Kui Xie
Chairperson and Professor, Department of Counseling, Educational Psychology and Special Education Michigan State University
- East Lansing MI
Kui Xie's research investigates areas related to motivation and engagement in digital learning.
Media
Biography
Industry Expertise
Areas of Expertise
Accomplishments
Chang Jiang Scholar Award, Chinese Ministry of Education
2017
Education
University of Oklahoma
Ph.D.
Instructional Psychology and Technology
2006
Affiliations
- The Internet and Higher Education : Associate Editor
- Frontiers in Psychology : Associate Editor
News
How ChatGPT Can Help Students Learn, Prevent Cheating
Voice of America online
2023-07-04
Kui Xie and Eric Anderman are professors of educational psychology and educational technology. In their research, they have found that the main reason students cheat is their desire to do better in school. For example, some students want to get a high grade, and others want to learn all that they can about a subject.
Event Appearances
"Student Engagement in Online Learning Environments"
icits2022
Journal Articles
Does the Seat Matter? The Influence of Seating Factors and Motivational Factors on Situational Engagement and Satisfaction in the Smart Classroom
Sustainability2023
As a technology-enhanced student-centered learning environment, smart classrooms are becoming increasingly popular in higher education. It is undoubtedly important to understand how seating and motivational factors affect situational engagement and satisfaction in smart classrooms. Pre-survey, experience sampling method, and post-survey were used in this study to conduct a longitudinal survey of 113 pre-service teachers in three courses at a university in central China. Descriptive statistics, bivariate correlations, hierarchical linear modeling, and hierarchical linear regression were used to investigate the effects of seating factors and motivational factors on engagement and satisfaction in smart classrooms.
The Emergence and Escalation of Online Racial Discrimination in Digital Spaces: A Systematic Review
Review of Educational Research2024
COVID-19 required educators and students to rapidly move to online learning. Simultaneously, while navigating the pandemic in lockdown, citizens were exposed to the brutal murder of George Floyd. The increased exposure to online activity and discrimination generated a hyperawareness of the potential link between the two. Our interest was to examine that linkage as we considered the prevalence and escalation of online racial discrimination (ORD) as a student phenomenon. Filtering for adolescent and young adult students, this systematic review ultimately employed 21 articles. Our results reflect that ORD as defined, changed over time, as did the ways it manifested. Importantly, the impacts of ORD on student learning and well-being were revealed.
A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning
International Journal of Educational Technology in Higher Education2024
Wayfinding, which is a part of learning in connectivist learning, involves consolidating a wide variety of resources and information and building connections among them. However, learners often encounter difficulties in wayfinding, and are lost without technological support in connectivist learning. This study examined the wayfinding processes occurring within a network of learners in a personal social knowledge network (PSKN), explored differences in behavior patterns between high and low performers in PSKN. The results reveal the diversity and complexity of wayfinding in a PSKN, including finding and connecting nodes, forming cognitive maps, finding and filtering information, and creating new nodes.
Effects and mechanisms of analytics‐assisted reflective assessment in fostering undergraduates' collective epistemic agency in computer‐supported collaborative inquiry
Journal of Computer Assisted Learning2024
Background
Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer‐supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency.
Objectives
This study used a quasi‐experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact.
Information literacy instruction in naturalistic high school science classrooms: Instructional strategies and associations with students’ prior knowledge
Teaching and Teacher Education2024
Students rely on information literacy (IL) to effectively assess information. However, we lack understanding about how IL instruction occurs in naturalistic science classrooms. This mixed-methods study provides descriptive accounts of teachers' IL instruction and its responsiveness to students' prior knowledge, using transcripts from 55 lessons with over 2800 minutes of classroom interactions and students' prior IL scores (n = 335). Results suggest that teachers in our sample most often provided instruction on what information is needed and how to use information to fulfill task requirements. While teachers demonstrated overall responsiveness to students’ prior knowledge, there was some mismatch among specific IL components.
