)

Analyzing Student Attention and Acceptance of Conversational AI for Math Learning: Insights from a Randomized Controlled Trial. - Chenglu Li; Wangda Zhu; Wanli Xing 001; Rui Guo 015 (LAK, 2024)

A Fair Clustering Approach to Self-Regulated Learning Behaviors in a Virtual Learning Environment. - Yukyeong Song; Chenglu Li; Wanli Xing 001; Shan Li 012; Hakeoung Hannah Lee (LAK, 2024)

Automated Quality Assessment of Multimodal Mathematical Stories Generated by Generative Artificial Intelligence. - Hai Li; Rui Guo 015; Chenglu Li; Wanli Xing 001 (L@S, 2024)

Positive Affective Feedback Mechanisms in an Online Mathematics Learning Platform. - Hai Li; Wanli Xing 001; Chenglu Li; Wangda Zhu; Neil T. Heffernan (L@S, 2024)

Roles of Joining Time, Technology Use, and Social Interaction in Sustaining Student Participation in an Online Mathematics Discussion Board. - Bailing Lyu; Chenglu Li; Hai Li; Wanli Xing 001 (L@S, 2024)

Interplay Among Students' Technical, Social, and Content-Related Participation Patterns in an Online Mathematical Discussion Board. - Bailing Lyu; Chenglu Li; Hai Li; Wanli Xing 001 (L@S, 2024)

Students' Perceived Roles, Opportunities, and Challenges of a Generative AI-powered Teachable Agent: A Case of Middle School Math Class. - Yukyeong Song; Jinhee Kim; Zifeng Liu; Chenglu Li; Wanli Xing 001 (CoRR, 2024)

Elementary School Students' and Teachers' Perceptions Towards Creative Mathematical Writing with Generative AI. - Yukyeong Song; Jinhee Kim; Wanli Xing 001; Zifeng Liu; Chenglu Li; Hyunju Oh (CoRR, 2024)

Using fair AI to predict students' math learning outcomes in an online platform. - Chenglu Li; Wanli Xing 001; Walter L. Leite (Interact. Learn. Environ., 2024)

Investigating the relationship between math literacy and linguistic synchrony in online mathematical discussions through large-scale data analytics. - Yukyeong Song; Wanli Xing 001; Chenglu Li; Xiaoyi Tian 001; Yingbo Ma (Br. J. Educ. Technol., 2024)

Text-Based Teachable Agents in Math Learning: Examining the Effects of Tone and Emojis on Student-Agent Interaction and Knowledge Application. - Bailing Lyu; Chenglu Li; Hai Li; Wanli Xing 001; Gökhan Gülfidan; Linlin Wu (AIED (4), 2025)

Evaluating AI-Generated Distractors in Programming Education: A Human-AI Collaborative Approach. - Zifeng Liu; Bach Ngo; Wanli Xing 001 (ICER (2), 2025)

Who Should Be My Tutor? Analyzing the Interactive Effects of Automated Text Personality Styles Between Middle School Students and a Mathematics Chatbot. - Hai Li; Wanli Xing 001; Chenglu Li; Wangda Zhu; Bailing Lyu; Fan Zhang 118; Zifeng Liu (LAK, 2025)

Exploring the Role of Teachable AI Agents' Personality Traits in Shaping Student Interaction and Learning in Mathematics Education. - Bailing Lyu; Chenglu Li; Hai Li; Hyunju Oh; Yukyeong Song; Wangda Zhu; Wanli Xing 001 (LAK, 2025)

Do Actions Speak Louder Than Words? Unveiling Linguistic Patterns in Online Learning Communities Using Cross Recurrence Quantification Analysis. - Hyunju Oh; Zifeng Liu; Wanli Xing 001 (LAK, 2025)

Bridging the Gender Gap: The Role of AI-Powered Math Story Creation in Learning Outcomes. - Wangda Zhu; Wanli Xing 001; Bailing Lyu; Chenglu Li; Fan Zhang 118; Hai Li (LAK, 2025)

Detecting AI-Generated Pseudocode in High School Online Programming Courses Using an Explainable Approach. - Zifeng Liu; Xinyue Jiao; Wanli Xing 001; Wangda Zhu (SIGCSE (1), 2025)

Engaging K-12 Students with Flow-Based Music Programming: An Experience Report on Its Impact on Teaching and Learning. - Zifeng Liu; Shan Zhang 003; Maya Israel; Robert Smith; Wanli Xing 001; Victor Minces (SIGCSE (1), 2025)

RICE AlgebraBot: Lessons learned from designing and developing responsible conversational AI using induction, concretization, and exemplification to support algebra learning. - Chenglu Li; Wanli Xing 001; Yukyeong Song; Bailing Lyu (Comput. Educ. Artif. Intell., 2025)

The role of teachable agents' personality traits on student-AI interactions and math learning. - Bailing Lyu; Chenglu Li; Hai Li; Hyunju Oh; Yukyeong Song; Wangda Zhu; Wanli Xing 001 (Comput. Educ., 2025)

Investigating perceived fairness of AI prediction system for math learning: A mixed-methods study with college students. - Yukyeong Song; Chenglu Li; Wanli Xing 001; Bailing Lyu; Wangda Zhu (Internet High. Educ., 2025)

Mining teacher informal online learning networks: Community commitment in unstructured learning environments. - Hanxiang Du; Gaoxia Zhu; Wanli Xing 001 (J. Comput. Assist. Learn., 2025)

Integrating Option Tracing into Knowledge Tracing: Enhancing Learning Analytics for Mathematics Multiple-Choice Questions. - Hai Li; Wanli Xing 001; Chenglu Li; Wangda Zhu; Simon Woodhead 002 (J. Learn. Anal., 2025)

Exploring Automated Assessment of Primary Students' Creativity in a Flow-Based Music Programming Environment. - Zifeng Liu; Wanli Xing 001; Chenglu Li; Fan Zhang 118; Hai Li; Victor Minces (J. Learn. Anal., 2025)

Unveiling Accuracy-Fairness Trade-Offs: Investigating Machine Learning Models in Student Performance Prediction. - Raymond A. Opoku; Bo Pei; Wanli Xing 001 (J. Learn. Anal., 2025)

Investigating the behaviors of core and periphery students in an asynchronous online discussion community using network analysis and topic modeling. - Wanli Xing 001; Hai Li; Taehyun Kim; Wangda Zhu; Yukyeong Song (Educ. Inf. Technol., 2025)

Are simpler math stories better? Automatic readability assessment of GAI-generated multimodal mathematical stories validated by engagement. - Hai Li; Wanli Xing 001; Chenglu Li; Wangda Zhu; Hyunju Oh (Br. J. Educ. Technol., 2025)

The Use of Large Language Models in Education. - Wanli Xing 001; Nia Nixon; Scott A. Crossley; Paul Denny 001; Andrew S. Lan; John C. Stamper; Zhou Yu (Int. J. Artif. Intell. Educ., 2025)

Math-LLMs: AI Cyberinfrastructure with Pre-trained Transformers for Math Education. - Fan Zhang 118; Chenglu Li; Owen Henkel; Wanli Xing 001; Sami Baral; Neil T. Heffernan; Hai Li (Int. J. Artif. Intell. Educ., 2025)

What are the differences between student and ChatGPT-generated pseudocode? Detecting AI-generated pseudocode in high school programming using explainable machine learning. - Zifeng Liu; Wanli Xing 001; Xinyue Jiao; Chenglu Li; Wangda Zhu (Educ. Inf. Technol., 2025)