山东泰安人，澳门大学教育学（哲学）博士，广东工业大学“青年百人”计划引进人才，特聘副教授。主要研究方向为STEM教育、人工智能教育，教育测量与评价，及计算机支持下的协作学习。目前已发表SCI/SSCI/CSSCI学术论文十余篇。此外，作为核心成员参与了澳门教青局委托课题多项。
电子邮箱
■ zuokunli@gdut.edu.cn
研究领域
■ STEM教育、人工智能教育，教育测量与评价，及计算机支持下的协作学习
发表论文
[1]Li, Z., Oon, P. T., (2024). The transfer effect of computational thinking (CT)-STEM: a systematic literature review and meta-analysis.International Journal of STEM Education,11, 44https://doi.org/10.1186/s40594-024-00498-z(SSCI Q1;中科院一区TOP; IF: 8.0)
[2]Li, Z., Oon, P. T., & Chai, S. (2024). Examining the impact of teacher scaffolding in the knowledge building environment: Insights from students’ interaction patterns, social epistemic networks, and academic performance.Education and Information Technologies,29, 18501-18532. https://doi.org/10.1007/s10639-024-12535-z (SSCI Q1;中科院二区;IF:5.6)
[3]Li, Z., Chai, S., Oon, P. T. (2026).Promoting undergraduates’ computational thinking in a knowledge building environment.Thinking Skills and Creativity.https://doi.org/10.1016/j.tsc.2026.102131 (SSCI Q1;中科院二区;IF: 4.5)
[4]Li, Z., Hu, W. & Oon, P.T (2024). Unveiling Pre-service Teachers’ Competency and Challenges in Designing 5E Inquiry-based Integrated STEM Lessons: A Quantitative Ethnography Approach.International Journal of Science and Mathematics Education.https://doi.org/10.1007/s10763-024-10529-4(SSCI Q2;中科院三区;IF: 2.6)
[5] Chai, S. M., Oon, P. T., Chai, Y., &Li. Z.*(2023). Examining the role of metadiscourse in collaborative knowledge building community.Library Hi Tech.43(1). https://doi.org/10.1108/LHT-03-2023-0085 (Corresponding author) (SSCI Q1;中科院三区;IF: 3.4)
[6] Wang, H.,Li, Z., & Wang, X. (2023). Effect of personal response systems on students' academic performance and perception in online teaching.International Journal of Continuing Engineering Education and Life Long Learning,33(6), 565-580.https://doi.org/10.1504/IJCEELL.2023.134354(ESCI; IF: 0.8)
[7] Wang, H., Ye, Y., Liao, X.,Li, Z., & Liang, Y. (2022). A study on maker teaching activity design in senior high school general technology course for creativity cultivation.Frontiers in Psychology,16058, 16051.https://doi.org/10.3389/fpsyg.2022.886051(SSCI Q2;中科院三区;IF: 2.9)
[8] Wang, X., Liang, X., Huang, W., &Li, Z.(2026). Empowerment or burden: promoting university students’ sense of gain in generative AI application based on the CAB-O framework.Scientific Reports. (Corresponding author; SCI Q1;中科院三区;IF: 4.9)
[9]王洪江,李作锟,廖晓玲,华秀莹.在线自主学习行为何以表征元认知能力——基于系统性文献综述及元分析方法[J].电化教育研究,2022,43(06):94-103.DOI:10.13811/j.cnki.eer.2022.06.013. (CSSCI; IF: 7.8)
[10]柴少明,贺振海,李作锟.网络问答社区公众对AIGC在教育中影响及应用的关注与认知研究——LDA主题建模与时间序列分析[J].现代教育技术,2024,34(10):42-52. (CSSCI; IF: 4.8)
[11]王洪江,陈沛瑜,李作锟,张一夫,李南希.基于BPNN的在线学习者元认知能力评估[J].现代教育技术,2024,34(11):132-142. (CSSCI; IF: 4.8)
[12]王洪江,李作锟,黄志南,卢晓燕.移动反馈系统支持下在线互动教学优化实施方法及有效性研究[J].数字教育,2021,7(05):33-38. (AMI; IF: 1.1)
[13]王洪江,廖晓玲,庄财滨,马桂秋,李作锟.初中STEM课程中元认知能力培养的策略研究[J].数字教育,2024,10(01):63-70. (AMI; IF: 1.1)
[14]王洪江,李作锟.“5G+全息投影”推动中小学教育信息化发展[J].教育信息技术,2020(10):3-8. (IF: 0.2)
