Yang Wang
8 Papers
Yang Wang is an academic researcher. The author has contributed to research in topics: Computer science & Cognition. The author has an hindex of 1, co-authored 1 publications.
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Papers
Understanding Chinese university students' experiences: an empirical analysis
TL;DR: In this paper, a multi-level modeling approach is used to examine the relationships between higher order constructs, such as behavioral intentions, satisfaction, service quality, perceived value, and university image.
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Effects of teaching presence on learning engagement in online courses
TL;DR: In this article , the structural equation modeling analysis result indicates that the five dimensions of teaching presence (i.e., design and organization, discourse facilitation, direct instruction, assessment, and technological support) accounted for 45.3% of behavioral engagement, 34.3%, and 40.9% of emotional engagement.
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The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses
TL;DR: In this article , the effects of computer supported project-based learning (CSPBL) on students' computational thinking and learning engagement through comparing students' CT and engagement in two courses instructed by the same instructor (one instructed with a traditional method, the other instructed with CSPBL).
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To Be Expressive or Not: The Role of Teachers’ Emotions in Students’ Learning
TL;DR: In this paper , the authors explored the effects of teacher's facial expressions on students' learning through analyzing three groups of video lectures and found that the video lecture by the enhanced-expression teacher was better than those with the conventional expression teacher and with the audio only for facilitating students' social presence, arousal level, and long-term learning.
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Exploring the relationships among the dimensions of a community of inquiry in an online learning environment
TL;DR: Wang et al. as discussed by the authors investigated the roles of teaching presence indicators in students' social and cognitive presences, and found that teaching presence accounted for 56.9% of social presence and 53.4% of cognitive presence.
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