| Artificial intelligence in education: The three paradigms F Ouyang, P Jiao Computers and Education: Artificial Intelligence, 2021 | 780 | 2021 |
| Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020 F Ouyang, L Zheng, P Jiao Education and Information Technologies 27 (6), 7893-7925, 2022 | 739 | 2022 |
| The application of AI technologies in STEM education: a systematic review from 2011 to 2021 W Xu, F Ouyang International Journal of STEM Education 9 (59), 2022 | 284 | 2022 |
| Fostering student engagement in online discussion through social learning analytics B Chen, YH Chang, F Ouyang, W Zhou The internet and higher education 37, 21-30, 2018 | 224 | 2018 |
| Integration of artificial intelligence performance prediction and learning analytics to improve student learning in online engineering course F Ouyang, M Wu, L Zheng, L Zhang, P Jiao International Journal of Educational Technology in Higher Education 20 (1), 4, 2023 | 219 | 2023 |
| The influences of an experienced instructor's discussion design and facilitation on an online learning community development: A social network analysis study F Ouyang, C Scharber The Internet and Higher Education 35, 34-47, 2017 | 182 | 2017 |
| A systematic review of AI role in the educational system based on a proposed conceptual framework W Xu, F Ouyang Education and Information Technologies 27 (3), 4195-4223, 2022 | 135 | 2022 |
| The relationships between social participatory roles and cognitive engagement levels in online discussions F Ouyang, YH Chang British Journal of Educational Technology 50 (3), 1396-1414, 2019 | 123 | 2019 |
| Artificial intelligence-enabled prediction model of student academic performance in online engineering education P Jiao, F Ouyang, Q Zhang, AH Alavi Artificial Intelligence Review 55 (8), 6321-6344, 2022 | 95 | 2022 |
| An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective F Ouyang, W Xu, M Cukurova International Journal of Computer-Supported Collaborative Learning 18 (1), 39-66, 2023 | 87 | 2023 |
| Examining the instructor-student collaborative partnership in an online learning community course F Ouyang, YH Chang, C Scharber, P Jiao, T Huang Instructional Science, 2020 | 67 | 2020 |
| Promoting student engagement in online collaborative writing through a student-facing social learning analytics tool S Chen, F Ouyang, P Jiao Journal of Computer Assisted Learning, 2021 | 57 | 2021 |
| Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education F Ouyang, Z Chen, M Cheng, Z Tang, CY Su International Journal of Educational Technology in Higher Education 18 (35), 2021 | 54 | 2021 |
| A scoping review on how generative artificial intelligence transforms assessment in higher education Q Xia, X Weng, F Ouyang, TJ Lin, TKF Chiu International Journal of Educational Technology in Higher Education 21 (1), 40, 2024 | 51 | 2024 |
| Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education D Sun, F Ouyang, Y Li, C Zhu International Journal of STEM Education 8, 1-15, 2021 | 51 | 2021 |
| Effect of three network visualizations on students' social-cognitive engagement in online discussions F Ouyang, S Chen, X Li British Journal of Educational Technology, 2021 | 41 | 2021 |
| Making strides towards AI-supported regulation of learning in collaborative knowledge construction F Ouyang, M Wu, L Zhang, W Xu, L Zheng, M Cukurova Computers in Human Behavior, 107650, 2023 | 40 | 2023 |
| Adapting the TPACK framework for online teaching within higher education F Ouyang, C Scharber International Journal of Online Pedagogy and Course Design (IJOPCD) 8 (1), 42-59, 2018 | 36 | 2018 |
| The effects of educational robotics in STEM education: a multilevel meta-analysis F Ouyang, W Xu International Journal of STEM Education 11 (1), 7, 2024 | 35 | 2024 |
| Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach Z Liu, Q Tang, F Ouyang, T Long, S Liu Computers & Education 219, 105109, 2024 | 34 | 2024 |
Pengcheng Jiao（焦鹏程）Tenured Associate Professor (长聘副教授/研究员), Zhejiang UniversityPatvirtintas el. paštas zju.edu.cn
