广东佛山人，教育学博士，广东工业大学“青年百人”计划引进人才，特聘副教授。研究兴趣主要集中在计算机支持的协作学习、学习分析、教育数据挖掘以及人工智能教育应用等领域。目前已发表SSCI学术论文十余篇，个人H指数为10，多篇论文刊载于教育技术、计算机辅助教学及STEM教育等领域的权威期刊，其中包括4篇ESI高被引论文。此外，作为核心成员参与了国家自然科学基金面上项目、浙江省教育科学规划研究课题等多项科研项目。
电子邮箱
■ wqxu_gdut@126.com
教育背景
■ 2017.9-2021.6，浙江大学，教育学，教育学学士
■ 2021.9-2026.6，浙江大学，教育技术学，教育学博士
研究方向
■ 学习科学、学习分析与教育数据挖掘、计算机支持的协作学习、人工智能教育、人机协同学习
代表性论著
[1] Xu, W., & Ouyang, F. (2025). Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships. Educational Research Review. 100685. https://doi.org/10.1016/j.edurev.2025.100685 (SSCI，JCR Q1，IF = 10.3，教育类排名：11/760，TOP)
[2] Xu, W., Dong, X., & Ouyang, F. (2024). The effects of three scaffoldings on computer-supported, robot-assisted collaborative programming in higher education. International Journal of Human–Computer Interaction, 201, 1-16. https://doi.org/10.1080/10447318.2024.2356399 (SSCI，JCR Q1，IF = 6.1)
[3] Xu, W., Wu, Y., & Ouyang, F. (2023). Multimodal learning analytics of collaborative patterns during pair programming in higher education. International Journal of Educational Technology in Higher Education, 20(8), 1-20, https://doi.org/10.1186/s41239-022-00377-z (SSCI，JCR Q1，IF = 38.7，教育类排名：1/760)
[4] Xu, W., & Ouyang, F. (2022). The application of AI technologies in STEM education: a systematic review from 2011 to 2021. International Journal of STEM Education, 9(59), 1-20. https://doi.org/10.1186/s40594-022-00377-5 (SSCI，JCR Q1，IF = 10.7，教育类排名：8/760，TOP，ESI高被引)
[5] Xu, W., & Ouyang, F. (2022). A systematic review of AI role in the educational system based on a proposed conceptual framework. Education and Information Technologies, 27, 4195–4223. https://doi.org/10.1007/s10639-021-10774-y (SSCI，JCR Q1，IF = 7.2)
[6] Xu, W., Geng, F., & Wang, L. (2022). Relations of computational thinking to reasoning ability and creative thinking in young children: Mediating role of arithmetic fluency. Thinking Skills and Creativity, 44, 101041. https://doi.org/10.1016/j.tsc.2022.101041 (SSCI，JCR Q1，IF = 5.3)
[7] Gong, X., Xu, W. & Qiao, A. (2025). Exploring undergraduates’ computational thinking and human-computer interaction patterns in generative progressive prompt-assisted programming learning. International Journal of Educational Technology in Higher Education, 22, 51. https://doi.org/10.1186/s41239-025-00552-y (SSCI，JCR Q1，IF = 38.7，教育类排名：1/760)
[8] Gong, X., Xu, W., Qiao, A., & Li., Z. (2025). Unravelling the computational thinking and spatial thinking development: An exploration of a virtual robot programming environment. Journal of Computer Assisted Learning, 41(2), e70007. https://doi.org/10.1111/jcal.70007 (SSCI，JCR Q1，IF = 5.7)
[9] 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, 56(1), 80-102. https://doi.org/10.1111/bjet.13482 (SSCI，JCR Q1，IF = 13.0，教育类排名：6/756，TOP)
[10] Ouyang, F., & Xu, W. (2024). The effects of educational robotics in STEM education: A multilevel meta-analysis. International Journal of STEM Education, 11(1), 7. https://doi.org/10.1186/s40594-024-00469-4 (SSCI，JCR Q1，IF = 10.7，教育类排名：8/760，TOP，ESI高被引)
[11] Ouyang, F., Xu, W., Liu, L., Cai, R., & Liu, J. (2024). The influence of instructor support levels on collaborative knowledge construction. Learning, Culture and Social Interaction, 47, 100841. https://doi.org/10.1016/j.lcsi.2024.100841 (SSCI，JCR Q2，IF = 2.1)
[12] Ouyang, F., Xu, W., & Cukurova, M. (2023). An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective. International Journal of Computer-Supported Collaborative Learning, 1-28. https://doi.org/10.1007/s11412-023-09387-z (SSCI，JCR Q1，IF = 6.8，ESI高被引)
[13] Ouyang, F. & Xu, W. (2022). The effects of three instructor participatory roles on a small group’s collaborative concept mapping. Journal of Educational Computing Research, 60(4), 930-959. https://doi.org/10.1177/07356331211057283 (SSCI，JCR Q1，IF = 8.5)
