Xiaohong Liu is an Associate Research Fellow and Postdoctoral Researcher at the Institute of Artificial Intelligence in Education, South China Normal University. She received her Ph.D. from Nanjing Normal University in 2024. Her research interests include teacher education, artificial intelligence in education, thinking skills, and technology education. More information about her can be found at http://orcid.org/0000-0003-4931-8370
Email: xiaohongliu@m.scnu.edu.cn
Articles:
[1] Liu, X., Gu, J., & Zhao, L. (2023). Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education. Thinking Skills and Creativity, 49. https://doi.org/10.1016/j.tsc.2023.101339
[2] Liu, X., Wang, X., Xu, K., & Hu, X. (2023). Effect of reverse engineering pedagogy on primary school students' computational thinking skills in STEM learning activities. Journal of Intelligence, 11(2): 36. https://doi.org/10.3390/jintelligence11020036
[3] Liu, X., Gu, J., & Xu, J. (2023). The impact of the design thinking model on pre-service teachers’ creativity self-efficacy, inventive problem-solving skills, and technology-related motivation. International Journal of Technology and Design Education,34(1),167–190. https://doi.org/10.1007/s10798-023-09809-x
[4] Liu, X., Geng, X., Hong, J.-C. & Zhao, L. (2025). Visualizing high school technology teachers’ creative process in instructional design using the eight trigrams (BaGua) approach. International Journal of Technology and Design Education, 35, 531–556. https://doi.org/10.1007/s10798-024-09920-7
[5] Liu, X., Yang, K., Hong, J.-C. & Yang, D. (2025). Peer Support, Teacher Support, and Activity Value in a STEAM Contest: The Role of Helicopter Parenting in Learning. Social Psychology of Education, 28, 49. https://doi.org/10.1007/s11218-024-09983-3
[6] Liu, X., Zhu, Y., You, H., & Hong, J.-C. (2023). The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English. Computer Assisted Language Learning, 38(7), 1540 –1560. https://doi.org/10.1080/09588221.2023.2297037
[7] Liu, X., Hong, J.-C., & Zhao, L. (2024). Personality traits related to self-directed learning towards perceived online learning ineffectiveness. Educational Technology & Society, 27(3). https://doi.org/10.30191/ETS.202407_27(3).SP02
[8] Liu, X., Yang, D., Hong, J.-C., Gu, J., & You, H. (2024). Relationships among students’ hands-on making self-efficacy, incremental belief of intelligence, help-seeking attitudes, and continuance intention to participate in a STEAM contest. International Journal of Technology and Design Education, 34, 1785–1803. https://doi.org/10.1007/s10798-024-09886-6
[9] Su, Y.-S., Wang, S., & Liu, X. (2023). Using epistemic network analysis to explore primary school students’ computational thinking in pair programming learning. Journal of Educational Computing Research, 62(2), 339–373. https://doi.org/10.1177/0735633123121056
[10] Zhao, L., Liu, X., Wang, C., & Su, Y.-S. (2022). Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning. Computers & Education, 181. 104445. https://doi.org/10.1016/j.compedu.2022.104445
[11] Hong, J.-C., Liu, X., Cao, W., Tai, K.-H., & Zhao, L. (2022). Effects of self-efficacy and online learning mind states on learning ineffectiveness during the COVID-19 lockdown. Educational Technology & Society, 25 (1), 142–154. https://www.jstor.org/stable/48647036
[12] He, W., Liu, X., & Zhao, L. (2021). Visualization analysis of media literacy from 2010-2019 based on CiteSpace. Journal of Internet Technology, 22(3), 533–541. https://doi.org/10.3966/160792642021052203004
[13] Hong, J.-C., Cao, W, Liu, X., Tai, K.-H., Zhao, L. (2021). Personality traits predict the effects of Internet and academic self-efficacy on practical performance anxiety in online learning under the COVID-19 lockdown. Journal of Research on Technology in Education, 55 (3), 426–440. https://doi.org/10.1080/15391523.2021.1967818
[14] Zhao, L., He, W., Liu, X., Tai, K.-H., & Hong, J.-C. (2021). Exploring the effects on fifth-graders' concept achievement and scientific epistemological beliefs: Applying the prediction-observation-interpretive inquiry learning models in science education. Journal of Baltic Science Education, 20(4). https://doi.org/10.33225/jbse/21.20.664