Shufan-Yu

Shufan Yu

– Immersive learning environment
– Embodied cognition theory and XR technologies
– Game based learning
– Pedgagocial agent/avator
– Museum learning

– Yu, S.*, Liu, Q., Johnson-Glenberg, M. C., Han, M., Ma, J., Ba, S., & Wu, L. (2023). Promoting musical instrument learning in virtual reality environment: Effects of embodiment and visual cues. Computers & Education, 198, 104764. https://doi.org/10.1016/j.compedu.2023.104764
– Yu, S.*, Liu, Q., Liu, J., Ma, J., & Yang, Y. (2023). Integrating augmented reality into acoustics learning and examining its effectiveness: a case study of Doppler effect. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12091-y
– Yu, S., Liu, Q., Ma, J., Le, H., & Ba, S. (2023). Applying Augmented reality to enhance physics laboratory experience: does learning anxiety matter? Interactive Learning Environments, 31(10), 6952–6967. https://doi.org/10.1080/10494820.2022.2057547
– Liu, Q., Yu, S.*, Chen, W., Wang, Q., & Xu, S. (2021). The effects of an augmented reality based magnetic experimental tool on students’ knowledge improvement and cognitive load. Journal of Computer Assisted Learning, 37(3), 645–656. https://doi.org/10.1111/jcal.12513
– Gong, X., Xu, W., Yu, S., Ma, J., & Qiao, A. (2024). Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper‐and‐pencil tools. British Journal of Educational Technology, April, 1–23. https://doi.org/10.1111/bjet.13482
– Liu, J., Liu, Q., Yu, S., Ma, J., Liu, M., & Wu, L. (2023). How do autonomy and learner characteristics combine to influence learners’ learning outcomes and cognitive load in virtual reality learning environments? A fuzzy-set qualitative comparative analysis approach. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-023-12262-x