( en | de | ru )

 

Disambiguierung von "Zhu, Gaoxia"

Autor der Publikation

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

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

Bitte wählen Sie eine Person um die Publikation zuzuordnen

Um zwischen Personen mit demselben Namen zu unterscheiden, wird der akademische Grad und der Titel einer wichtigen Publikation angezeigt. Zudem lassen sich über den Button neben dem Namen einige der Person bereits zugeordnete Publikationen anzeigen.

Yiping Zhu

Jiani Zhu

Junjiang Zhu

Yongming Zhu

Zhu Dai

 

Weitere Publikationen von Autoren mit dem selben Namen

Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers' collaborative Inquiry and Knowledge Building., , , und . Int. J. Comput. Support. Collab. Learn., 17 (2): 249-292 (2022)An Exploratory Study of Automated Clustering of Themes to Identify Conceptual Threads in Knowledge Building Discourse., , , und . CSCL, International Society of the Learning Sciences, (2019)Productive Knowledge Building Discourse Through Student-Generated Questions., , , und . CSCL, International Society of the Learning Sciences, (2017)Profiling self-regulation behaviors in STEM learning of engineering design., , , , , und . Comput. Educ., (2020)A case study of gesture-based games in enhancing the fine motor skills and recognition of children with autism., , , , und . Interact. Learn. Environ., 26 (8): 1039-1052 (2018)Evolution of the academic emotions of academically low-achieving students in knowledge building., , und . Int. J. Comput. Support. Collab. Learn., 17 (4): 539-571 (2022)Integrating infrared technologies in science learning: An evidence-based reasoning perspective., , , , und . Educ. Inf. Technol., 28 (7): 8423-8443 (2023)Collaborative analytics-enhanced reflective assessment to foster conducive epistemic emotions in knowledge building., , , und . Comput. Educ., (Februar 2024)The Influence of Students' Transformative and non-Transformative Contributions on Their Problem Solving in Collaborative Inquiry Learning., , , , und . ICLS, International Society of the Learning Sciences, (2018)Prompt-based and Fine-tuned GPT Models for Context-Dependent and -Independent Deductive Coding in Social Annotation., , , , , , , , und . LAK, Seite 518-528. ACM, (2024)