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Disambiguation of "Zhu, Gaoxia"

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A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism.

, , , , and . Interact. Learn. Environ., 26 (8): 1039-1052 (2018)

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Yiping Zhu

Jiani Zhu

Junjiang Zhu

Zhu Dai

Yongming Zhu

 

Other publications of authors with the same name

Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers' collaborative Inquiry and Knowledge Building., , , and . Int. J. Comput. Support. Collab. Learn., 17 (2): 249-292 (2022)Productive Knowledge Building Discourse Through Student-Generated Questions., , , and . CSCL, International Society of the Learning Sciences, (2017)An Exploratory Study of Automated Clustering of Themes to Identify Conceptual Threads in Knowledge Building Discourse., , , and . CSCL, International Society of the Learning Sciences, (2019)Knowledge Building Analytics to Explore Crossing Disciplinary and Grade-Level Boundaries., , and . J. Learn. Anal., (December 2019)Examining sequential patterns of self- and socially shared regulation of STEM learning in a CSCL environment., , and . Comput. Educ., (2019)The effects of transformative and non-transformative discourse on individual performance in collaborative-inquiry learning., , , , and . Comput. Hum. Behav., (2019)Evaluating the Distribution of Students' Contributions in Theorizing: Idea Evenness in Knowledge Building Communities., , , and . CSCL, International Society of the Learning Sciences, (2017)Is social media use for math learning beneficial for ethnic minority students' math identity? A socialization perspective., , , , , and . Br. J. Educ. Technol., 55 (1): 363-378 (January 2024)Effects and mechanisms of analytics-assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer-supported collaborative inquiry., , , and . J. Comput. Assist. Learn., 40 (3): 1098-1122 (June 2024)Evolution of the academic emotions of academically low-achieving students in knowledge building., , and . Int. J. Comput. Support. Collab. Learn., 17 (4): 539-571 (2022)