Journal, Conference Paper and Publications 2026

Journal Papers

Lee, A. V. Y. (2026). Enhancing science education through ICT-enabled strategies in blended learning contexts: A comprehensive analysis.

Ong, K. K. A., Teo, C. L., Lee, A. V. Y., & Yuan, G. (2026). Investigating shared agency in student knowledge building discourse using Epistemic Network Analysis. Research and Practice in Technology Enhanced Learning, 21. 006. https://doi.org/10.58459/rptel.2026.21006

Teo, C. L. (2026). Knowledge building scaffolds: sentence starters or epistemic markers. Educational Research for Policy and Practice, 1-27. https://doi.org/10.1007/s10671-026-09418-0.

Tan, S. C., Tan, Y. Y., Teo, C. L., & Yuan, G. (2025). Teachers' professional agency in learning with AI: A case study of a generative AI-based knowledge building learning companion for teachers. British Journal of Educational Technology, 00, 1–22. https://doi.org/10.1111/bjet.70013.

Tan, S. C., Tan, Y. Y., Yuan, G., Teo, C. L., & Dai, L. (2026). A pragmatic study of teacher dialogues with a large language model-based AI chatbot. Linguistics and Education, 93, 101541. https://doi.org/10.1016/j.linged.2026.101541.

Yuan, G., Begum, J., Yuvaraj, R., & Teo, C. L. (2026). Using N400 Event-Related Potential to Detect Differences in Design-Mode and Belief-Mode Scaffold Use. Brain Sciences, 16(4), 407. https://doi.org/10.3390/brainsci16040407

Zhu, G., Zhong, T., Yuan, G., Hou, C., Lim, M., & Su, G. (2026). Development trajectories of undergraduates’ interdisciplinary competence over time: effects of principle-based activities. Higher Education Research & Development, 1-21. https://doi.org/10.1080/07294360.2026.2615304.

Conference Proceedings

Lee, A. V. Y. (2026, June). Scaffolding Epistemic Agency: Evaluating AI-Partnered Affective Feedback for Emotional Regulation in Knowledge Building. In Proceedings of the 27th International Conference on AI in Education (AIED) 2026. Seoul, South Korea: The International AI in Education (IAIED) Society.