唐颖，博士，大玩家彩票邀请码副教授

联系方式

• 通讯地址：重庆市北碚区天生路2号大玩家彩票邀请码

• 电子邮箱：yingtang@swu.edu.cn

• ResearchGate：https://www.researchgate.net/profile/Ying-Tang-40

• Google scholar：https://scholar.google.com/citations?hl=en&user=AjOaocIAAAAJ

研究方向

Instructional design, technology-mediated learning and communication, ethical issues related to educational technology use

工作与教育经历

• 大玩家彩票邀请码       副教授

• 美国印第安纳大学勒迪（Luddy）信息学、计算机与工程学院 博士后、访问学者

• 香港大学教育学院       博士、兼职讲师

• 美国Global Leadership Academy Charter School   教师

• 美国Tennessee Foreign Language Institute    教师

• 美国范德堡大学皮博迪（Peabody）教育学院   硕士

• 国际关系学院外语学院      学士

科研成果

期刊论文

1. Tang, Y.*, Brockman, M. L., & Patil, S. (2021, accepted). Promoting privacy considerations in real-world projects in capstone courses with ideation cards. ACM Transactions on Computing Education. (SCIE Q2)

2. Tang, Y.*, Hew, K. F., Herring, S. C, & Chen, Q. (2021, accepted). Mis(communication) through stickers in online group discussions: A multiple-case study. Discourse & Communication. (SSCI Q3)

3. Tang, Y.*, Hew, K. F., Yuan, X., & Qiao. C. (2020). How social instant messaging questions affect replies: A randomized controlled experiment. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2020.1777327 (SSCI Q3)

4. Tang, Y.* & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(15), 1–17. https://doi.org/10.1186/s41239-020-00188-0 (SSCI Q1)

5. Tang, Y.*, Hew, K. F., & Lo, C. K. (2020). Investigating the use of mobile instant messaging-facilitated 5E-flipped learning: A two-stage study. International Journal of Innovation and Learning, 27(3), 287–309. https://doi.org/10.1504/IJIL.2020.106812

6. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). Animoji performances: “Cuz I can be a sexy poop”. Language@Internet, 18 (article 1), urn:nbn:de:0009-7-50465.

7. Doo, M. Y.*, Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. https://doi.org/10.1080/01587919.2020.1724770 (SSCI Q2)

8. Doo, M. Y.*, Zhu, M., Bonk, C. J., & Tang, Y. (2020). The effects of openness, altruism, and instructional self-efficacy on work engagement of MOOC instructors. British Journal of Educational Technology, 51(3), 743–760. https://doi.org/10.1111/bjet.12882 (SSCI Q1)

9. Hew, K. F.*, Hu, X., Qiao, C., & Tang, Y. (2019). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. https://doi.org/10.1016/j.compedu.2019.103724 (SSCI Q1)

10. Tang, Y.* & Hew, K. F. (2019). Emoticon, emoji, and sticker use in computer-mediated communication: A review of theories and research findings. International Journal of Communication, 13(2019), 2457–2483. https://ijoc.org/index.php/ijoc/article/view/10966/2670 (SSCI Q4)

11. Tang, Y.* & Hew, K. F. (2019). Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective. Australasian Journal of Educational Technology, 35(4), 128–143. https://doi.org/10.14742/ajet.4571 (SSCI Q2)

12. Hew, K. F.*, Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. https://doi.org/10.1111/bjet.12770 (SSCI Q1)

13. Hew, K. F.*, Tang, Y., Lo, C. K., & Zhu, Y. (2018). Examining a WeChat-facilitated 5E-flipped learning pedagogical approach: A two-case mixed-method study. International Journal of Services and Standards, 12(3/4), 224–242. https://doi.org/10.1504/IJSS.2018.100217

14. Hew, K. F.*, Qiao, C., & Tang, Y. (2018). Understanding student engagement in large scale open online courses: a machine learning facilitated analysis of student’s reflections in 18 highly-rated MOOCs. International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3596 (SSCI Q1)

15. Tang, Y.* & Hew, K. F. (2017). Examining student participation and perception of mobile instant messaging: An exploratory study. International Journal of Learning and Teaching,3(4), 264–271. http://www.ijlt.org/uploadfile/2017/1221/20171221054413342.pdf

16. Tang, Y.* & Hew, K. F. (2017). Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances. Educational Research Review, 21 (2017), 85–104. https://doi.org/10.1016/j.edurev.2017.05.001 (SSCI Q1)

17. Tang, Y.* & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97–118. https://doi.org/10.1016/j.compedu.2016.12.004 (SSCI Q1)

专著章节

1. Tang, Y.* & Hew, K. F. (2018). Emoticon, emoji and sticker use in computer-mediated communications: Understanding its communicative function, impact, user behavior, and motive. In L. Deng, W. Ma, & C. Fong (eds), New Media for Educational Change. Educational Communications and Technology Yearbook. (pp. 191–201). Springer, Singapore. https://doi.org/10.1007/978-981-10-8896-4_16

会议论文

1. Herring, S. C.*, Dainas, A. R., & Tang, Y. (2021). “MEOW! Okay, I shouldn’t have done that”: Factors influencing vocal performance through Animoji. Proceedings of the 4th International Workshop on Emoji Understanding and Applications in Social Media (Emoji2021). http://workshop-proceedings.icwsm.org/pdf/2021_08.pdf

2. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). “If I’m close with them, it wouldn’t be weird”: Social distance and Animoji Use. 22nd International Conference on Human-Computer Interaction (pp. 285–304). Springer, Cham. https://doi.org/10.1007/978-3-030-60152-2_23

3. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). Animoji adoption and use: Gender associations with an emergent technology. Emoji 2020 & the 14th International AAAI Conference on Web and Social Media (pp. 285–304). https://doi.org/10.36190/2020.03

4. Tang, Y.*, Tian. H., & Hara. N. (2019). Mobile-based synchronous Q&A for knowledge sharing: A case study of Zhihu Live. Proceedings of ASIS&T Regional Meetings—the Asia-Pacific Regional Conference. https://bit.ly/2ZPAAKH

5. Sun, Y.*, Hew, K. F., Tang, Y., & Gonda, D. E. (2018). Examining the diverse field of “e-learning” and its key competencies through job postings. Proceedings of the 10th International Conference on Education Technology and Computers (ICETC’18) (pp. 80–84). ACM, New York, NY. https://doi.org/10.1145/3290511.3290575

6. Hew, K. F.*, Qiao, C., Sun. Y., & Tang, Y. (2018). Sentiment analysis of student disaffection in large scale open online courses using automatic machine learning techniques: Implications for online teaching and learning. Proceedings of International Conference on Open and Innovative Education (ICOIE 2018) (pp. 389-401). https://bit.ly/3uvWDUZ

7. Zhang, S.*, Tang, Y., & Hew, K. F. (2018). A systematic review of the benefits and challenges of using flipped learning in science education. Proceedings of International Conference of Educational Technology 2018. https://bit.ly/3sG6aHx

8. Tang, Y.*, Hew, K. F., & Chen, G. (2017). Students’ participative stances and knowledge construction in small group collaborative learning with mobile instant messaging facilitation. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017) (pp. 539–548). Asia-Pacific Society for Computers in Education. https://apsce.net/icce/icce2017/140.115.135.84/icce/icce2017/proceedings_main.html

9. Tang, Y.* (2017). Student engagement of using mobile instant messaging in education: A two-stage study. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), Doctoral Student Consortium (pp. 5–8). Asia-Pacific Society for Computers in Education. https://apsce.net/icce/icce2017/140.115.135.84/icce/icce2017/proceedings_dsc.html

10. Tang, Y.* & Hew, K. F. (2016). Exploring the role of SNS in dialogic construction. EdMedia: World Conference on Educational Media and Technology. (pp. 654–657). Association for the Advancement of Computing in Education (AACE). http://www.learntechlib.org/d/173013

项目经历

• 主研美国国家科学基金项目SaTC: EDU: Collaborative: Incorporating Sociotechnical Cybersecurity Learning Within Undergraduate Capstone Courses

• 主持美国印第安纳大学研究项目 Emerging Scholars Research Experience for Undergraduate Women: Privacy Issues in Using Educational Technologies

• 主持美国印第安纳大学研究项目 Groups SREP Research: Security and Privacy Learning in Capstone Experiences

• 主研美国印第安纳大学研究项目 Grant-in-Aid of Research & Creative Activity: Self-Filtering through Animoji

• 参研香港研究资助局优配研究金项目 Engaging students in online learning: What can we learn from massive open online courses (MOOCs)?