王兴华，毕业于新加坡南洋理工大学，研究领域涉及数字化学习环境中，人与技术的交互如何影响学生和教师的行为、认知、情感和社会性，以及如何迭代技术促进学生的学习和教师的教学。侧重于技术与学习理论和认知理论的结合，具体研究领域包括教育人机交互、教师专业发展、心理测量、教育数据挖掘、设计研究等。在Educational Research Review, Computers in Human Behavior, Computers & Education, Australasian Journal of Educational Technology, Media Psychology等期刊发表三十多篇SSCI/SCI论文，一部学术专著 (Routledge)。担任APA旗下杂志Psychological Assessment (SSCI; IF=3.6) 顾问编辑、Research and Practice in Technology Enhanced Learning (Scopus, ESCI; IF=3.2) 副主编、International Journal of Educational Management (Scopus, ESCI, IF = 2.4) 编委，以及众多国际顶尖期刊审稿人。
ResearchGate: https://www.researchgate.net/profile/Xinghua-Wang-8
系别：suncity太阳新城教育技术系
职称/职务：教授
毕业院校：新加坡南洋理工大学
邮箱：wxh_1113@126.com
教育经历
2013.08-2018.06 新加坡南洋理工大学
2010.09-2013.06 山东师范大学
工作经历
2018.02-2020.02 新加坡南洋理工大学学习研究与发展中心 (CRADLE@NTU) 博后研究员
2017.03-2017.04 新加坡成人教育中心 (Institute of Adult Learning, Singapore) 研究助理
研究方向
人工智能教育、脑成像、教育数据挖掘、人机交互、设计研究、教师专业发展
科研项目
科研启动经费、山东省自科面上项目
学术成果
[1] Wang, X.*, Li, L.*, Wang, Q., Zhong, B., & Xu, Ya. (2025). Meta-analyzing the impacts of social robots for children’s language development: Insights from two decades of research from 2003 to 2023, Educational Research Review. https://doi.org/10.1016/j.edurev.2025.100702 (SSCI Q1, Top 1)
[2] Wang, X.*, Wang, Y., Han, Z., Wang, Y., Duan, Z., & Zhang, Z.* (2025). Social robots for child development: Research hotspots, topic modelling, and collaborations. Humanities and Social Sciences Communications (SSCI Q2, online first)
[3] Yin, Z., Liu, Y., & Wang, X*. (2025). Enhancing anti-plagiarism literacy practices among undergraduates with AI. Interactive Learning Environment, 1-16. (SSCI Q1)
[4] Chen, W., Pi, Z., Tan, J., Wang, X., Chai, A. S. C., & Lyu, Q. (2025). The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study. Instructional Science, 1-29. (SSCI Q2)
[5] Wang, X., Pang. H.*, Wallace, M. P., Wang, Q., & Chen, W. (2024). Learners’ perceived AI presences in AI-supported language learning: A study of AI as a humanized agent from community of inquiry. Journal of Computer Assisted Language Learning, 37(4), 814-840. (SSCI Q1)
[6] Wang, X.*, Li, L., Tan, S. C., Yang, L., & Lei, J. (2023). Preparing for AI-enhanced education: Conceptualizing and empirically examining teachers’ AI readiness. Computers in Human Behavior, 107798. (SSCI Q1 / ESI 高被引)
[7] Wang, X.*, Liu, Q., Pang, H., Tan, S. C., Lei, J., Wallace, M. P., & Li, L. (2023). What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis. Computers & Education, 194, 104703. (SSCI Q1)
[8] Teo, C. C., Wang, X., Tan, S. C., & Lee, J. W. Y. (2023). Enhancing critical thinking in operations management education: a framework with visual-based mapping for interdisciplinary and systems thinking. Higher Education Pedagogies, 8(1), 2216388.
[9] 杨进中，赵良千，王兴华*，宋述婷，&李林林. (2024). 脑科学素养干预对教与学影响研究. 开放教育研究, 30(3), 87-97. (CSSCI)
[10] 雷军, 陆晓媛, 胡光伟, 王兴华*. (2023). 线上直播教学情境下外语教师数据素养探究. 外语界，3, 39-46. (CSSCI)
[11] 柳茜，庞晖，王兴华*，孙百才，徐艳萍，李田田. (2022). 人工智能支持的语言学习---拟人化技术如何影响学习？电化教育研究，10, 1-16. (CSSCI)
[12] Li, L., Wang, X.*, & Wallace, M. P. (2022). I determine my learning path, or not? A study of different learner control conditions in online video-based learning. Frontiers in Psychology, 13, 973758. (SSCI Q1)
[13] Niu, L., Wang, X.*, Wallace, M. P., Pang. H., & Xu, Y. (2022). Digital learning of EFL among university students: How are approaches to learning linked to digital competence and technostress? Journal of Computer Assisted Learning, 38(5), 1332-1346. (SSCI Q1)
[14] Tan, S. C., Wang, X.*, & Li, L. (2022). The development trajectory of shared epistemic agency in online collaborative learning: A study combing network analysis and sequential analysis. Journal of Educational Computing Research, 59(8), 1655-1681. (SSCI Q1)
[15] Wang, X., Wang, Z.*, Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale. Journal of Computer Assisted Learning, 37(4), 1063-1076. (SSCI Q1)
[16] Wang, X., Li, Z.*, Ouyang, Z., & Xu, Y. (2021). The Achilles heel of technology: How does technostress affect university students’ wellbeing and technology-enhanced learning. International Journal of Environmental Research and Public Health, 18(23), 12322. (SCI/SSCI Q1)
[17] Wang, X., Zhang, R.*, Wang, Z., & Li, T. (2021). How does digital competence preserve university students’ psychological well-being during the pandemic? An investigation from self-determined theory. Frontiers in Psychology, 12, 1252. (SSCI Q1)
[18] Li, L., & Wang, X*. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. (SCI/SSCI Q2)
[19] Wang, X.*, Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96-112. (SSCI Q2)
[20] Wang, X.*, Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105, 106208. (SSCI Q1)
[21] Wang, X. (2020). Mobile SNS addiction as a learned behavior: A perspective from learning theory. Media Psychology, 23(4), 461-492. (SSCI Q1)
[22] Wang, X.*, & Li, B. (2019). Technostress among university teachers in higher education: A study using multidimensional person-environment misfit theory. Frontiers in Psychology, 10, 1791. (SSCI Q1)
[23] Wang, X. (2019). Developing a mobile SNS addiction scale utilizing factor analysis and the Rasch model. Online Information Review, 43(7), 1284-1301. (SCI/SSCI Q2)
[24] Wang, X. *, Hall, A. H., & Wang, Q. Y. (2019). Investigating the implementation of accredited MOOCs in higher education: The boon and the bane. Australasian Journal of Educational Technology, 35(3), 1-14. (SSCI Q2)
[25] Wang, X.*, & Wong, B. (2019). Bridging knowledge divides utilizing cloud computing learning resources in underfunded schools: Investigating the determinants. Journal of Educational Computing Research, 57(3), 591-617. (SSCI Q1)
[26] Li, B., Wang, X.*, & Tan, S. C. (2018). What makes MOOC users persist in completing MOOCs? A perspective from network externalities and human factors. Computers in Human Behavior, 85, 385-395. (SSCI Q1)
[27] Wang, X.*, Wallace, M. P., & Wang, Q. (2017). Rewarded and unrewarded competition in a CSCL environment: A coopetition design with a social cognitive perspective using PLS-SEM analyses. Computers in Human Behavior, 72, 140-151. (SSCI Q1)
[28] Bound, H., Chee, T. S., Chow, A., Xinghua, W., & Hui, C. K. (2017). Dialogical teaching: Investigating awareness of inquiry and knowledge co-construction among adult learners engaged in dialogic inquiry and knowledge (co)construction. Singapore: Institute of Adult Learning.
著作
[1] Wang, X. (2025). Coopetition in education: Redefining collaborative learning through design-based research. Routledge, Taylor & Francis: NY.
其他领域相关合作 (e.g., Higher education management):
[1] Li, Z., Wang, X*, Zhang, K… (2025). Exploring the influence of educational capital on college students’ entrepreneurial performance: A moderated multi-mediation model approach. Humanities and Social Sciences Communications. https://doi.org/10.1057/s41599-025-05050-0 (SSCI Q2)
[2] Lv, C*., Xu, J., Chang, W., Zhi, X., Yang, P., & Wang, X*. (2024). Exploring the impact of college graduates’ place attachment on entrepreneurial intention upon returning to hometowns: A study based on the theory of planned behavior. Plos One, 19(3), e0300312. (SCI Q2)
[3] Lv, C*., Zhi, X., Ming, Y., Zhang, K., Sun, J., Cui, H., & Wang, X*. (2024). Researching the influence of rural university campuses on rural economic development: Evidence from Chinese counties between 2001 and 2020. Sustainability, 16(10), 3974. (SSCI/SCI Q2)
[4] Chen, M., Lv, C*., Wang, X*., Li, L., & Yang, P. (2023). A critical review of studies on coopetition in educational settings. Sustainability, 15(10), 8370. (SSCI/SCI Q2)
[5] Zhao, K.*, Chen, N., Liu, G., Lun, Z., & Wang, X*. (2023). School climate and left-behind children’s achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support. Frontiers in Psychology, 14, 1040214. (SSCI Q1)
软件著作
Xinghua Wang, Huimin Shi, Zhenhua Li, Linlin Li, Yu Wang, & Suting Song. (2023). Immersive Learning System for Developing Children’s Social and Emotional Competence (V1.0) [沉浸式儿童社会情感能力培养系统]. Registration No. 2023SR0166264.
开授课程
专业英语
学习科学与技术前沿
教育技术学
社会兼职
顾问编辑(Consulting Editor), Psychological Assessment (IF=6.083);
副主编, Research and Practice in Technology Enhanced Learning (Scopus, ESCI, IF = 3.2);
编委, International Journal of Educational Management (Scopus, ESCI, IF = 2.4)；
Program Chair of 14th Global Chinese Conference on Inquiry Learning (GCCIL 2023);
PC member of the 26th Global Chinese Conference on Computers in Education (GCCCE 2022) [第26届全球华人计算机教育应用大会 分会委员];
PC member of the 24th Global Chinese Conference on Computers in Education (GCCCE 2020) [第24届全球华人计算机教育应用大会 分会委员];
PC member of the 23rd Global Chinese Conference on Computers in Education (GCCCE 2019) [第23届全球华人计算机教育应用大会 分会委员];
PC member of the 22nd Global Chinese Conference on Computers in Education (GCCCE 2018) [第22届全球华人计算机教育应用大会 分会委员];
PC member of the 25th International Conference on Computers in Education (ICCE 2017) [第25届计算机教育应用国际会议 分会委员];
Technology in Society, Psychological Assessment (APA), Psychological Reports (Sage), Cognition, Technology & Work, Internet Research, Journal of Educational Computing Research, Asia Pacific Journal of Education (Taylor & Francis), IEEE Access, Behavior & Information Technology, International Journal of Human-Computer Interactions等杂志审稿人.
获奖
青岛市第三十八届社会科学优秀成果一等奖
