2026 #
- AERA Annual Meeting 2026, Los Angeles, California, USA
AERA
“Learners’ Collaboration With AI in Enhancing Peer Feedback in Argumentative Writing: An Exploratory Study” (Submitted, with Wenli Chen, Qianru Lyu, Lishan Zheng).
Human-AI Collaboration
Details
Peer feedback is an effective pedagogical strategy for improving argumentative writing, yet the integration of generative AI as a collaborator into this process remains underexplored. This study examines how AI-directed (explicit revisions) and AI-assisted (implicit suggestions and encouragement) peer feedback affect argumentative writing and feedback characteristics through an experiment among 90 university students. Content analysis revealed that AI-supported peer feedback enhances elaboration of writing. Epistemic Network Analysis showed that AI-assisted condition fostered integration of cognitive (problem identification, elaboration) and affective (mitigation, hedging) elements, whereas AI-directed condition yielded more structured, task-focused revisions. These findings highlight the impacts of AI support on peer feedback characteristics and argumentative writing, underscoring the importance of cognitive efficiency and socio-emotional engagement in AI-supported peer feedback.
AERA: American Educational Research Association.
2025 #
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ISLS Annual Meeting 2025, Helsinki, Finland ISLS
- Symposia: “Learners’ Collaboration with AI in Enhancing Peer Feedback Literacy” (with Wenli Chen, Qianru Lyu, Lishan Zheng). Human-AI Collaboration
- Poster: “Uncovering How Individual Preparation Shapes Collaborative Communication Patterns Through Epistemic Network Analysis” (with Wenli Chen, Lishan Zheng). Computer-Supported Collaborative Learning (CSCL)
- Long Paper: “Mental Effort and Task Performance During Collaboration: The Impact of Group Awareness” (with Wenli Chen, Lishan Zheng). Computer-Supported Collaborative Learning (CSCL)
ISLS: International Society of the Learning Sciences.
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AERA Annual Meeting 2025, Denver, Colorado, USA AERA Poster (Accepted): “Generative Artificial Intelligence and Job Displacement: A Perspective from College Entrance Examination” (with Peikang Zhang). Economics of Education
Details
As global economy transitions into digital era, generative AI is sparking concerns over job displacement and triggering risk-averse decision-making among college entrance exam candidates regarding their major choices, to whom existing research pays inadequate attention. This study introduces a novel perspective by using O*NET, NCEE, and population surveys to calculate major-level employment substitution rates. We reveal that the emergence of ChatGPT notably decreased admission scores due to heightened job displacement risks, particularly in STEM majors and Tier 1 colleges, and further investigate its demand-supply mechanism in job postings and graduate surveys. Our findings withstand extensive robustness checks, offering new insights into the dynamics of education and labor markets, enhancing human capital theory, and informing policies for optimizing educational resource allocations.
2024 #
- BERA Annual Meeting and WERA Focal Meeting 2024, Manchester, UK
BERA
Individual Paper, Session Chair: “Research on the Influence Mechanism of Self-Regulated Learning Behaviors on Second Language Learning”.
Learning Analytics
BERA: British Educational Research Association;
WERA: World Educational Research Association.
2021 #
- International Conference of AITELL 2021, Shanghai, China
AITELL
Individual Paper: “The Effect of Study Duration and Learning Initiative on Student Completion of Online Courses”.
Learning Analytics
AITELL: Artificial Intelligence and Technology-Enhanced Language Learning.