Invited Speakers

Prof. Peter Twining
The University of Newcastle, Australia

Peter Twining is passionate about enhancing education systems, with a particular focus on school age learners. Peter is Professor of Education (Innovation in Schooling & Educational Technology) at the University of Newcastle (Australia), having formerly been Professor of Education (Futures) at the Open University (UK). He has also been a primary school teacher, initial teacher educator, the Head of Department of Education at the Open University, the Co-Director of the Centre for Research in Education and Educational Technology, and Co-Editor in Chief of Computers & Education. He has brought in over £10million of external funding, most of which was focussed on issues to do with the purposes of education, the management of educational change, and enhancing education systems, informed by understandings of learning, pedagogy and the potentials of digital technology.

Speech Title: Moving beyond Standardised Testing
Abstract: In this presentation I am going to argue that:
• Education needs to be preparing people to live fulfilling lives and to enhance societal well-being.
• We live in a world in which automation threatens to render large swathes of the population unemployable.
• This changes what people need to learn in order to lead fulfilling lives and to enhance societal well-being.
I'm then going to suggest that assessment is the key driver of practice in education, and that because of its focus on standardised outcomes summative assessment kills creativity and prevents people from developing their talents and passions. The things that standardized tests assess are also the things that AI is or will become good at.
Standardisation facilitates automation.
If we want to make education fit for purpose in the automation age then we need to move away from standardised testing. We also need to be assessing the things that everyone claims are important – the so called 21st Century skills.
I will provide a set of criteria for evaluation summative assessment, and then use those criteria to briefly explore a number of ideas about how we might assess learners more appropriately. These include micro-credentials, nano-credentials, AI, and learner profiles.

Prof. Yonghe Wu
East China Normal University, China

Yonghe Wu, Ph.D., professor and doctoral supervisor of East China Normal University, winner of Shanghai Pujiang Talent Project, ISO/IEC JTC1 SC36 expert of the International Organization for Standardization, expert member of the Education Information Technology Standardization Committee of the Ministry of Education, review experts from the Ministry of Education, the Ministry of Science and Technology, the Ministry of Industry and Information Technology, the National Natural Science Foundation of China, and the Shanghai Municipal Education Commission, and then external review experts from multiple CSSCI core journals and SSCI journal, and reviewer, members and chairmen from multiple academic conferences. The research direction is intelligence-driven education research, model-driven education research, and digital transformation. He has presided over more than 40 projects including the major key projects of National Social Science Fund, published more than 120 papers, more than 20 standards, and won many awards, such as Outstanding Paper Award of the First National Educational Technology Doctoral Forum, 2012 and 2016 "Advanced Individual in Standardization Work" from National Information Technology Standardization Committee(NITSC), 20th Anniversary "Excellent Contribution Award" for the development of information technology standards from Education Technology Sub-Technical Committee of NITSC in 2020, etc.

Speech Title: Digital Transformation Drives High-quality Development and Systemic Change in Education
Abstract: 1. Reports of international organizations (ORCD and UNSCO) on the demand for future education development;
2. The Chinese government's education policy for high-quality development of education and digital transformation;
3. Practical cases of digital transformation of education;
4. The academic research status of education digital transformation;
5. Suggestions on the digital transformation of education.

Prof. Xiaoying Feng
Beijing Normal University, China

Dr. Xiaoying FENG is a Professor at Beijing Normal University. She is the Director of the Lab of Learning Design & Learning Analytics at Beijing Normal University. Prof. Feng is also the guest Professor at Macau City University, and the Chief Editor of <White Paper on Teacher Training in China>. She has been hosting or engaging in a dozen of national or international projects. Prof. Feng has been engaged in the field of educational technology for over 25 years. Her research interests mainly focus in Instructional Design in online or blended learning environment, Online Tutoring, Curriculum Development in distance education, and Teacher Professional development.

Speech Title: Are Teachers Ready for Blended Teaching &Learning?
Abstract: Blended Learning is becoming a ‘new normal 'in future. Reforms of blended teaching and learning (BTL) are now being conducted in almost all areas of education in China. Teachers’ readiness is the most critical for success of the reform. However, are teachers ready for BTL? How about teachers' competencies of BTL? And how to help teacher develop BTL competencies and get them better ready for the BTL reform? These issues will be discussed and addressed.

Prof. Tai Wang
Central China Normal University, China

Tai Wang received B.S. degree in electronics and information engineering and Ph.D. degree in information and communication engineering from Huazhong University of Science and Technology, in 2003 and 2007, respectively. From September 2014 to September 2015, he was a Visiting Scholar with the Department of Psychology, Institute of Intelligent Systems, University of Memphis, USA. From 2008 to present, he was a Lecturer, an Associate Professor and a Professor with National Engineering Research Center for Educational Big Data, Central China Normal University. He is the author of two books, more than 30 peer-reviewed articles, and five granted patents. His research interests include artificial intelligence in education, cyber psychology, natural language process, and large-scale content distribution. Dr. Wang is a member of IEEE Computer Society, China Computer Federation, and Chinese Society of Education. His awards and honors include the Frist Class Prize in Hubei Province Science and Technology Progress Award of 2011.

Speech Title: An Introduction on Mathematical Foundations of Epistemic Network Analysis and Its Applications
Abstract: Epistemic Network Analysis was initially proposed by Dr. David W. Shaffer et al. Since its birth, more than 300 published studies have used it. After introducing its mathematical foundation, we present our findings when using it in a scientific reasoning scenario. In this scenario, we investigate the connections between personality, communicating media, and epistemic network patterns.

Prof. Yun Zhou
Shaanxi Normal University, China

Dr. Yun Zhou is a professor at Shaanxi Normal University. Her major research interests include the areas of educational technology and human-computer interaction. She is particularly interested in research on learning within virtual and augmented reality, instructional design, spatial ability training, and educational brain-computer interfaces. Dr. Zhou is also a committee member of Intelligent Interaction Committee in the Chinese Association for Artificial Intelligence. She has published more than 30 SCI(E) and SSCI papers in well-known peer-reviewed journals and international conferences including Personal and Ubiquitous Computing, CHI, and IEEEVR.

Speech Title: Brain-Computer Interfaces for Educational Purposes
Abstract: The recent development of Brain-Computer Interfaces (BCI) has made it possible to be used in digital learning environments. Electroencephalograph-based (EEG-based) measures have unique potentials and benefits that are distinguished from other methods. EEG-based Brain-Computer Interaction (BCI) for cognitive and emotional recognition will be focused on and discussed. The induction methods of learning and related issues are also included. BCI technology can detect and improve students’ learning, but also faces many challenges.

Prof. Yuxia Du
Guangzhou University, China

Yuxia Du, professor, doctor of educational technology, director and of knowledge engineering and wisdom education research center of Guangzhou University, person in charge of construction of first-class undergraduate major in Educational Technology, person in charge of national first-class undergraduate online courses. She also serves as the curriculum expert of the national MOOC project for improving teachers' teaching ability, the leader of Xiangyun digital textbook application discipline of Guangdong Provincial Department of education, the expert of the demonstration project of balanced, high-quality and standardized development of compulsory education in underdeveloped areas of Guangdong Province, the expert of information technology application ability improvement project for primary and secondary school teachers in Guangdong Province and Guangzhou, the expert of Guangzhou teacher education network curriculum construction . She serves as the National Wisdom Education Demonstration Zone (Guangzhou) expert. Her research interest is mainly on teacher education informatization, wisdom education, thinking teaching, learning science, steam education, etc. She has presided over 16 research projects , published more than 50 academic papers and 3 monographs. She has won the title of excellent worker of information technology application ability improvement project for primary and secondary school teachers in Guangzhou.

Speech Title: What Is Affecting the Effect of Teachers' Online Training Transfer?
Abstract: Online training has increasingly become an important way of teachers' professional development. More and more schools and institutions use open online courses to train teachers, and many teachers also Independently, choose open online courses to improve their professional abilities .
Many primary and secondary school teachers have completed MOOC study, achieved qualified results and obtained curriculum certificates. However, a lot of primary and secondary school teachers haven’t apply the knowledge, skills and attitudes they mastered in training to their teaching and work . Then, what factors affect the transfer effect of teachers' online training? In order to find out the causes of the problems and improve the transfer effect of teachers' online training, the author conducted a questionnaire survey and in-depth interview with the teachers who completed the courses of the national first-class online course " Mind map Teaching Application " from 2017 to 2021. The survey found that the factors which mainly affected the teachers online training are transfer intention, transfer motivation, transfer atmosphere, transfer strategy and so on. The study found that the feedback of school leaders and students has a positive impact on the training transfer intention of primary and secondary school teachers, and the training transfer strategy of primary and secondary school teachers has a positive impact on the transfer effect.

Prof. Qi Zhang
Huaibei Normal University, China

Dr. Qi Zhang is the academic leader of educational technology in Huaibei Normal University, a researcher at the Engineering Research Center of the Ministry of Education for Digital Learning and Education Public Services and an associate editor of the "Research Report on Regional Development of China's Smart Education" and "China Research Report on the Development of Internet Learning". He has been invited as the workshop chairman of the Global Chinese Computer Education Application Conference (GCCCE) and the member of the Forum Program Committee for many times, and has published more than 40 SSCI and CSSCI papers. He created the provincial core textbook learning Analytics Technology and Methods, first-class undergraduate course (MOOC) and charged more than 10 provincial and ministerial scientific research projects.

Speech Title: The Construction and Innovative Practice of Intelligent Education Literacy System for Pre-service Teachers
Abstract: Leading the innovative development of education is the historical mission entrusted by the times to talents training. The report focuses on new technologies, fresh thinking and new changes in future education development, analyzes the application scenarios of artificial intelligence technologies in the field of education, and explores the "technology-integrated" ability map and elements of teaching ability development for pre-service teachers to meet the needs of the times. Besides, this report concentrates on curriculum design, process reconstruction, resource development, the application of learning analysis tools, intelligent teaching evaluation, etc. to display diversified achievements and solve the two-way empowerment proposition of technology and education.

Assoc. Prof. Kathryn MacCallum
University of Canterbury, New Zealand

Kathryn MacCallum is an Associate Professor and Director of the Digital Education Futures Research Lab within the Faculty of Education at the University of Canterbury (UC), NZ. Kathryn is an active researcher in the area of Digital Education and has led and been involved in a number of research projects developing and exploring innovative approaches to the integration of technology within all sectors of education. Her current work explores the broad influence and roll out of digital skills and computational thinking across schools in NZ and the impact this has on digital equity. Alongside an extensive publications history, Kathryn has also edited four books on the use of emerging practices in education. Kathryn also serves as Editor in Chief for three International Journals that focus on the integration of technology in education. Kathryn is also the current President of the International Association for Mobile Learning (IAmLearn) and is a board member of EdTechNZ. And has been recognised for her teaching by being awarded the National Tertiary Teaching Excellence Award in 2019.

Speech Title: How Can Student Created EXtended Reality (XR) Games Be Used to Support Cross-curricular Learning?
Abstract: While eXtended Reality (XR) has been shown to provide rich promise, its adoption within the educational context is still limited and we have yet to fully understand the affordances that XR brings to learning. Recent advances in XR technology, especially in mobile XR tools and game-based XR, have made XR more accessible, this has prompted new and innovative approaches to integrating XR in education. However, most XR experiences still involve pre-built experiences, where the learner is the consumer not the developer of these experiences. Drawing on a wider research project, in this presentation, I explore how the development of XR games can build critical digital skills and also can be integrated to teach a range of subjects. Drawing on different examples, of how XR has been integrated into two High Schools in New Zealand, I will explore six design principles that could be adopted to promote wider adoption of XR in schools.

Assoc. Prof. Kyungbin Kwon
Indiana University Bloomington, USA

Dr. Kyungbin Kwon is an Associate Professor of Instructional Systems Technology at Indiana University Bloomington. His work focuses on facilitating positive interactions among students in the contexts of Computer-Supported Collaborative Learning (CSCL) and designing effective instructions for computational thinking (CT). For positive and productive interactions among students, he designed tools to represent group information and examined their impacts on collaborative learning performances. He also developed innovative learning tools to facilitate collaborative knowledge construction in online learning environments. He utilized metacognitive learning strategies to support problem-solving performances in CS education. He has explored how students understand programming concepts and identified types of misconceptions to understand their mental models of programming. Currently, he leads two projects. Through an NSF-funded project: Supporting Early Learning of Computational Thinking Using Mixed Reality Technology, his team is developing an AR learning environment facilitating embodied learning experience for early childhood kids. Through the AI Goes Rural project funded by the Department of Defense, his team and teachers are collaboratively developing an AI curriculum for middle schools in rural areas.

Speech Title: Learning Computational Thinking Through Bodily Movements from an Embodied Cognition Perspective
Abstract: Learning computational thinking (CT) concepts is challenging for young students due to their abstract nature. Embodied cognition suggests innovative approaches that facilitate the learning of abstract concepts through bodily activities. Dr. Kyungbin Kwon will present two types of embodied learning activities designed for elementary students to teach CT concepts. The first study examined how students understood symbols and sequences of programming while engaging in bodily movement on a physical mat, which simulates programming tasks. This study revealed the effects of embodied learning activities in an unplugged learning setting. The second study explored how the unplugged activities could be transformed into plugged activities where immersive virtual objects were visualized on the physical mat. The findings suggested that the embodied learning activities improved conceptual understanding of CT concepts and revealed that students actively utilized their hand gestures to figure out sequences of codes, which demonstrates how students made links between embodied learning activities and programming tasks.

Assoc. Prof. Heng Luo
Central China Normal University, China

Heng Luo received his Ph.D. degree in Instructional Design, Development, and Evaluation from Syracuse University in 2015, and worked as a Research Associate at John A. Dutton e-Education Institute in the Pennsylvania State University for two years. He is currently an Associate Professor and Department Head in the Faculty of Artificial Intelligence in Education, Central China Normal University. His research work focuses on the effective integration of learning sciences, instructional design, and AI technologies to promote quality and equity of education in diverse contexts. Dr. Luo has been initiating socially responsive research programs that address the urgent needs and pressing issues in nowadays educational paradigm, such as inclusive e-learning, open education initiatives, self-regulated learning, STEM education, and safety education, leading to over 20 publications in SCI/SSCI/CSSCI journals. His academic contribution has been recognized with scholarly awards such as TICL Outstanding International Research Collaboration Award (AERA’2022), Excellent Research Paper Award in International Conference on Blended Learning (2019 and 2020), and D&D Outstanding Practice Award (AECT’2019).

Speech Title: Performing Versus Observing Toward Equitable Learning Experiences: Group Debriefing in VR Learning Environment
Abstract: How can students in a large classroom benefit from virtual reality (VR)-based instruction despite limited equipment? Group debriefing based on observed VR experiences provides a potential solution. This study employed a two-by-two factorial design to empirically investigate the feasibility and effectiveness of debriefing and types of VR experiences on enhancing VR learning outcomes. Study results reported moderate effect sizes of debriefing on increasing knowledge test as well as performance scores of the VR learners but revealed no significant difference between direct and observed VR learning experiences. The findings reveal that students can benefit from vicarious VR learning experiences if an instructional component of debriefing is provided in educational practice.

Assoc. Prof. Hang Hu
Southwest University, China

Hang Hu, PhD in Education, Associate Professor, Doctoral Supervisor, Director of the Center for Teaching Excellence (Intelligence) of Southwest University, Convener of the "Learning and Smart Education" Alliance of Southwest University, Expert of the Examination Center of the Ministry of Education, Expert of Chongqing Basic Education Quality Monitoring, Executive Member of the Information Technology Education Special Committee of China Education Association, Youth Committee Member of the Information Technology Education Special Committee of China Education Technology Association, Human Resources of China Adult Education Association Member of the Education Commission and a member of the International Chinese Educational Technology Association (SICET). In recent years, Professor Hu has been engaged in research and practice in Cognitive and Deeper Learning (disciplinary education technology), Learning and Smart Education, Educational Big Data and Learning Analytics, Ethnic Education Informatization, and Regional Informatization Development Strategies. Also, he has presided over 5 projects of National Social Science, Natural Science and Education Ministry, published more than 30 academic papers in SCI, SSCI and CSSCI, and served as an external reviewer for several high-level journals (e.g., Distance Education Research, Journal of Distance Education, and Open Education Research).

Speech Title: The Analytical Approaches to the Relationship between Learning Behaviors and Learning Outcomes
Abstract: Analyzing and mining data refers to methods for extracting useful and actionable information from large data sets which has recently gained major attention from both academics and practitioners in education. Based on an overview of educational big data and its research classification, this report focuses on the relationship between learning behaviors and learning performance. In order to illustrate analytical approaches to reveal the relationship between learning behaviors and learning performance, this theme report demonstrates three sub-studies of relationship mining, predictive modeling, and portfolio evaluation of learning behaviors. We analyzed 23,948 log data and 18,342 grade data which were collected from all 3,243 college students enrolled in 2018 in University S of City C. Moreover, we discussed our findings with respect to learning analysis model and with respect to future research.

Assoc. Prof. Yanjie Song
The Education University of Hong Kong, Hong Kong, China

Dr. Yanjie Song is an associate professor in Department of Mathematics and Information Technology at The Education University of Hong Kong. She obtained MEd at Leeds University, the UK and PhD in Educational Technology at The University of Hong Kong. Her research interests focus on innovative pedagogical design and practice with technology, app development with AI and educational technology, technology-enhanced language learning, flipped classroom, mobile and seamless learning, collaborative inquiry-based learning, class orchestration with technology, etc. The apps - “VocabGo” for vocabulary learning and “m-Orchestrate” for collaborative science inquiry that Dr Song and her team developed have won several awards in international innovation competitions. She has published about thirty SSCI journals, and won several best paper awards in different international conferences and two Dean’s Research output prize. Currently, she is the programme leader of Master of Science in Artificial Intelligence and Educational Technology.

Speech Title: Developing an App with Augmented Reality and Virtual Reality for Vocabulary Learning in a Mobile Learning Environment
Abstract: Despite studies on design and development of argument reality (AR) and virtual reality (VR) apps for learning are on the rise, the majority of studies have developed the apps for enhancing students’ learning motivation and engagement in higher education for prescribed learning tasks in either formal or informal learning environments, few studies have been conducted to develop the AR and VR apps that serve to bridge in-class and real-life English as a second language (ESL) vocabulary learning based on the curriculum in primary education.
Against this backdrop, this study developed an app, named “VocabGo” that can be applied in a mobile learning environment to enhance pupils’ engagement and outcomes in vocabulary learning in line with the English curriculum. Premised on generative theory and dual coding theories of multimedia learning, ESL vocabulary acquisition, and the concept of mobile learning, the design of the app focuses on enhancing learners’ learning using AR / VR identified real-world objects / virtual objects with triggered vocabulary in real /virtual learning environments across different settings. In the meantime, premised on socio-cultural theory that children enhance their learning in different socio-cultural contexts and through social interactions with more skilled individuals, the app also provides opportunities for learners to comment on each other’s learning logs and strengthen their cognitive development in vocabulary learning. An exploratory study was conducted to evaluate the VocabGo app. The results show that the app helped increase students’ engagement and improve their vocabulary learning outcomes.

Assoc. Prof. Guoshuai Lan
Henan University, China

Guoshuai Lan, Ph.D. in Educational Technology,Postdoctoral Fellow in Education from Nanjing Normal University, Associate Professor at Henan University, Deputy Director and Doctoral Supervisor of the Department of Educational Technology, School of Education, Faculty of Education, Henan University, and the researcher of Henan Province Education Informatization Development Research Center. He is appointed as a special reviewer for domestic and international CSSCI and SSCI core journals. He has been engaged in teaching, researching, training and promotion of information technology in education for many years. His research focuses on the application of information technology in education. His research covers the following areas: online education and distance education, educational artificial intelligence and intelligent learning environment, basic education informatization, basic theory of educational technology, educational technology research methods, technology for learning, informatization teaching design, teacher informatization capacity building and teacher professional development, digital teaching resources construction and development, and international comparison of educational technology, and other fields. Lan Guoshuai has published more than 60 academic papers in CSSCI authoritative journals such as Educational Research, Journal of Higher Education, and E-education Research, and many articles have been reproduced in full text by China Social Science Excellence, China University Academic Abstracts, and China Social Sciences Net. He has presided over and participated in more than 10 key research projects of the National Social Science Foundation for Education, the Ministry of Education's Humanities and Social Sciences Research, and the Key Research Projects of Henan Higher Education Institutions. He has published five academic books in authoritative publishing houses such as Science Press and China Social Sciences Press. He has co-edited 6 books including "Modern Educational Technology Applications (2nd Edition)" and "History of Educational Technology and Academic Development".

Speech Title: Research on the Theoretical Construction and Practical Innovation of Hybrid Teaching in E-learning Space
Abstract: How to effectively design and implement online learning and mixed teaching in e-learning space is the key problem to be solved at present. The theoretical model of inquiry community provides a unique perspective for the practice and research of online learning and mixed teaching. Therefore, from the perspective of exploring the theoretical model of community, taking online learning and mixed teaching in e-learning space as the research main line, this book explores the theoretical model of exploring community, develops the questionnaire tool of exploring community, and explores the three levels of theory, practice and research of online learning and mixed teaching, such as exploring the influencing factors of community. In order to provide a new vision for the theoretical research and innovative practice of online learning and mixed teaching.

Assoc. Prof. Azidah Abu Ziden
Universiti Sains Malaysia, Malaysia

Associate Professor Dr Azidah Abu Ziden is a Senior Lecturer in School of Educational Studies, Universiti Sains Malaysia (USM). She is currently the Deputy Director of the Centre for Development of Academic Excellence (CDAE), USM. Her research interests are in the area of Instructional Design (E-learning & M-learning), Educational Technology, ICT & Multimedia and 21st Century Learning. Dr Azidah has received various award nationally and internationally including University of Canterbury Research Award 2003-2006. As a National E-learning Master Trainer, she conducts trainings to lecturers/educators in instructional design, e-learning approaches, and tools, as well as new approaches of teaching and learning nationally and internationally. Dr Azidah is the recipient for the prestigious Malaysia Academic Award 2017 and was a Gold Award for Best Learning Model (Blended) in LearnX Impact Award 2018 in Melbourne Australia.

Speech Title: Exploration of E-Proctored Exam in Online Learning Environment
Abstract: While many common learning and teaching delivery such as lecturing and discussion, are easily handled using online learning systems and platforms, others, such as assessing learning outcomes using closed book exams, pose difficulties. The integrity of online assessments, that is, the necessity to perform the exams using the appropriate technologies and procedures, is one of the key problems in the online teaching and learning. Universities have used various e-proctoring tools to supervise online exams in response to the unexpected surge in online distance learning and the necessity to safeguard academic integrity. For the first time, Universiti Sains Malaysia had embarked on e-Proctoring in December 2020, during the pandemic COVID-19. Exploration of different e-proctoring platforms had been conducted to ensure that they fit the university's needs while also being cost effective and meeting the technological requirements of instructors and students. The presentation will go through some of the primary concerns and obstacles that were encountered when implementing e-proctoring for huge online examinations that were held remotely for students from various places. This describes one of the first attempts to adequately analyse a set of these tools and make suggestions to educational institutions. This investigation began with need analysis, e-proctor search and review, selection progressed to pilot testing (mock exam) by a group of lecturers and students. The selection of tools in the e-proctoring was based on the need analysis, with each phase building on the preceding phase's milestones and deliverables. The presentation outlines the findings of this inquiry and discusses them in detail.

Assoc. Prof. Mingming Zhou
University of Macau, China

Dr. Zhou received her Ph.D. degree in educational psychology and technology from Simon Fraser University in Canada. Dr. Zhou is currently associate professor in Faculty of Education at University of Macau. She is also serving as the Director of Educational Research Center. Prior to joining University of Macau in 2013, she was Assistant Professor in Nanyang Technological University in Singapore. Dr. Zhou’s research interests focus on technology enriched classrooms in higher education, innovative measurement in education and big data in education.

Dr. Zhou has published extensively in well-known peer-reviewed journals on these topics, including Journal of Educational Psychology, Computers and Education, Learning and Instruction, and Learning and Individual Differences. Recently, she was listed among the top 2% of scientists in a global ranking released by the Stanford University for single year citation impact in 2020. For her work, she has received the Best Researcher Award and Best Presentation Award in different International Conferences.

Speech Title: Dance in Zoom: Using Video Conferencing Tools to Develop Students' 4C Skills and Self-efficacy during COVID-19
Abstract: In reaction to the COVID-19, the education community has been actively exploring different strategies to maintain their operation during the pandemic by switching teaching from face-to-face to online. Compared to other art disciplines, the use of technology in dance education has been seriously understudied. Modern technology affords multiple forms of data that can tap into student learning process and related constructs. In this talk, I would like to present a recent study conducted in Macau which looked into students’ and instructors’ points of view on the use of Zoom in dance education in developing students’ 4C skills (i.e., creativity, communication, collaboration, and critical thinking) as well as self-efficacy. A mixed-methods research design was adopted. Teacher observations and student surveys were conducted. Results showed significant increases in collaboration and creativity through activities and assignments on Zoom. Critical thinking and communication skills did not change significantly in Zoom-based dance class. Students’ self-reported self-efficacy significantly decreased after the implementation of Zoom. Also, students were generally satisfied with the use of Zoom in dance class. Findings were discussed both from students’ and the instructor’s perspectives in the context of the pandemic.

Assoc. Prof. Guangtao Xu
Hangzhou Normal University, China

Dr. Xu Guangtao is an associate professor at the Jinghengyi school of education, Hangzhou Normal University. In recent years, he has focused on inquiry-based learning environment design and learning behavior analysis. He has published more than 30 papers and won more than 20 teaching and research achievements awards at various levels, including the Second Prize of Science and Technology Progress of Zhejiang Province in 2014, and the Second Prize of Excellent Achievements in National Education Science Research in 2021 as a major member.

Speech Title: Design and Implementation of Inquiry Learning Environment based on Web3D
Abstract: Compared with the traditional real experiment, virtual experiment has many advantages, such as security, open sharing, scalability, repeatability, etc. This study integrates the concept of inquiry learning and Web3D technology into the design and development of virtual experiment, so as to improve user experience and enhance its teaching application effect. Based on the Web3D virtual experiment design framework for inquiry learning, "salt dissolution" experiment for students' science learning has been developed and implemented in a middle school. In this study, 30 grade 7 students were invited to carry out an inquiry learning activity through the virtual experimental platform under the guidance of teachers in the form of online teaching. The results show that the virtual experiment meets the learning needs of learners, can help learners better understand and master relevant knowledge, has high ease of use and good user experience.Learners show a strong willingness to continue using.

Researcher Jihong Ding
Hainan University, China

Doctor Ding, Researcher of Hainan University, Phd Supervisor. Her research interests include educational big data and learning analysis. She presided over five projects including the National Natural Science Foundation of China, won the second prize of educational science research achievements in Zhejiang Province, and published more than 20 SSCI / SCI/CSSCI papers.

Speech Title: Students' Academic Achievement Prediction of SPOC
Abstract: In post epidemic era, online and offline blended teaching becomes a trend. Exploring the correlation between students' learning behavior and academic performance in SPOC will benefit blended teaching. During the epidemic period, we collected students' behavior data on an 8 weeks' flipped classroom based on SPOC and then adopted decision trees and neural networks to predict the key factors affecting students' performance. The results show that (1) learning habits have significant impact on students' performance: the students who previewed the course and those who watched videos before practicing get significantly higher scores of assignments and mid-term works; Learners' learning duration have a significant positive impact on their own scores of mid-term written examination and mid-term works. (2) The predictive value of students' periodic performance is different, and video learning ratio and the number of excellent works are common predictors of various academic achievement indicators. The primary factor to predict the performance of the mid-term works is the assignments' quality, and then the number of excellent works. However, the student's GPA in the previous year is indirectly predict students' score of this course. The research results will provide strategic guidance and experience for improving the effect of blended teaching based on SPOC.