var bibbase_data = {"data":"<img src=\"//bibbase.org/img/ajax-loader.gif\" id=\"spinner\"\n  style=\"display: none;\" alt=\"Loading..\" />\n\n<div id=\"bibbase\">\n\n  <script type=\"text/javascript\">\n    var bibbase = {\n      params: {\"bib\":\"https://api.zotero.org/users/1365598/collections/XYC47ZTD/items?key=XPeILBDiY6SJLW90nV0aqGVs&format=bibtex&limit=100\",\"jsonp\":\"1\",\"host\":\"bibbase.org\"},\n      data: [{\"bibtype\":\"incollection\",\"type\":\"incollection\",\"address\":\"Antwerpen, Belgium\",\"title\":\"Preparing pre-service EFL teachers for CALL acceptance: A Chinese perspective\",\"booktitle\":\"CALL in CONTEXT\",\"publisher\":\"University of Antwerp\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"collaborator\":\"Colpaert, Jozef and Aerts, Ann and Kern, Rick and Kaiser, Mark\",\"year\":\"2017\",\"pages\":\"530–541\",\"bibtex\":\"@incollection{mei_preparing_2017,\\n\\taddress = {Antwerpen, Belgium},\\n\\ttitle = {Preparing pre-service {EFL} teachers for {CALL} acceptance: {A} {Chinese} perspective},\\n\\tbooktitle = {{CALL} in {CONTEXT}},\\n\\tpublisher = {University of Antwerp},\\n\\tauthor = {Mei, Bing},\\n\\tcollaborator = {Colpaert, Jozef and Aerts, Ann and Kern, Rick and Kaiser, Mark},\\n\\tyear = {2017},\\n\\tpages = {530--541},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\"],\"key\":\"mei_preparing_2017\",\"id\":\"mei_preparing_2017\",\"bibbaseid\":\"mei-preparingpreserviceeflteachersforcallacceptanceachineseperspective-2017\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Priming creativity: On how a divergent thinking task modulates lexico-semantic processing\",\"volume\":\"67\",\"issn\":\"09116044\",\"shorttitle\":\"Priming creativity\",\"url\":\"https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X\",\"doi\":\"10.1016/j.jneuroling.2023.101135\",\"abstract\":\"Little is known on how a task promoting divergent thinking processes modulates brain responses to sentences of different semantic complexity (i.e., novel metaphoric, literal, and anomalous sentences). In the present ERP study, we examined the processing of the three sentence types in two groups of participants: one performing an alternate uses task (AUT) between individual experimental blocks (i.e., the AUT group), and the other one performing no such a task (i.e., the noAUT group). The results showed a graded N400 and LPC effects from literal, to novel meta­ phoric, and to anomalous sentences in both groups of participants. Importantly, we found a general group effect across all the sentence types, reflected in more positive P200 and less negative N400 responses in the AUT compared to the noAUT group, indicating that while the AUT group engaged more attentional resources during early lexical access, they required less extended cognitive mechanisms at the stage of lexico-semantic processing. The group effect was further observed in the LPC time window, where more positive amplitudes were found in the AUT relative to the noAUT group, suggesting a stronger semantic interconnectivity at the meaning integration stage when primed with a task eliciting divergent thinking processes.\",\"language\":\"en\",\"urldate\":\"2023-03-13\",\"journal\":\"Journal of Neurolinguistics\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Wang\"],\"firstnames\":[\"Xin\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Jankowiak\"],\"firstnames\":[\"Katarzyna\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"August\",\"year\":\"2023\",\"pages\":\"101135\",\"bibtex\":\"@article{wang_priming_2023,\\n\\ttitle = {Priming creativity: {On} how a divergent thinking task modulates lexico-semantic processing},\\n\\tvolume = {67},\\n\\tissn = {09116044},\\n\\tshorttitle = {Priming creativity},\\n\\turl = {https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X},\\n\\tdoi = {10.1016/j.jneuroling.2023.101135},\\n\\tabstract = {Little is known on how a task promoting divergent thinking processes modulates brain responses to sentences of different semantic complexity (i.e., novel metaphoric, literal, and anomalous sentences). In the present ERP study, we examined the processing of the three sentence types in two groups of participants: one performing an alternate uses task (AUT) between individual experimental blocks (i.e., the AUT group), and the other one performing no such a task (i.e., the noAUT group). The results showed a graded N400 and LPC effects from literal, to novel meta­ phoric, and to anomalous sentences in both groups of participants. Importantly, we found a general group effect across all the sentence types, reflected in more positive P200 and less negative N400 responses in the AUT compared to the noAUT group, indicating that while the AUT group engaged more attentional resources during early lexical access, they required less extended cognitive mechanisms at the stage of lexico-semantic processing. The group effect was further observed in the LPC time window, where more positive amplitudes were found in the AUT relative to the noAUT group, suggesting a stronger semantic interconnectivity at the meaning integration stage when primed with a task eliciting divergent thinking processes.},\\n\\tlanguage = {en},\\n\\turldate = {2023-03-13},\\n\\tjournal = {Journal of Neurolinguistics},\\n\\tauthor = {Wang, Xin and Jankowiak, Katarzyna and Mei, Bing},\\n\\tmonth = aug,\\n\\tyear = {2023},\\n\\tpages = {101135},\\n}\\n\\n\",\"author_short\":[\"Wang, X.\",\"Jankowiak, K.\",\"Mei, B.\"],\"key\":\"wang_priming_2023\",\"id\":\"wang_priming_2023\",\"bibbaseid\":\"wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning\",\"volume\":\"0\",\"issn\":\"1049-4820\",\"url\":\"https://doi.org/10.1080/10494820.2022.2147957\",\"doi\":\"10.1080/10494820.2022.2147957\",\"abstract\":\"Given the paucity of research on mobile-assisted language learning (MALL) in secondary schools in China, this retrospective case study explored the psychological processes underlying the non-voluntary MALL experiences of Chinese secondary school students during a lockdown to contain the spread of COVID-19. Drawing on prior technology acceptance studies, we proposed a research model comprising nine latent constructs, and tested it with data collected through a questionnaire survey (N = 265). The results of a structural modeling test showed that subjective norms and attitudes toward MALL were significant predictors of the behavioral intention to use it, whereas perceived usefulness and perceived ease of use mediated other factors that influence attitudes. The findings support the use of the technology acceptance model in investigating MALL acceptance. Implications for the better implementation of MALL, especially in the context of secondary schools in China are also discussed.\",\"number\":\"0\",\"urldate\":\"2022-12-13\",\"journal\":\"Interactive Learning Environments\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Wang\"],\"firstnames\":[\"Rui\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"November\",\"year\":\"2022\",\"note\":\"Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2022.2147957\",\"keywords\":\"China, MALL, secondary school, student, technology acceptance\",\"pages\":\"1–14\",\"bibtex\":\"@article{yang_understanding_2022,\\n\\ttitle = {Understanding {Chinese} secondary school students’ perceptions of mobile-assisted language learning},\\n\\tvolume = {0},\\n\\tissn = {1049-4820},\\n\\turl = {https://doi.org/10.1080/10494820.2022.2147957},\\n\\tdoi = {10.1080/10494820.2022.2147957},\\n\\tabstract = {Given the paucity of research on mobile-assisted language learning (MALL) in secondary schools in China, this retrospective case study explored the psychological processes underlying the non-voluntary MALL experiences of Chinese secondary school students during a lockdown to contain the spread of COVID-19. Drawing on prior technology acceptance studies, we proposed a research model comprising nine latent constructs, and tested it with data collected through a questionnaire survey (N = 265). The results of a structural modeling test showed that subjective norms and attitudes toward MALL were significant predictors of the behavioral intention to use it, whereas perceived usefulness and perceived ease of use mediated other factors that influence attitudes. The findings support the use of the technology acceptance model in investigating MALL acceptance. Implications for the better implementation of MALL, especially in the context of secondary schools in China are also discussed.},\\n\\tnumber = {0},\\n\\turldate = {2022-12-13},\\n\\tjournal = {Interactive Learning Environments},\\n\\tauthor = {Yang, Shuxia and Wang, Rui and Mei, Bing},\\n\\tmonth = nov,\\n\\tyear = {2022},\\n\\tnote = {Publisher: Routledge\\n\\\\_eprint: https://doi.org/10.1080/10494820.2022.2147957},\\n\\tkeywords = {China, MALL, secondary school, student, technology acceptance},\\n\\tpages = {1--14},\\n}\\n\\n\",\"author_short\":[\"Yang, S.\",\"Wang, R.\",\"Mei, B.\"],\"key\":\"yang_understanding_2022\",\"id\":\"yang_understanding_2022\",\"bibbaseid\":\"yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/10494820.2022.2147957\"},\"keyword\":[\"China\",\"MALL\",\"secondary school\",\"student\",\"technology acceptance\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective\",\"volume\":\"35\",\"issn\":\"0958-8221\",\"shorttitle\":\"Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology\",\"url\":\"https://doi.org/10.1080/09588221.2020.1750430\",\"doi\":\"10.1080/09588221.2020.1750430\",\"abstract\":\"This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.\",\"number\":\"4\",\"urldate\":\"2022-12-13\",\"journal\":\"Computer Assisted Language Learning\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Sun\"],\"firstnames\":[\"Peijian\",\"Paul\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"May\",\"year\":\"2022\",\"note\":\"Publisher: Routledge _eprint: https://doi.org/10.1080/09588221.2020.1750430\",\"keywords\":\"Chinese language, educational technology, structural equation modeling, teacher education, technology acceptance\",\"pages\":\"816–839\",\"bibtex\":\"@article{sun_modeling_2022,\\n\\ttitle = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective},\\n\\tvolume = {35},\\n\\tissn = {0958-8221},\\n\\tshorttitle = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology},\\n\\turl = {https://doi.org/10.1080/09588221.2020.1750430},\\n\\tdoi = {10.1080/09588221.2020.1750430},\\n\\tabstract = {This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.},\\n\\tnumber = {4},\\n\\turldate = {2022-12-13},\\n\\tjournal = {Computer Assisted Language Learning},\\n\\tauthor = {Sun, Peijian Paul and Mei, Bing},\\n\\tmonth = may,\\n\\tyear = {2022},\\n\\tnote = {Publisher: Routledge\\n\\\\_eprint: https://doi.org/10.1080/09588221.2020.1750430},\\n\\tkeywords = {Chinese language, educational technology, structural equation modeling, teacher education, technology acceptance},\\n\\tpages = {816--839},\\n}\\n\\n\",\"author_short\":[\"Sun, P. P.\",\"Mei, B.\"],\"key\":\"sun_modeling_2022\",\"id\":\"sun_modeling_2022\",\"bibbaseid\":\"sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/09588221.2020.1750430\"},\"keyword\":[\"Chinese language\",\"educational technology\",\"structural equation modeling\",\"teacher education\",\"technology acceptance\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Speeko: An Artificial Intelligence-Assisted Personal Public Speaking Coach\",\"issn\":\"0033-6882\",\"shorttitle\":\"Speeko\",\"url\":\"https://doi.org/10.1177/00336882221107955\",\"doi\":\"10.1177/00336882221107955\",\"abstract\":\"Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students’ public speaking skills.\",\"language\":\"en\",\"urldate\":\"2022-07-30\",\"journal\":\"RELC Journal\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Qi\"],\"firstnames\":[\"Wenya\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Huang\"],\"firstnames\":[\"Xiao\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Huang\"],\"firstnames\":[\"Shuo\"],\"suffixes\":[]}],\"month\":\"June\",\"year\":\"2022\",\"note\":\"Publisher: SAGE Publications Ltd\",\"keywords\":\"Artificial intelligence, English as a foreign language, feedback, oral performance, public speaking\",\"pages\":\"00336882221107955\",\"bibtex\":\"@article{mei_speeko_2022,\\n\\ttitle = {Speeko: {An} {Artificial} {Intelligence}-{Assisted} {Personal} {Public} {Speaking} {Coach}},\\n\\tissn = {0033-6882},\\n\\tshorttitle = {Speeko},\\n\\turl = {https://doi.org/10.1177/00336882221107955},\\n\\tdoi = {10.1177/00336882221107955},\\n\\tabstract = {Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students’ public speaking skills.},\\n\\tlanguage = {en},\\n\\turldate = {2022-07-30},\\n\\tjournal = {RELC Journal},\\n\\tauthor = {Mei, Bing and Qi, Wenya and Huang, Xiao and Huang, Shuo},\\n\\tmonth = jun,\\n\\tyear = {2022},\\n\\tnote = {Publisher: SAGE Publications Ltd},\\n\\tkeywords = {Artificial intelligence, English as a foreign language, feedback, oral performance, public speaking},\\n\\tpages = {00336882221107955},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Qi, W.\",\"Huang, X.\",\"Huang, S.\"],\"key\":\"mei_speeko_2022\",\"id\":\"mei_speeko_2022\",\"bibbaseid\":\"mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/00336882221107955\"},\"keyword\":[\"Artificial intelligence\",\"English as a foreign language\",\"feedback\",\"oral performance\",\"public speaking\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Poll Everywhere: A classroom response system for teaching remotely\",\"volume\":\"13\",\"issn\":\"1949-3533\",\"shorttitle\":\"Poll everywhere\",\"url\":\"https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650\",\"doi\":\"10.1002/tesj.650\",\"language\":\"en\",\"number\":\"2\",\"urldate\":\"2022-05-24\",\"journal\":\"TESOL Journal\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Zhang\"],\"firstnames\":[\"Jie\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Xu\"],\"firstnames\":[\"Yijie\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Mengyuan\"],\"suffixes\":[]}],\"year\":\"2022\",\"note\":\"_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.650\",\"pages\":\"e650\",\"bibtex\":\"@article{mei_poll_2022,\\n\\ttitle = {Poll {Everywhere}: {A} classroom response system for teaching remotely},\\n\\tvolume = {13},\\n\\tissn = {1949-3533},\\n\\tshorttitle = {Poll everywhere},\\n\\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650},\\n\\tdoi = {10.1002/tesj.650},\\n\\tlanguage = {en},\\n\\tnumber = {2},\\n\\turldate = {2022-05-24},\\n\\tjournal = {TESOL Journal},\\n\\tauthor = {Mei, Bing and Zhang, Jie and Xu, Yijie and Yang, Mengyuan},\\n\\tyear = {2022},\\n\\tnote = {\\\\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.650},\\n\\tpages = {e650},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Zhang, J.\",\"Xu, Y.\",\"Yang, M.\"],\"key\":\"mei_poll_2022\",\"id\":\"mei_poll_2022\",\"bibbaseid\":\"mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"autopsych: An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects\",\"volume\":\"16\",\"issn\":\"1932-6203\",\"shorttitle\":\"autopsych\",\"url\":\"https://dx.plos.org/10.1371/journal.pone.0257682\",\"doi\":\"10.1371/journal.pone.0257682\",\"abstract\":\"In this paper, we present autopsych , a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed.\",\"language\":\"en\",\"number\":\"10\",\"urldate\":\"2021-12-14\",\"journal\":\"PLOS ONE\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Courtney\"],\"firstnames\":[\"Matthew\",\"G.\",\"R.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Chang\"],\"firstnames\":[\"Kevin\",\"C.\",\"T.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Meissel\"],\"firstnames\":[\"Kane\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Rowe\"],\"firstnames\":[\"Luke\",\"I.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Issayeva\"],\"firstnames\":[\"Laila\",\"B.\"],\"suffixes\":[]}],\"editor\":[{\"propositions\":[],\"lastnames\":[\"Christensen\"],\"firstnames\":[\"Karl\",\"Bang\"],\"suffixes\":[]}],\"month\":\"October\",\"year\":\"2021\",\"pages\":\"e0257682\",\"bibtex\":\"@article{courtney_autopsych_2021,\\n\\ttitle = {autopsych: {An} {R} {Shiny} tool for the reproducible {Rasch} analysis, differential item functioning, equating, and examination of group effects},\\n\\tvolume = {16},\\n\\tissn = {1932-6203},\\n\\tshorttitle = {autopsych},\\n\\turl = {https://dx.plos.org/10.1371/journal.pone.0257682},\\n\\tdoi = {10.1371/journal.pone.0257682},\\n\\tabstract = {In this paper, we present\\n              autopsych\\n              , a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed.},\\n\\tlanguage = {en},\\n\\tnumber = {10},\\n\\turldate = {2021-12-14},\\n\\tjournal = {PLOS ONE},\\n\\tauthor = {Courtney, Matthew G. R. and Chang, Kevin C. T. and Mei, Bing and Meissel, Kane and Rowe, Luke I. and Issayeva, Laila B.},\\n\\teditor = {Christensen, Karl Bang},\\n\\tmonth = oct,\\n\\tyear = {2021},\\n\\tpages = {e0257682},\\n}\\n\\n\",\"author_short\":[\"Courtney, M. G. R.\",\"Chang, K. C. T.\",\"Mei, B.\",\"Meissel, K.\",\"Rowe, L. I.\",\"Issayeva, L. B.\"],\"editor_short\":[\"Christensen, K. B.\"],\"key\":\"courtney_autopsych_2021\",\"id\":\"courtney_autopsych_2021\",\"bibbaseid\":\"courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://dx.plos.org/10.1371/journal.pone.0257682\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning\",\"volume\":\"11\",\"issn\":\"2158-2440\",\"shorttitle\":\"Rapid Development Studio\",\"url\":\"https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001\",\"doi\":\"10.1177/21582440211047574\",\"abstract\":\"Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio-an agile, intensive, iterative ID process-was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.\",\"language\":\"English\",\"number\":\"3\",\"urldate\":\"2021-11-05\",\"journal\":\"Sage Open\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"May\"],\"firstnames\":[\"Lawrence\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Heap\"],\"firstnames\":[\"Rena\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Ellis\"],\"firstnames\":[\"Damon\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Tickner\"],\"firstnames\":[\"Sue\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Thornley\"],\"firstnames\":[\"Jacqui\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Denton\"],\"firstnames\":[\"Jamie\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Durham\"],\"firstnames\":[\"Richard\"],\"suffixes\":[]}],\"month\":\"July\",\"year\":\"2021\",\"note\":\"Place: Thousand Oaks Publisher: Sage Publications Inc WOS:000702291700001\",\"keywords\":\"collaborative course development, engagement, higher-education, instructional design, instructional-design, model, online learning, rapid prototyping, technology\",\"bibtex\":\"@article{mei_rapid_2021,\\n\\ttitle = {Rapid {Development} {Studio}: {An} {Intensive}, {Iterative} {Approach} to {Designing} {Online} {Learning}},\\n\\tvolume = {11},\\n\\tissn = {2158-2440},\\n\\tshorttitle = {Rapid {Development} {Studio}},\\n\\turl = {https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001},\\n\\tdoi = {10.1177/21582440211047574},\\n\\tabstract = {Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio-an agile, intensive, iterative ID process-was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.},\\n\\tlanguage = {English},\\n\\tnumber = {3},\\n\\turldate = {2021-11-05},\\n\\tjournal = {Sage Open},\\n\\tauthor = {Mei, Bing and May, Lawrence and Heap, Rena and Ellis, Damon and Tickner, Sue and Thornley, Jacqui and Denton, Jamie and Durham, Richard},\\n\\tmonth = jul,\\n\\tyear = {2021},\\n\\tnote = {Place: Thousand Oaks\\nPublisher: Sage Publications Inc\\nWOS:000702291700001},\\n\\tkeywords = {collaborative course development, engagement, higher-education, instructional design, instructional-design, model, online learning, rapid   prototyping, technology},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"May, L.\",\"Heap, R.\",\"Ellis, D.\",\"Tickner, S.\",\"Thornley, J.\",\"Denton, J.\",\"Durham, R.\"],\"key\":\"mei_rapid_2021\",\"id\":\"mei_rapid_2021\",\"bibbaseid\":\"mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001\"},\"keyword\":[\"collaborative course development\",\"engagement\",\"higher-education\",\"instructional design\",\"instructional-design\",\"model\",\"online learning\",\"rapid prototyping\",\"technology\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Towards the Sustainable Development of Digital Educational Games for Primary School Students in China\",\"volume\":\"13\",\"copyright\":\"http://creativecommons.org/licenses/by/3.0/\",\"url\":\"https://www.mdpi.com/2071-1050/13/14/7919\",\"doi\":\"10.3390/su13147919\",\"abstract\":\"Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.\",\"language\":\"en\",\"number\":\"14\",\"urldate\":\"2021-09-14\",\"journal\":\"Sustainability\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Chen\"],\"firstnames\":[\"Juan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"January\",\"year\":\"2021\",\"note\":\"Number: 14 Publisher: Multidisciplinary Digital Publishing Institute\",\"keywords\":\"English vocabulary acquisition, digital educational games, primary schools\",\"pages\":\"7919\",\"bibtex\":\"@article{chen_towards_2021,\\n\\ttitle = {Towards the {Sustainable} {Development} of {Digital} {Educational} {Games} for {Primary} {School} {Students} in {China}},\\n\\tvolume = {13},\\n\\tcopyright = {http://creativecommons.org/licenses/by/3.0/},\\n\\turl = {https://www.mdpi.com/2071-1050/13/14/7919},\\n\\tdoi = {10.3390/su13147919},\\n\\tabstract = {Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.},\\n\\tlanguage = {en},\\n\\tnumber = {14},\\n\\turldate = {2021-09-14},\\n\\tjournal = {Sustainability},\\n\\tauthor = {Chen, Juan and Yang, Shuxia and Mei, Bing},\\n\\tmonth = jan,\\n\\tyear = {2021},\\n\\tnote = {Number: 14\\nPublisher: Multidisciplinary Digital Publishing Institute},\\n\\tkeywords = {English vocabulary acquisition, digital educational games, primary schools},\\n\\tpages = {7919},\\n}\\n\\n\",\"author_short\":[\"Chen, J.\",\"Yang, S.\",\"Mei, B.\"],\"key\":\"chen_towards_2021\",\"id\":\"chen_towards_2021\",\"bibbaseid\":\"chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.mdpi.com/2071-1050/13/14/7919\"},\"keyword\":[\"English vocabulary acquisition\",\"digital educational games\",\"primary schools\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Using Clips in the language classroom\",\"issn\":\"0033-6882\",\"url\":\"https://doi.org/10.1177/00336882211026168\",\"doi\":\"10.1177/00336882211026168\",\"abstract\":\"With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning.\",\"language\":\"en\",\"urldate\":\"2021-08-20\",\"journal\":\"RELC Journal\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Huang\"],\"firstnames\":[\"Shuo\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Zhao\"],\"firstnames\":[\"Qian\"],\"suffixes\":[]}],\"month\":\"July\",\"year\":\"2021\",\"note\":\"Publisher: SAGE Publications Ltd\",\"keywords\":\"Clips, digital learning, educational technology, engagement, pronunciation training\",\"pages\":\"00336882211026168\",\"bibtex\":\"@article{mei_using_2021,\\n\\ttitle = {Using {Clips} in the language classroom},\\n\\tissn = {0033-6882},\\n\\turl = {https://doi.org/10.1177/00336882211026168},\\n\\tdoi = {10.1177/00336882211026168},\\n\\tabstract = {With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning.},\\n\\tlanguage = {en},\\n\\turldate = {2021-08-20},\\n\\tjournal = {RELC Journal},\\n\\tauthor = {Mei, Bing and Huang, Shuo and Zhao, Qian},\\n\\tmonth = jul,\\n\\tyear = {2021},\\n\\tnote = {Publisher: SAGE Publications Ltd},\\n\\tkeywords = {Clips, digital learning, educational technology, engagement, pronunciation training},\\n\\tpages = {00336882211026168},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Huang, S.\",\"Zhao, Q.\"],\"key\":\"mei_using_2021\",\"id\":\"mei_using_2021\",\"bibbaseid\":\"mei-huang-zhao-usingclipsinthelanguageclassroom-2021\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/00336882211026168\"},\"keyword\":[\"Clips\",\"digital learning\",\"educational technology\",\"engagement\",\"pronunciation training\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"book\",\"type\":\"book\",\"address\":\"开封\",\"title\":\"学术论文写作\",\"publisher\":\"河南大学出版社\",\"author\":[{\"propositions\":[],\"lastnames\":[\"梅\"],\"firstnames\":[\"冰\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"杨\"],\"firstnames\":[\"书霞\"],\"suffixes\":[]}],\"year\":\"2020\",\"bibtex\":\"@book{__2020,\\n\\taddress = {开封},\\n\\ttitle = {学术论文写作},\\n\\tpublisher = {河南大学出版社},\\n\\tauthor = {梅, 冰 and 杨, 书霞},\\n\\tyear = {2020},\\n}\\n\\n\",\"author_short\":[\"梅, 冰\",\"杨, 书.\"],\"key\":\"__2020\",\"id\":\"__2020\",\"bibbaseid\":\"---2020\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":11,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"高校学生在外语学习中对Web 2.0技术的使用意向研究\",\"issn\":\"1674-1234\",\"url\":\"https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GWJX202004011&v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA\",\"abstract\":\"本文以某综合性大学在校本科生为调查对象,通过问卷调查收集数据(N=291),构建结构方程模型,探讨高校学生使用Web 2.0技术辅助外语学习意向的影响因素。研究结果表明使用意向受感知有用性、感知易用性、感知愉悦和便利条件的直接影响;其中感知有用性和感知易用性在研究模型中具有重要的中介效应。该模型能够解释使用意向75.5%的方差变异,表明该模型对促进高校学生使用Web 2.0技术辅助外语学习行为有指导意义。\",\"language\":\"中文;\",\"number\":\"04\",\"urldate\":\"2021-06-16\",\"journal\":\"外语教学理论与实践\",\"author\":[{\"propositions\":[],\"lastnames\":[\"杨\"],\"firstnames\":[\"书霞\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"梅\"],\"firstnames\":[\"冰\"],\"suffixes\":[]}],\"year\":\"2020\",\"keywords\":\"Web 2.0, structural equation modeling, technology acceptance, university students, 技术接受, 结构方程模型, 高校学生\",\"pages\":\"72–79+89\",\"bibtex\":\"@article{_web_2020,\\n\\ttitle = {{高校学生在外语学习中对Web} 2.0技术的使用意向研究},\\n\\tissn = {1674-1234},\\n\\turl = {https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GWJX202004011&v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA},\\n\\tabstract = {本文以某综合性大学在校本科生为调查对象,通过问卷调查收集数据(N=291),构建结构方程模型,探讨高校学生使用Web 2.0技术辅助外语学习意向的影响因素。研究结果表明使用意向受感知有用性、感知易用性、感知愉悦和便利条件的直接影响;其中感知有用性和感知易用性在研究模型中具有重要的中介效应。该模型能够解释使用意向75.5\\\\%的方差变异,表明该模型对促进高校学生使用Web 2.0技术辅助外语学习行为有指导意义。},\\n\\tlanguage = {中文;},\\n\\tnumber = {04},\\n\\turldate = {2021-06-16},\\n\\tjournal = {外语教学理论与实践},\\n\\tauthor = {杨, 书霞 and 梅, 冰},\\n\\tyear = {2020},\\n\\tkeywords = {Web 2.0, structural equation modeling, technology acceptance, university students, 技术接受, 结构方程模型, 高校学生},\\n\\tpages = {72--79+89},\\n}\\n\\n\",\"author_short\":[\"杨, 书.\",\"梅, 冰\"],\"key\":\"_web_2020\",\"id\":\"_web_2020\",\"bibbaseid\":\"--web20-2020\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GWJX202004011&v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA\"},\"keyword\":[\"Web 2.0\",\"structural equation modeling\",\"technology acceptance\",\"university students\",\"技术接受\",\"结构方程模型\",\"高校学生\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Understanding learners’ use of augmented reality in language learning: Insights from a case study\",\"volume\":\"44\",\"issn\":\"0260-7476\",\"shorttitle\":\"Understanding learners’ use of augmented reality in language learning\",\"url\":\"https://doi.org/10.1080/02607476.2018.1450937\",\"doi\":\"10.1080/02607476.2018.1450937\",\"abstract\":\"The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.\",\"number\":\"4\",\"urldate\":\"2018-09-21\",\"journal\":\"Journal of Education for Teaching\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"August\",\"year\":\"2018\",\"keywords\":\"Augmented reality, language learning, learner\",\"pages\":\"511–513\",\"bibtex\":\"@article{yang_understanding_2018,\\n\\ttitle = {Understanding learners’ use of augmented reality in language learning: {Insights} from a case study},\\n\\tvolume = {44},\\n\\tissn = {0260-7476},\\n\\tshorttitle = {Understanding learners’ use of augmented reality in language learning},\\n\\turl = {https://doi.org/10.1080/02607476.2018.1450937},\\n\\tdoi = {10.1080/02607476.2018.1450937},\\n\\tabstract = {The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.},\\n\\tnumber = {4},\\n\\turldate = {2018-09-21},\\n\\tjournal = {Journal of Education for Teaching},\\n\\tauthor = {Yang, Shuxia and Mei, Bing},\\n\\tmonth = aug,\\n\\tyear = {2018},\\n\\tkeywords = {Augmented reality, language learning, learner},\\n\\tpages = {511--513},\\n}\\n\\n\",\"author_short\":[\"Yang, S.\",\"Mei, B.\"],\"key\":\"yang_understanding_2018\",\"id\":\"yang_understanding_2018\",\"bibbaseid\":\"yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/02607476.2018.1450937\"},\"keyword\":[\"Augmented reality\",\"language learning\",\"learner\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China\",\"volume\":\"56\",\"issn\":\"0735-6331\",\"url\":\"https://doi.org/10.1177/0735633117700144\",\"doi\":\"10.1177/0735633117700144\",\"abstract\":\"Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.\",\"language\":\"en\",\"number\":\"1\",\"urldate\":\"2018-09-21\",\"journal\":\"Journal of Educational Computing Research\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Brown\"],\"firstnames\":[\"Gavin\",\"T.\",\"L.\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Teo\"],\"firstnames\":[\"Timothy\"],\"suffixes\":[]}],\"month\":\"March\",\"year\":\"2018\",\"pages\":\"74–104\",\"bibtex\":\"@article{mei_toward_2018,\\n\\ttitle = {Toward an understanding of preservice {English} as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the {People}’s {Republic} of {China}},\\n\\tvolume = {56},\\n\\tissn = {0735-6331},\\n\\turl = {https://doi.org/10.1177/0735633117700144},\\n\\tdoi = {10.1177/0735633117700144},\\n\\tabstract = {Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.},\\n\\tlanguage = {en},\\n\\tnumber = {1},\\n\\turldate = {2018-09-21},\\n\\tjournal = {Journal of Educational Computing Research},\\n\\tauthor = {Mei, Bing and Brown, Gavin T. L. and Teo, Timothy},\\n\\tmonth = mar,\\n\\tyear = {2018},\\n\\tpages = {74--104},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Brown, G. T. L.\",\"Teo, T.\"],\"key\":\"mei_toward_2018\",\"id\":\"mei_toward_2018\",\"bibbaseid\":\"mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/0735633117700144\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Conducting online surveys in China\",\"volume\":\"36\",\"issn\":\"0894-4393\",\"url\":\"https://doi.org/10.1177/0894439317729340\",\"doi\":\"10.1177/0894439317729340\",\"abstract\":\"Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.\",\"language\":\"en\",\"number\":\"6\",\"urldate\":\"2018-09-21\",\"journal\":\"Social Science Computer Review\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Brown\"],\"firstnames\":[\"Gavin\",\"T.L.\"],\"suffixes\":[]}],\"year\":\"2018\",\"pages\":\"721–734\",\"bibtex\":\"@article{mei_conducting_2018,\\n\\ttitle = {Conducting online surveys in {China}},\\n\\tvolume = {36},\\n\\tissn = {0894-4393},\\n\\turl = {https://doi.org/10.1177/0894439317729340},\\n\\tdoi = {10.1177/0894439317729340},\\n\\tabstract = {Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.},\\n\\tlanguage = {en},\\n\\tnumber = {6},\\n\\turldate = {2018-09-21},\\n\\tjournal = {Social Science Computer Review},\\n\\tauthor = {Mei, Bing and Brown, Gavin T.L.},\\n\\tyear = {2018},\\n\\tpages = {721--734},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Brown, G. T.\"],\"key\":\"mei_conducting_2018\",\"id\":\"mei_conducting_2018\",\"bibbaseid\":\"mei-brown-conductingonlinesurveysinchina-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1177/0894439317729340\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning\",\"volume\":\"12\",\"issn\":\"1664-1078\",\"url\":\"https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full\",\"doi\":\"10.3389/fpsyg.2021.609028\",\"abstract\":\"Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after handson experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.\",\"language\":\"en\",\"urldate\":\"2021-06-16\",\"journal\":\"Frontiers in Psychology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]}],\"month\":\"February\",\"year\":\"2021\",\"pages\":\"609028\",\"bibtex\":\"@article{mei_chinese_2021,\\n\\ttitle = {Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning},\\n\\tvolume = {12},\\n\\tissn = {1664-1078},\\n\\turl = {https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full},\\n\\tdoi = {10.3389/fpsyg.2021.609028},\\n\\tabstract = {Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after handson experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.},\\n\\tlanguage = {en},\\n\\turldate = {2021-06-16},\\n\\tjournal = {Frontiers in Psychology},\\n\\tauthor = {Mei, Bing and Yang, Shuxia},\\n\\tmonth = feb,\\n\\tyear = {2021},\\n\\tpages = {609028},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Yang, S.\"],\"key\":\"mei_chinese_2021\",\"id\":\"mei_chinese_2021\",\"bibbaseid\":\"mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Language teacher education and technology: Approaches and practices\",\"volume\":\"36\",\"issn\":\"2056-9017\",\"doi\":\"10.1558/cj.35737\",\"number\":\"3\",\"journal\":\"Calico Journal\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"year\":\"2019\",\"note\":\"WOS:000488299400006\",\"pages\":\"240–242\",\"bibtex\":\"@article{mei_language_2019,\\n\\ttitle = {Language teacher education and technology: {Approaches} and practices},\\n\\tvolume = {36},\\n\\tissn = {2056-9017},\\n\\tdoi = {10.1558/cj.35737},\\n\\tnumber = {3},\\n\\tjournal = {Calico Journal},\\n\\tauthor = {Mei, Bing},\\n\\tyear = {2019},\\n\\tnote = {WOS:000488299400006},\\n\\tpages = {240--242},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\"],\"key\":\"mei_language_2019\",\"id\":\"mei_language_2019\",\"bibbaseid\":\"mei-languageteachereducationandtechnologyapproachesandpractices-2019\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Nurturing environmental education at the tertiary education level in China: Can mobile augmented reality and gamification help?\",\"volume\":\"11\",\"doi\":\"10.3390/su11164292\",\"abstract\":\"In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.\",\"number\":\"16\",\"journal\":\"Sustainability\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]}],\"month\":\"August\",\"year\":\"2019\",\"note\":\"WOS:000484472500037\",\"pages\":\"4292\",\"bibtex\":\"@article{mei_nurturing_2019,\\n\\ttitle = {Nurturing environmental education at the tertiary education level in {China}: {Can} mobile augmented reality and gamification help?},\\n\\tvolume = {11},\\n\\tdoi = {10.3390/su11164292},\\n\\tabstract = {In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.},\\n\\tnumber = {16},\\n\\tjournal = {Sustainability},\\n\\tauthor = {Mei, Bing and Yang, Shuxia},\\n\\tmonth = aug,\\n\\tyear = {2019},\\n\\tnote = {WOS:000484472500037},\\n\\tpages = {4292},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\",\"Yang, S.\"],\"key\":\"mei_nurturing_2019\",\"id\":\"mei_nurturing_2019\",\"bibbaseid\":\"mei-yang-nurturingenvironmentaleducationatthetertiaryeducationlevelinchinacanmobileaugmentedrealityandgamificationhelp-2019\",\"role\":\"author\",\"urls\":{},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective\",\"volume\":\"27\",\"issn\":\"1049-4820\",\"url\":\"https://doi.org/10.1080/10494820.2018.1489290\",\"doi\":\"10.1080/10494820.2018.1489290\",\"number\":\"4\",\"journal\":\"Interactive Learning Environments\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Teo\"],\"firstnames\":[\"Timothy\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Sang\"],\"firstnames\":[\"Guoyuan\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Hoi\"],\"firstnames\":[\"Cathy\",\"Ka\",\"Weng\"],\"suffixes\":[]}],\"month\":\"May\",\"year\":\"2019\",\"pages\":\"530–546\",\"bibtex\":\"@article{teo_investigating_2019,\\n\\ttitle = {Investigating pre-service teachers’ acceptance of {Web} 2.0 technologies in their future teaching: a {Chinese} perspective},\\n\\tvolume = {27},\\n\\tissn = {1049-4820},\\n\\turl = {https://doi.org/10.1080/10494820.2018.1489290},\\n\\tdoi = {10.1080/10494820.2018.1489290},\\n\\tnumber = {4},\\n\\tjournal = {Interactive Learning Environments},\\n\\tauthor = {Teo, Timothy and Sang, Guoyuan and Mei, Bing and Hoi, Cathy Ka Weng},\\n\\tmonth = may,\\n\\tyear = {2019},\\n\\tpages = {530--546},\\n}\\n\\n\",\"author_short\":[\"Teo, T.\",\"Sang, G.\",\"Mei, B.\",\"Hoi, C. K. W.\"],\"key\":\"teo_investigating_2019\",\"id\":\"teo_investigating_2019\",\"bibbaseid\":\"teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1080/10494820.2018.1489290\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Mobile augmented reality assisted chemical education: Insights from elements 4d\",\"volume\":\"95\",\"issn\":\"0021-9584\",\"shorttitle\":\"Mobile Augmented Reality Assisted Chemical Education\",\"url\":\"https://doi.org/10.1021/acs.jchemed.8b00017\",\"doi\":\"10.1021/acs.jchemed.8b00017\",\"abstract\":\"This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.\",\"number\":\"6\",\"urldate\":\"2018-09-21\",\"journal\":\"Journal of Chemical Education\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Yang\"],\"firstnames\":[\"Shuxia\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"Yue\"],\"firstnames\":[\"Xiaoyu\"],\"suffixes\":[]}],\"month\":\"June\",\"year\":\"2018\",\"pages\":\"1060–1062\",\"bibtex\":\"@article{yang_mobile_2018,\\n\\ttitle = {Mobile augmented reality assisted chemical education: {Insights} from elements 4d},\\n\\tvolume = {95},\\n\\tissn = {0021-9584},\\n\\tshorttitle = {Mobile {Augmented} {Reality} {Assisted} {Chemical} {Education}},\\n\\turl = {https://doi.org/10.1021/acs.jchemed.8b00017},\\n\\tdoi = {10.1021/acs.jchemed.8b00017},\\n\\tabstract = {This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.},\\n\\tnumber = {6},\\n\\turldate = {2018-09-21},\\n\\tjournal = {Journal of Chemical Education},\\n\\tauthor = {Yang, Shuxia and Mei, Bing and Yue, Xiaoyu},\\n\\tmonth = jun,\\n\\tyear = {2018},\\n\\tpages = {1060--1062},\\n}\\n\\n\",\"author_short\":[\"Yang, S.\",\"Mei, B.\",\"Yue, X.\"],\"key\":\"yang_mobile_2018\",\"id\":\"yang_mobile_2018\",\"bibbaseid\":\"yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://doi.org/10.1021/acs.jchemed.8b00017\"},\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"series\":\"Special Edition on the Work of Professor Stephen Bax\",\"title\":\"Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective\",\"volume\":\"83\",\"issn\":\"0346-251X\",\"shorttitle\":\"Preparing preservice EFL teachers for CALL normalisation\",\"url\":\"http://www.sciencedirect.com/science/article/pii/S0346251X18305347\",\"doi\":\"10.1016/j.system.2019.02.011\",\"abstract\":\"This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.\",\"urldate\":\"2019-09-19\",\"journal\":\"System\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]}],\"month\":\"July\",\"year\":\"2019\",\"keywords\":\"CALL normalisation, Digital pedagogies, EFL teacher education, Technology acceptance\",\"pages\":\"13–24\",\"bibtex\":\"@article{mei_preparing_2019,\\n\\tseries = {Special {Edition} on the {Work} of {Professor} {Stephen} {Bax}},\\n\\ttitle = {Preparing preservice {EFL} teachers for {CALL} normalisation: {A} technology acceptance perspective},\\n\\tvolume = {83},\\n\\tissn = {0346-251X},\\n\\tshorttitle = {Preparing preservice {EFL} teachers for {CALL} normalisation},\\n\\turl = {http://www.sciencedirect.com/science/article/pii/S0346251X18305347},\\n\\tdoi = {10.1016/j.system.2019.02.011},\\n\\tabstract = {This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.},\\n\\turldate = {2019-09-19},\\n\\tjournal = {System},\\n\\tauthor = {Mei, Bing},\\n\\tmonth = jul,\\n\\tyear = {2019},\\n\\tkeywords = {CALL normalisation, Digital pedagogies, EFL teacher education, Technology acceptance},\\n\\tpages = {13--24},\\n}\\n\\n\",\"author_short\":[\"Mei, B.\"],\"key\":\"mei_preparing_2019\",\"id\":\"mei_preparing_2019\",\"bibbaseid\":\"mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019\",\"role\":\"author\",\"urls\":{\"Paper\":\"http://www.sciencedirect.com/science/article/pii/S0346251X18305347\"},\"keyword\":[\"CALL normalisation\",\"Digital pedagogies\",\"EFL teacher education\",\"Technology acceptance\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"},{\"bibtype\":\"article\",\"type\":\"article\",\"title\":\"Reflective renovation: Insights from a collaborative and active learning space project evaluation\",\"volume\":\"34\",\"copyright\":\"Copyright (c) 2018 Australasian Journal of Educational Technology\",\"issn\":\"1449-5554\",\"shorttitle\":\"Reflective renovation\",\"url\":\"https://ajet.org.au/index.php/AJET/article/view/4476\",\"doi\":\"10.14742/ajet.4476\",\"abstract\":\"With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.\",\"language\":\"en\",\"number\":\"6\",\"urldate\":\"2019-01-22\",\"journal\":\"Australasian Journal of Educational Technology\",\"author\":[{\"propositions\":[],\"lastnames\":[\"Mei\"],\"firstnames\":[\"Bing\"],\"suffixes\":[]},{\"propositions\":[],\"lastnames\":[\"May\"],\"firstnames\":[\"Lawrence\"],\"suffixes\":[]}],\"month\":\"December\",\"year\":\"2018\",\"keywords\":\"collaborative and active learning space, digital technology, evaluation, reflection\",\"bibtex\":\"@article{mei_reflective_2018,\\n\\ttitle = {Reflective renovation: {Insights} from a collaborative and active learning space project evaluation},\\n\\tvolume = {34},\\n\\tcopyright = {Copyright (c) 2018 Australasian Journal of Educational Technology},\\n\\tissn = {1449-5554},\\n\\tshorttitle = {Reflective renovation},\\n\\turl = {https://ajet.org.au/index.php/AJET/article/view/4476},\\n\\tdoi = {10.14742/ajet.4476},\\n\\tabstract = {With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.},\\n\\tlanguage = {en},\\n\\tnumber = {6},\\n\\turldate = {2019-01-22},\\n\\tjournal = {Australasian Journal of Educational Technology},\\n\\tauthor = {Mei, Bing and May, Lawrence},\\n\\tmonth = dec,\\n\\tyear = {2018},\\n\\tkeywords = {collaborative and active learning space, digital technology, evaluation, reflection},\\n}\\n\",\"author_short\":[\"Mei, B.\",\"May, L.\"],\"key\":\"mei_reflective_2018\",\"id\":\"mei_reflective_2018\",\"bibbaseid\":\"mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018\",\"role\":\"author\",\"urls\":{\"Paper\":\"https://ajet.org.au/index.php/AJET/article/view/4476\"},\"keyword\":[\"collaborative and active learning space\",\"digital technology\",\"evaluation\",\"reflection\"],\"metadata\":{\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\"downloads\":0,\"html\":\"\"}],\n      metadata: {\"owner\":\"mei, b\",\"authorlinks\":{\"mei, b\":\"https://eric-mei.github.io/blog/CV_English/\"}},\n      ownerID: \"Fi6mJ5rvDusuS5GKC\"\n    };\n  </script>\n\n  <script type=\"text/javascript\">\n  var site$;\n  if (typeof $ != 'undefined') {\n    console.log('existing jquery: storing and then restoring');\n    site$ = $;\n    $ = null;\n  }\n  </script>\n\n  <script src=\"https://ajax.googleapis.com/ajax/libs/jquery/2.2.4/jquery.min.js\">\n  </script>\n  <script type=\"text/javascript\">\n  if (site$) {\n    console.log('existing jquery: avoiding conflict and restoring');\n    bb$ = $.noConflict(true);\n    $ = site$;\n  } else {\n    bb$ = $;\n  }\n  </script>\n\n  <script src=\"//bibbase.org/js/bibbase.min.js\"\n          type=\"text/javascript\">\n  </script>\n\n  <script type=\"text/javascript\"\n          src=\"https://cdnjs.cloudflare.com/ajax/libs/mathjax/2.7.1/MathJax.js?config=TeX-AMS-MML_HTMLorMML\">\n  </script>\n  <script type=\"text/x-mathjax-config\">\n    MathJax.Hub.Config({tex2jax: {inlineMath: [['$','$'], ['\\\\(','\\\\)']]},\n                        skipTags: [\"body\"],\n                        processClass: \"bibbase_paper\"});\n  </script>\n\n  <style>\n  @media print {\n    .dontprint {\n        display: none !important;\n    }\n\n  .bibbase_group {\n    background-color: #E0E0E0;\n    font-style: italic;\n    font-size: larger;\n    text-shadow: 0px 0px 3px #FFFFFF;\n    border-radius: 4px 4px 4px 4px;\n    -moz-border-radius: 4px 4px 4px 4px;\n    -webkit-border-radius: 4px;\n    padding: 5px 40px 5px;\n    margin-top: 10px;\n    margin-bottom: 5px;\n    cursor: pointer;\n  }\n\n  .bibbase_paper {\n    margin-bottom: 5px;\n  }\n\n  }\n  </style>\n\n  \n  <div style=\"float: right; 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	address = {Antwerpen, Belgium},
	title = {Preparing pre-service {EFL} teachers for {CALL} acceptance: {A} {Chinese} perspective},
	booktitle = {{CALL} in {CONTEXT}},
	publisher = {University of Antwerp},
	author = {Mei, Bing},
	collaborator = {Colpaert, Jozef and Aerts, Ann and Kern, Rick and Kaiser, Mark},
	year = {2017},
	pages = {530--541},
}



@article{wang_priming_2023,
	title = {Priming creativity: {On} how a divergent thinking task modulates lexico-semantic processing},
	volume = {67},
	issn = {09116044},
	shorttitle = {Priming creativity},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X},
	doi = {10.1016/j.jneuroling.2023.101135},
	abstract = {Little is known on how a task promoting divergent thinking processes modulates brain responses to sentences of different semantic complexity (i.e., novel metaphoric, literal, and anomalous sentences). In the present ERP study, we examined the processing of the three sentence types in two groups of participants: one performing an alternate uses task (AUT) between individual experimental blocks (i.e., the AUT group), and the other one performing no such a task (i.e., the noAUT group). The results showed a graded N400 and LPC effects from literal, to novel meta­ phoric, and to anomalous sentences in both groups of participants. Importantly, we found a general group effect across all the sentence types, reflected in more positive P200 and less negative N400 responses in the AUT compared to the noAUT group, indicating that while the AUT group engaged more attentional resources during early lexical access, they required less extended cognitive mechanisms at the stage of lexico-semantic processing. The group effect was further observed in the LPC time window, where more positive amplitudes were found in the AUT relative to the noAUT group, suggesting a stronger semantic interconnectivity at the meaning integration stage when primed with a task eliciting divergent thinking processes.},
	language = {en},
	urldate = {2023-03-13},
	journal = {Journal of Neurolinguistics},
	author = {Wang, Xin and Jankowiak, Katarzyna and Mei, Bing},
	month = aug,
	year = {2023},
	pages = {101135},
}



@article{yang_understanding_2022,
	title = {Understanding {Chinese} secondary school students’ perceptions of mobile-assisted language learning},
	volume = {0},
	issn = {1049-4820},
	url = {https://doi.org/10.1080/10494820.2022.2147957},
	doi = {10.1080/10494820.2022.2147957},
	abstract = {Given the paucity of research on mobile-assisted language learning (MALL) in secondary schools in China, this retrospective case study explored the psychological processes underlying the non-voluntary MALL experiences of Chinese secondary school students during a lockdown to contain the spread of COVID-19. Drawing on prior technology acceptance studies, we proposed a research model comprising nine latent constructs, and tested it with data collected through a questionnaire survey (N = 265). The results of a structural modeling test showed that subjective norms and attitudes toward MALL were significant predictors of the behavioral intention to use it, whereas perceived usefulness and perceived ease of use mediated other factors that influence attitudes. The findings support the use of the technology acceptance model in investigating MALL acceptance. Implications for the better implementation of MALL, especially in the context of secondary schools in China are also discussed.},
	number = {0},
	urldate = {2022-12-13},
	journal = {Interactive Learning Environments},
	author = {Yang, Shuxia and Wang, Rui and Mei, Bing},
	month = nov,
	year = {2022},
	note = {Publisher: Routledge
\_eprint: https://doi.org/10.1080/10494820.2022.2147957},
	keywords = {China, MALL, secondary school, student, technology acceptance},
	pages = {1--14},
}



@article{sun_modeling_2022,
	title = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective},
	volume = {35},
	issn = {0958-8221},
	shorttitle = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology},
	url = {https://doi.org/10.1080/09588221.2020.1750430},
	doi = {10.1080/09588221.2020.1750430},
	abstract = {This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.},
	number = {4},
	urldate = {2022-12-13},
	journal = {Computer Assisted Language Learning},
	author = {Sun, Peijian Paul and Mei, Bing},
	month = may,
	year = {2022},
	note = {Publisher: Routledge
\_eprint: https://doi.org/10.1080/09588221.2020.1750430},
	keywords = {Chinese language, educational technology, structural equation modeling, teacher education, technology acceptance},
	pages = {816--839},
}



@article{mei_speeko_2022,
	title = {Speeko: {An} {Artificial} {Intelligence}-{Assisted} {Personal} {Public} {Speaking} {Coach}},
	issn = {0033-6882},
	shorttitle = {Speeko},
	url = {https://doi.org/10.1177/00336882221107955},
	doi = {10.1177/00336882221107955},
	abstract = {Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students’ public speaking skills.},
	language = {en},
	urldate = {2022-07-30},
	journal = {RELC Journal},
	author = {Mei, Bing and Qi, Wenya and Huang, Xiao and Huang, Shuo},
	month = jun,
	year = {2022},
	note = {Publisher: SAGE Publications Ltd},
	keywords = {Artificial intelligence, English as a foreign language, feedback, oral performance, public speaking},
	pages = {00336882221107955},
}



@article{mei_poll_2022,
	title = {Poll {Everywhere}: {A} classroom response system for teaching remotely},
	volume = {13},
	issn = {1949-3533},
	shorttitle = {Poll everywhere},
	url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650},
	doi = {10.1002/tesj.650},
	language = {en},
	number = {2},
	urldate = {2022-05-24},
	journal = {TESOL Journal},
	author = {Mei, Bing and Zhang, Jie and Xu, Yijie and Yang, Mengyuan},
	year = {2022},
	note = {\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.650},
	pages = {e650},
}



@article{courtney_autopsych_2021,
	title = {autopsych: {An} {R} {Shiny} tool for the reproducible {Rasch} analysis, differential item functioning, equating, and examination of group effects},
	volume = {16},
	issn = {1932-6203},
	shorttitle = {autopsych},
	url = {https://dx.plos.org/10.1371/journal.pone.0257682},
	doi = {10.1371/journal.pone.0257682},
	abstract = {In this paper, we present
              autopsych
              , a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed.},
	language = {en},
	number = {10},
	urldate = {2021-12-14},
	journal = {PLOS ONE},
	author = {Courtney, Matthew G. R. and Chang, Kevin C. T. and Mei, Bing and Meissel, Kane and Rowe, Luke I. and Issayeva, Laila B.},
	editor = {Christensen, Karl Bang},
	month = oct,
	year = {2021},
	pages = {e0257682},
}



@article{mei_rapid_2021,
	title = {Rapid {Development} {Studio}: {An} {Intensive}, {Iterative} {Approach} to {Designing} {Online} {Learning}},
	volume = {11},
	issn = {2158-2440},
	shorttitle = {Rapid {Development} {Studio}},
	url = {https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001},
	doi = {10.1177/21582440211047574},
	abstract = {Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio-an agile, intensive, iterative ID process-was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.},
	language = {English},
	number = {3},
	urldate = {2021-11-05},
	journal = {Sage Open},
	author = {Mei, Bing and May, Lawrence and Heap, Rena and Ellis, Damon and Tickner, Sue and Thornley, Jacqui and Denton, Jamie and Durham, Richard},
	month = jul,
	year = {2021},
	note = {Place: Thousand Oaks
Publisher: Sage Publications Inc
WOS:000702291700001},
	keywords = {collaborative course development, engagement, higher-education, instructional design, instructional-design, model, online learning, rapid   prototyping, technology},
}



@article{chen_towards_2021,
	title = {Towards the {Sustainable} {Development} of {Digital} {Educational} {Games} for {Primary} {School} {Students} in {China}},
	volume = {13},
	copyright = {http://creativecommons.org/licenses/by/3.0/},
	url = {https://www.mdpi.com/2071-1050/13/14/7919},
	doi = {10.3390/su13147919},
	abstract = {Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.},
	language = {en},
	number = {14},
	urldate = {2021-09-14},
	journal = {Sustainability},
	author = {Chen, Juan and Yang, Shuxia and Mei, Bing},
	month = jan,
	year = {2021},
	note = {Number: 14
Publisher: Multidisciplinary Digital Publishing Institute},
	keywords = {English vocabulary acquisition, digital educational games, primary schools},
	pages = {7919},
}



@article{mei_using_2021,
	title = {Using {Clips} in the language classroom},
	issn = {0033-6882},
	url = {https://doi.org/10.1177/00336882211026168},
	doi = {10.1177/00336882211026168},
	abstract = {With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning.},
	language = {en},
	urldate = {2021-08-20},
	journal = {RELC Journal},
	author = {Mei, Bing and Huang, Shuo and Zhao, Qian},
	month = jul,
	year = {2021},
	note = {Publisher: SAGE Publications Ltd},
	keywords = {Clips, digital learning, educational technology, engagement, pronunciation training},
	pages = {00336882211026168},
}



@book{__2020,
	address = {开封},
	title = {学术论文写作},
	publisher = {河南大学出版社},
	author = {梅, 冰 and 杨, 书霞},
	year = {2020},
}



@article{_web_2020,
	title = {{高校学生在外语学习中对Web} 2.0技术的使用意向研究},
	issn = {1674-1234},
	url = {https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLAST2020&filename=GWJX202004011&v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA},
	abstract = {本文以某综合性大学在校本科生为调查对象,通过问卷调查收集数据(N=291),构建结构方程模型,探讨高校学生使用Web 2.0技术辅助外语学习意向的影响因素。研究结果表明使用意向受感知有用性、感知易用性、感知愉悦和便利条件的直接影响;其中感知有用性和感知易用性在研究模型中具有重要的中介效应。该模型能够解释使用意向75.5\%的方差变异,表明该模型对促进高校学生使用Web 2.0技术辅助外语学习行为有指导意义。},
	language = {中文;},
	number = {04},
	urldate = {2021-06-16},
	journal = {外语教学理论与实践},
	author = {杨, 书霞 and 梅, 冰},
	year = {2020},
	keywords = {Web 2.0, structural equation modeling, technology acceptance, university students, 技术接受, 结构方程模型, 高校学生},
	pages = {72--79+89},
}



@article{yang_understanding_2018,
	title = {Understanding learners’ use of augmented reality in language learning: {Insights} from a case study},
	volume = {44},
	issn = {0260-7476},
	shorttitle = {Understanding learners’ use of augmented reality in language learning},
	url = {https://doi.org/10.1080/02607476.2018.1450937},
	doi = {10.1080/02607476.2018.1450937},
	abstract = {The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.},
	number = {4},
	urldate = {2018-09-21},
	journal = {Journal of Education for Teaching},
	author = {Yang, Shuxia and Mei, Bing},
	month = aug,
	year = {2018},
	keywords = {Augmented reality, language learning, learner},
	pages = {511--513},
}



@article{mei_toward_2018,
	title = {Toward an understanding of preservice {English} as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the {People}’s {Republic} of {China}},
	volume = {56},
	issn = {0735-6331},
	url = {https://doi.org/10.1177/0735633117700144},
	doi = {10.1177/0735633117700144},
	abstract = {Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.},
	language = {en},
	number = {1},
	urldate = {2018-09-21},
	journal = {Journal of Educational Computing Research},
	author = {Mei, Bing and Brown, Gavin T. L. and Teo, Timothy},
	month = mar,
	year = {2018},
	pages = {74--104},
}



@article{mei_conducting_2018,
	title = {Conducting online surveys in {China}},
	volume = {36},
	issn = {0894-4393},
	url = {https://doi.org/10.1177/0894439317729340},
	doi = {10.1177/0894439317729340},
	abstract = {Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.},
	language = {en},
	number = {6},
	urldate = {2018-09-21},
	journal = {Social Science Computer Review},
	author = {Mei, Bing and Brown, Gavin T.L.},
	year = {2018},
	pages = {721--734},
}



@article{mei_chinese_2021,
	title = {Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning},
	volume = {12},
	issn = {1664-1078},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full},
	doi = {10.3389/fpsyg.2021.609028},
	abstract = {Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after handson experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efﬁcacy and exhibited weak intention to adopt it in their future classrooms. Implications of the ﬁndings for music teacher training are discussed.},
	language = {en},
	urldate = {2021-06-16},
	journal = {Frontiers in Psychology},
	author = {Mei, Bing and Yang, Shuxia},
	month = feb,
	year = {2021},
	pages = {609028},
}



@article{mei_language_2019,
	title = {Language teacher education and technology: {Approaches} and practices},
	volume = {36},
	issn = {2056-9017},
	doi = {10.1558/cj.35737},
	number = {3},
	journal = {Calico Journal},
	author = {Mei, Bing},
	year = {2019},
	note = {WOS:000488299400006},
	pages = {240--242},
}



@article{mei_nurturing_2019,
	title = {Nurturing environmental education at the tertiary education level in {China}: {Can} mobile augmented reality and gamification help?},
	volume = {11},
	doi = {10.3390/su11164292},
	abstract = {In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.},
	number = {16},
	journal = {Sustainability},
	author = {Mei, Bing and Yang, Shuxia},
	month = aug,
	year = {2019},
	note = {WOS:000484472500037},
	pages = {4292},
}



@article{teo_investigating_2019,
	title = {Investigating pre-service teachers’ acceptance of {Web} 2.0 technologies in their future teaching: a {Chinese} perspective},
	volume = {27},
	issn = {1049-4820},
	url = {https://doi.org/10.1080/10494820.2018.1489290},
	doi = {10.1080/10494820.2018.1489290},
	number = {4},
	journal = {Interactive Learning Environments},
	author = {Teo, Timothy and Sang, Guoyuan and Mei, Bing and Hoi, Cathy Ka Weng},
	month = may,
	year = {2019},
	pages = {530--546},
}



@article{yang_mobile_2018,
	title = {Mobile augmented reality assisted chemical education: {Insights} from elements 4d},
	volume = {95},
	issn = {0021-9584},
	shorttitle = {Mobile {Augmented} {Reality} {Assisted} {Chemical} {Education}},
	url = {https://doi.org/10.1021/acs.jchemed.8b00017},
	doi = {10.1021/acs.jchemed.8b00017},
	abstract = {This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.},
	number = {6},
	urldate = {2018-09-21},
	journal = {Journal of Chemical Education},
	author = {Yang, Shuxia and Mei, Bing and Yue, Xiaoyu},
	month = jun,
	year = {2018},
	pages = {1060--1062},
}



@article{mei_preparing_2019,
	series = {Special {Edition} on the {Work} of {Professor} {Stephen} {Bax}},
	title = {Preparing preservice {EFL} teachers for {CALL} normalisation: {A} technology acceptance perspective},
	volume = {83},
	issn = {0346-251X},
	shorttitle = {Preparing preservice {EFL} teachers for {CALL} normalisation},
	url = {http://www.sciencedirect.com/science/article/pii/S0346251X18305347},
	doi = {10.1016/j.system.2019.02.011},
	abstract = {This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.},
	urldate = {2019-09-19},
	journal = {System},
	author = {Mei, Bing},
	month = jul,
	year = {2019},
	keywords = {CALL normalisation, Digital pedagogies, EFL teacher education, Technology acceptance},
	pages = {13--24},
}



@article{mei_reflective_2018,
	title = {Reflective renovation: {Insights} from a collaborative and active learning space project evaluation},
	volume = {34},
	copyright = {Copyright (c) 2018 Australasian Journal of Educational Technology},
	issn = {1449-5554},
	shorttitle = {Reflective renovation},
	url = {https://ajet.org.au/index.php/AJET/article/view/4476},
	doi = {10.14742/ajet.4476},
	abstract = {With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.},
	language = {en},
	number = {6},
	urldate = {2019-01-22},
	journal = {Australasian Journal of Educational Technology},
	author = {Mei, Bing and May, Lawrence},
	month = dec,
	year = {2018},
	keywords = {collaborative and active learning space, digital technology, evaluation, reflection},
}
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In order to keep using Mendeley with BibBase past April\n        14th, you need to:\n        <ol>\n          <li>renew the authorization for BibBase on Mendeley, and</li>\n          <li>update the BibBase URL\n            in your page the same way you did when you initially set up\n            this page.\n          </li>\n        </ol>\n      </p>\n\n      <p>\n        <a href=\"http://bibbase.org/cgi-bin/mendeley2/get.py\">\n          <i class=\"fa fa-angle-double-right\"></i>\n          Fix it now</a>\n      </p>\n    </div>\n\n  </div>\n\n\n  <div id=\"bibbase_body\">\n    \n  \n  <div class=\"bibbase_group_whole\" id=\"group_2023\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2023')\"\n      onkeypress=\"toggleGroup('group_2023')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2023</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023', 'https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X', event);\">\n    Priming creativity: On how a divergent thinking task modulates lexico-semantic processing.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Wang, X.; Jankowiak, K.;  and <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Neurolinguistics</i>, 67: 101135. August 2023.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X\"\n     onclick=\"log_download('wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023', 'https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Priming creativity: On how a divergent thinking task modulates lexico-semantic processing [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1016/j.jneuroling.2023.101135\"\n     onclick=\"log_download('wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023', 'http://doi.org/10.1016/j.jneuroling.2023.101135', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('wang-jankowiak-mei-primingcreativityonhowadivergentthinkingtaskmodulateslexicosemanticprocessing-2023')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{wang_priming_2023,\n\ttitle = {Priming creativity: {On} how a divergent thinking task modulates lexico-semantic processing},\n\tvolume = {67},\n\tissn = {09116044},\n\tshorttitle = {Priming creativity},\n\turl = {https://linkinghub.elsevier.com/retrieve/pii/S091160442300012X},\n\tdoi = {10.1016/j.jneuroling.2023.101135},\n\tabstract = {Little is known on how a task promoting divergent thinking processes modulates brain responses to sentences of different semantic complexity (i.e., novel metaphoric, literal, and anomalous sentences). In the present ERP study, we examined the processing of the three sentence types in two groups of participants: one performing an alternate uses task (AUT) between individual experimental blocks (i.e., the AUT group), and the other one performing no such a task (i.e., the noAUT group). The results showed a graded N400 and LPC effects from literal, to novel meta­ phoric, and to anomalous sentences in both groups of participants. Importantly, we found a general group effect across all the sentence types, reflected in more positive P200 and less negative N400 responses in the AUT compared to the noAUT group, indicating that while the AUT group engaged more attentional resources during early lexical access, they required less extended cognitive mechanisms at the stage of lexico-semantic processing. The group effect was further observed in the LPC time window, where more positive amplitudes were found in the AUT relative to the noAUT group, suggesting a stronger semantic interconnectivity at the meaning integration stage when primed with a task eliciting divergent thinking processes.},\n\tlanguage = {en},\n\turldate = {2023-03-13},\n\tjournal = {Journal of Neurolinguistics},\n\tauthor = {Wang, Xin and Jankowiak, Katarzyna and Mei, Bing},\n\tmonth = aug,\n\tyear = {2023},\n\tpages = {101135},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Little is known on how a task promoting divergent thinking processes modulates brain responses to sentences of different semantic complexity (i.e., novel metaphoric, literal, and anomalous sentences). In the present ERP study, we examined the processing of the three sentence types in two groups of participants: one performing an alternate uses task (AUT) between individual experimental blocks (i.e., the AUT group), and the other one performing no such a task (i.e., the noAUT group). The results showed a graded N400 and LPC effects from literal, to novel meta­ phoric, and to anomalous sentences in both groups of participants. Importantly, we found a general group effect across all the sentence types, reflected in more positive P200 and less negative N400 responses in the AUT compared to the noAUT group, indicating that while the AUT group engaged more attentional resources during early lexical access, they required less extended cognitive mechanisms at the stage of lexico-semantic processing. The group effect was further observed in the LPC time window, where more positive amplitudes were found in the AUT relative to the noAUT group, suggesting a stronger semantic interconnectivity at the meaning integration stage when primed with a task eliciting divergent thinking processes.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2022\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2022')\"\n      onkeypress=\"toggleGroup('group_2022')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2022</span>\n      <span class=\"bibbase_group_count\">\n        \n        (4)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/10494820.2022.2147957\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022', 'https://doi.org/10.1080/10494820.2022.2147957', event);\">\n    Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Yang, S.; Wang, R.;  and <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Interactive Learning Environments</i>, 0(0): 1–14. November 2022.\n  <span class=\"note\">Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2022.2147957</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/10494820.2022.2147957\"\n     onclick=\"log_download('yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022', 'https://doi.org/10.1080/10494820.2022.2147957', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Understanding Chinese secondary school students’ perceptions of mobile-assisted language learning [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/10494820.2022.2147957\"\n     onclick=\"log_download('yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022', 'http://doi.org/10.1080/10494820.2022.2147957', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('yang-wang-mei-understandingchinesesecondaryschoolstudentsperceptionsofmobileassistedlanguagelearning-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{yang_understanding_2022,\n\ttitle = {Understanding {Chinese} secondary school students’ perceptions of mobile-assisted language learning},\n\tvolume = {0},\n\tissn = {1049-4820},\n\turl = {https://doi.org/10.1080/10494820.2022.2147957},\n\tdoi = {10.1080/10494820.2022.2147957},\n\tabstract = {Given the paucity of research on mobile-assisted language learning (MALL) in secondary schools in China, this retrospective case study explored the psychological processes underlying the non-voluntary MALL experiences of Chinese secondary school students during a lockdown to contain the spread of COVID-19. Drawing on prior technology acceptance studies, we proposed a research model comprising nine latent constructs, and tested it with data collected through a questionnaire survey (N = 265). The results of a structural modeling test showed that subjective norms and attitudes toward MALL were significant predictors of the behavioral intention to use it, whereas perceived usefulness and perceived ease of use mediated other factors that influence attitudes. The findings support the use of the technology acceptance model in investigating MALL acceptance. Implications for the better implementation of MALL, especially in the context of secondary schools in China are also discussed.},\n\tnumber = {0},\n\turldate = {2022-12-13},\n\tjournal = {Interactive Learning Environments},\n\tauthor = {Yang, Shuxia and Wang, Rui and Mei, Bing},\n\tmonth = nov,\n\tyear = {2022},\n\tnote = {Publisher: Routledge\n\\_eprint: https://doi.org/10.1080/10494820.2022.2147957},\n\tkeywords = {China, MALL, secondary school, student, technology acceptance},\n\tpages = {1--14},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Given the paucity of research on mobile-assisted language learning (MALL) in secondary schools in China, this retrospective case study explored the psychological processes underlying the non-voluntary MALL experiences of Chinese secondary school students during a lockdown to contain the spread of COVID-19. Drawing on prior technology acceptance studies, we proposed a research model comprising nine latent constructs, and tested it with data collected through a questionnaire survey (N = 265). The results of a structural modeling test showed that subjective norms and attitudes toward MALL were significant predictors of the behavioral intention to use it, whereas perceived usefulness and perceived ease of use mediated other factors that influence attitudes. The findings support the use of the technology acceptance model in investigating MALL acceptance. Implications for the better implementation of MALL, especially in the context of secondary schools in China are also discussed.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/09588221.2020.1750430\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022', 'https://doi.org/10.1080/09588221.2020.1750430', event);\">\n    Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Sun, P. P.;  and <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Computer Assisted Language Learning</i>, 35(4): 816–839. May 2022.\n  <span class=\"note\">Publisher: Routledge _eprint: https://doi.org/10.1080/09588221.2020.1750430</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/09588221.2020.1750430\"\n     onclick=\"log_download('sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022', 'https://doi.org/10.1080/09588221.2020.1750430', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Modeling preservice Chinese-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/09588221.2020.1750430\"\n     onclick=\"log_download('sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022', 'http://doi.org/10.1080/09588221.2020.1750430', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('sun-mei-modelingpreservicechineseasasecondforeignlanguageteachersadoptionofeducationaltechnologyatechnologyacceptanceperspective-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{sun_modeling_2022,\n\ttitle = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology: a technology acceptance perspective},\n\tvolume = {35},\n\tissn = {0958-8221},\n\tshorttitle = {Modeling preservice {Chinese}-as-a-second/foreign-language teachers’ adoption of educational technology},\n\turl = {https://doi.org/10.1080/09588221.2020.1750430},\n\tdoi = {10.1080/09588221.2020.1750430},\n\tabstract = {This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.},\n\tnumber = {4},\n\turldate = {2022-12-13},\n\tjournal = {Computer Assisted Language Learning},\n\tauthor = {Sun, Peijian Paul and Mei, Bing},\n\tmonth = may,\n\tyear = {2022},\n\tnote = {Publisher: Routledge\n\\_eprint: https://doi.org/10.1080/09588221.2020.1750430},\n\tkeywords = {Chinese language, educational technology, structural equation modeling, teacher education, technology acceptance},\n\tpages = {816--839},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant constructs—intention to use technology, perceived usefulness, attitudes toward use of technology, technology self-efficacy, facilitating conditions and experience of technology use—were incorporated into three hypothesized models. A total of 331 preservice L2 Chinese teachers from two national key universities in China participated in this study. Data were collected via a self-report questionnaire and analyzed through structural equation modeling. Model comparison results showed that the third hypothesized model fit the data best. Specifically, perceived usefulness, technology self-efficacy, and facilitating conditions had direct positive effects on attitudes toward use of technology, while perceived usefulness, attitudes toward use of technology, and experience of technology use showed a positive influence on intention to use technology. This study enriches our understanding of technology acceptance by extending consideration to under-studied preservice L2 Chinese teachers in China. Implications for schools and teacher educators are also discussed.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/00336882221107955\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022', 'https://doi.org/10.1177/00336882221107955', event);\">\n    Speeko: An Artificial Intelligence-Assisted Personal Public Speaking Coach.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; Qi, W.; Huang, X.;  and Huang, S.\n</span>\n\n  \n\n</span>\n\n  <i>RELC Journal</i>,00336882221107955. June 2022.\n  <span class=\"note\">Publisher: SAGE Publications Ltd</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/00336882221107955\"\n     onclick=\"log_download('mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022', 'https://doi.org/10.1177/00336882221107955', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Speeko: An Artificial Intelligence-Assisted Personal Public Speaking Coach [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/00336882221107955\"\n     onclick=\"log_download('mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022', 'http://doi.org/10.1177/00336882221107955', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-qi-huang-huang-speekoanartificialintelligenceassistedpersonalpublicspeakingcoach-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_speeko_2022,\n\ttitle = {Speeko: {An} {Artificial} {Intelligence}-{Assisted} {Personal} {Public} {Speaking} {Coach}},\n\tissn = {0033-6882},\n\tshorttitle = {Speeko},\n\turl = {https://doi.org/10.1177/00336882221107955},\n\tdoi = {10.1177/00336882221107955},\n\tabstract = {Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students’ public speaking skills.},\n\tlanguage = {en},\n\turldate = {2022-07-30},\n\tjournal = {RELC Journal},\n\tauthor = {Mei, Bing and Qi, Wenya and Huang, Xiao and Huang, Shuo},\n\tmonth = jun,\n\tyear = {2022},\n\tnote = {Publisher: SAGE Publications Ltd},\n\tkeywords = {Artificial intelligence, English as a foreign language, feedback, oral performance, public speaking},\n\tpages = {00336882221107955},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Recent years have witnessed the growing presence of artificial intelligence in language learning apps. Against this backdrop, this technology review provides an overview of the affordances of Speeko and discusses its potential in developing English-as-a-foreign-language students’ public speaking skills.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022', 'https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650', event);\">\n    Poll Everywhere: A classroom response system for teaching remotely.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; Zhang, J.; Xu, Y.;  and Yang, M.\n</span>\n\n  \n\n</span>\n\n  <i>TESOL Journal</i>, 13(2): e650.  2022.\n  <span class=\"note\">_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.650</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650\"\n     onclick=\"log_download('mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022', 'https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Poll Everywhere: A classroom response system for teaching remotely [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1002/tesj.650\"\n     onclick=\"log_download('mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022', 'http://doi.org/10.1002/tesj.650', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-zhang-xu-yang-polleverywhereaclassroomresponsesystemforteachingremotely-2022')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_poll_2022,\n\ttitle = {Poll {Everywhere}: {A} classroom response system for teaching remotely},\n\tvolume = {13},\n\tissn = {1949-3533},\n\tshorttitle = {Poll everywhere},\n\turl = {https://onlinelibrary.wiley.com/doi/abs/10.1002/tesj.650},\n\tdoi = {10.1002/tesj.650},\n\tlanguage = {en},\n\tnumber = {2},\n\turldate = {2022-05-24},\n\tjournal = {TESOL Journal},\n\tauthor = {Mei, Bing and Zhang, Jie and Xu, Yijie and Yang, Mengyuan},\n\tyear = {2022},\n\tnote = {\\_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/tesj.650},\n\tpages = {e650},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2021\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2021')\"\n      onkeypress=\"toggleGroup('group_2021')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2021</span>\n      <span class=\"bibbase_group_count\">\n        \n        (5)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://dx.plos.org/10.1371/journal.pone.0257682\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021', 'https://dx.plos.org/10.1371/journal.pone.0257682', event);\">\n    autopsych: An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Courtney, M. G. R.; Chang, K. C. T.; <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; Meissel, K.; Rowe, L. I.;  and Issayeva, L. B.\n</span>\n\n  \n\n</span>\n\n  <i>PLOS ONE</i>, 16(10): e0257682. October 2021.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://dx.plos.org/10.1371/journal.pone.0257682\"\n     onclick=\"log_download('courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021', 'https://dx.plos.org/10.1371/journal.pone.0257682', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"autopsych: An R Shiny tool for the reproducible Rasch analysis, differential item functioning, equating, and examination of group effects [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1371/journal.pone.0257682\"\n     onclick=\"log_download('courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021', 'http://doi.org/10.1371/journal.pone.0257682', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('courtney-chang-mei-meissel-rowe-issayeva-autopsychanrshinytoolforthereproducibleraschanalysisdifferentialitemfunctioningequatingandexaminationofgroupeffects-2021')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{courtney_autopsych_2021,\n\ttitle = {autopsych: {An} {R} {Shiny} tool for the reproducible {Rasch} analysis, differential item functioning, equating, and examination of group effects},\n\tvolume = {16},\n\tissn = {1932-6203},\n\tshorttitle = {autopsych},\n\turl = {https://dx.plos.org/10.1371/journal.pone.0257682},\n\tdoi = {10.1371/journal.pone.0257682},\n\tabstract = {In this paper, we present\n              autopsych\n              , a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed.},\n\tlanguage = {en},\n\tnumber = {10},\n\turldate = {2021-12-14},\n\tjournal = {PLOS ONE},\n\tauthor = {Courtney, Matthew G. R. and Chang, Kevin C. T. and Mei, Bing and Meissel, Kane and Rowe, Luke I. and Issayeva, Laila B.},\n\teditor = {Christensen, Karl Bang},\n\tmonth = oct,\n\tyear = {2021},\n\tpages = {e0257682},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In this paper, we present autopsych , a novel online tool that allows school assessment experts, test developers, and researchers to perform routine psychometric analyses and equating of student test data and to examine the effect of student demographic and group conditions on student test performance. The app extends current open-source software by providing (1) extensive embedded result narration and summaries for written reports, (2) improved handling of partial credit data via customizable item-person Wright maps, (3) customizable item- and person-flagging systems, (4) item-response theory model constraints and controls, (5) many-facets Rasch analysis to examine item bias, (6) Rasch fixed item equating for mapping student ability across test forms, (7) tabbed spreadsheet outputs and immediate options for secondary data analysis, (8) customizable graphical color schemes, (9) extended ANOVA analysis for examining group differences, and (10) inter-rater reliability analyses for the verifying the consistency of rater scoring systems. We present the app’s architecture and functionalities and test its performance with simulated and real-world small-, medium-, and large-scale assessment data. Implications and planned future developments are also discussed.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021', 'https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001', event);\">\n    Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; May, L.; Heap, R.; Ellis, D.; Tickner, S.; Thornley, J.; Denton, J.;  and Durham, R.\n</span>\n\n  \n\n</span>\n\n  <i>Sage Open</i>, 11(3). July 2021.\n  <span class=\"note\">Place: Thousand Oaks Publisher: Sage Publications Inc WOS:000702291700001</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001\"\n     onclick=\"log_download('mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021', 'https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Rapid Development Studio: An Intensive, Iterative Approach to Designing Online Learning [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/21582440211047574\"\n     onclick=\"log_download('mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021', 'http://doi.org/10.1177/21582440211047574', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-may-heap-ellis-tickner-thornley-denton-durham-rapiddevelopmentstudioanintensiveiterativeapproachtodesigningonlinelearning-2021')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_rapid_2021,\n\ttitle = {Rapid {Development} {Studio}: {An} {Intensive}, {Iterative} {Approach} to {Designing} {Online} {Learning}},\n\tvolume = {11},\n\tissn = {2158-2440},\n\tshorttitle = {Rapid {Development} {Studio}},\n\turl = {https://www.webofscience.com/wos/alldb/full-record/WOS:000702291700001},\n\tdoi = {10.1177/21582440211047574},\n\tabstract = {Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio-an agile, intensive, iterative ID process-was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.},\n\tlanguage = {English},\n\tnumber = {3},\n\turldate = {2021-11-05},\n\tjournal = {Sage Open},\n\tauthor = {Mei, Bing and May, Lawrence and Heap, Rena and Ellis, Damon and Tickner, Sue and Thornley, Jacqui and Denton, Jamie and Durham, Richard},\n\tmonth = jul,\n\tyear = {2021},\n\tnote = {Place: Thousand Oaks\nPublisher: Sage Publications Inc\nWOS:000702291700001},\n\tkeywords = {collaborative course development, engagement, higher-education, instructional design, instructional-design, model, online learning, rapid   prototyping, technology},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Given the increasing demand for online learning at the tertiary level, there currently exists a need to modify or develop instructional design (ID) models/approaches that can effectively facilitate the collaboration between learning designers and teachers, as well as to research the effectiveness of these models/approaches. Against this backdrop, adopting a design-based research approach, we tested a practical ID approach that is developed on two prior models: rapid prototyping and collaborative course development. Accordingly, a 2-week rapid development studio-an agile, intensive, iterative ID process-was arranged. Data from multiple sources were gleaned during the study to generate a comprehensive and in-depth understanding of the proposed approach. Overall, results suggest that the approach is effective for developing online courses in case of a limited time frame and was positively perceived by both course instructors and learning designers. Moreover, practical tips for replicating the process in other contexts are also shared. It is our hope that the study will stimulate further exploration of alternative ID models/approaches to improve online course design efficacy in other higher education institutions.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.mdpi.com/2071-1050/13/14/7919\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021', 'https://www.mdpi.com/2071-1050/13/14/7919', event);\">\n    Towards the Sustainable Development of Digital Educational Games for Primary School Students in China.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Chen, J.; Yang, S.;  and <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Sustainability</i>, 13(14): 7919. January 2021.\n  <span class=\"note\">Number: 14 Publisher: Multidisciplinary Digital Publishing Institute</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.mdpi.com/2071-1050/13/14/7919\"\n     onclick=\"log_download('chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021', 'https://www.mdpi.com/2071-1050/13/14/7919', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Towards the Sustainable Development of Digital Educational Games for Primary School Students in China [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.3390/su13147919\"\n     onclick=\"log_download('chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021', 'http://doi.org/10.3390/su13147919', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('chen-yang-mei-towardsthesustainabledevelopmentofdigitaleducationalgamesforprimaryschoolstudentsinchina-2021')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{chen_towards_2021,\n\ttitle = {Towards the {Sustainable} {Development} of {Digital} {Educational} {Games} for {Primary} {School} {Students} in {China}},\n\tvolume = {13},\n\tcopyright = {http://creativecommons.org/licenses/by/3.0/},\n\turl = {https://www.mdpi.com/2071-1050/13/14/7919},\n\tdoi = {10.3390/su13147919},\n\tabstract = {Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.},\n\tlanguage = {en},\n\tnumber = {14},\n\turldate = {2021-09-14},\n\tjournal = {Sustainability},\n\tauthor = {Chen, Juan and Yang, Shuxia and Mei, Bing},\n\tmonth = jan,\n\tyear = {2021},\n\tnote = {Number: 14\nPublisher: Multidisciplinary Digital Publishing Institute},\n\tkeywords = {English vocabulary acquisition, digital educational games, primary schools},\n\tpages = {7919},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-huang-zhao-usingclipsinthelanguageclassroom-2021\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/00336882211026168\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-huang-zhao-usingclipsinthelanguageclassroom-2021', 'https://doi.org/10.1177/00336882211026168', event);\">\n    Using Clips in the language classroom.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; Huang, S.;  and Zhao, Q.\n</span>\n\n  \n\n</span>\n\n  <i>RELC Journal</i>,00336882211026168. July 2021.\n  <span class=\"note\">Publisher: SAGE Publications Ltd</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/00336882211026168\"\n     onclick=\"log_download('mei-huang-zhao-usingclipsinthelanguageclassroom-2021', 'https://doi.org/10.1177/00336882211026168', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Using Clips in the language classroom [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/00336882211026168\"\n     onclick=\"log_download('mei-huang-zhao-usingclipsinthelanguageclassroom-2021', 'http://doi.org/10.1177/00336882211026168', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-huang-zhao-usingclipsinthelanguageclassroom-2021\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-huang-zhao-usingclipsinthelanguageclassroom-2021')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_using_2021,\n\ttitle = {Using {Clips} in the language classroom},\n\tissn = {0033-6882},\n\turl = {https://doi.org/10.1177/00336882211026168},\n\tdoi = {10.1177/00336882211026168},\n\tabstract = {With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning.},\n\tlanguage = {en},\n\turldate = {2021-08-20},\n\tjournal = {RELC Journal},\n\tauthor = {Mei, Bing and Huang, Shuo and Zhao, Qian},\n\tmonth = jul,\n\tyear = {2021},\n\tnote = {Publisher: SAGE Publications Ltd},\n\tkeywords = {Clips, digital learning, educational technology, engagement, pronunciation training},\n\tpages = {00336882211026168},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  With the exponential growth of information and communication technology, many digital tools that can provide immediate feedback on pronunciation have been developed in recent years. Among them, one recent noteworthy tool is Clips, which is capable of creating fun videos with automatically generated captions. This technology review provides an overview of its features and discusses how they can benefit foreign language teaching and learning.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021', 'https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full', event);\">\n    Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and Yang, S.\n</span>\n\n  \n\n</span>\n\n  <i>Frontiers in Psychology</i>, 12: 609028. February 2021.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full\"\n     onclick=\"log_download('mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021', 'https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.3389/fpsyg.2021.609028\"\n     onclick=\"log_download('mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021', 'http://doi.org/10.3389/fpsyg.2021.609028', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-yang-chinesepreservicemusicteachersperceptionsofaugmentedrealityassistedmusicalinstrumentlearning-2021')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_chinese_2021,\n\ttitle = {Chinese pre-service music teachers’ perceptions of augmented reality-assisted musical instrument learning},\n\tvolume = {12},\n\tissn = {1664-1078},\n\turl = {https://www.frontiersin.org/articles/10.3389/fpsyg.2021.609028/full},\n\tdoi = {10.3389/fpsyg.2021.609028},\n\tabstract = {Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after handson experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.},\n\tlanguage = {en},\n\turldate = {2021-06-16},\n\tjournal = {Frontiers in Psychology},\n\tauthor = {Mei, Bing and Yang, Shuxia},\n\tmonth = feb,\n\tyear = {2021},\n\tpages = {609028},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after handson experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2020\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2020')\"\n      onkeypress=\"toggleGroup('group_2020')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2020</span>\n      <span class=\"bibbase_group_count\">\n        \n        (2)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"---2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  学术论文写作.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  梅, 冰;  and 杨, 书.\n</span>\n\n  \n\n</span>\n\n  河南大学出版社, 开封,  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/---2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n  &nbsp;\n  <span class=\"bibbase_stats_paper\" style=\"color: #777;\">\n    <span>11 downloads</span>\n  </span>\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('---2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@book{__2020,\n\taddress = {开封},\n\ttitle = {学术论文写作},\n\tpublisher = {河南大学出版社},\n\tauthor = {梅, 冰 and 杨, 书霞},\n\tyear = {2020},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"--web20-2020\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&amp;dbname=CJFDLAST2020&amp;filename=GWJX202004011&amp;v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA\"\n     onclick=\"return trackOutboundLink('publications', 'click', '--web20-2020', 'https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&amp;dbname=CJFDLAST2020&amp;filename=GWJX202004011&amp;v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA', event);\">\n    高校学生在外语学习中对Web 2.0技术的使用意向研究.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  杨, 书.;  and 梅, 冰\n</span>\n\n  \n\n</span>\n\n  <i>外语教学理论与实践</i>, (04): 72–79+89.  2020.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&amp;dbname=CJFDLAST2020&amp;filename=GWJX202004011&amp;v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA\"\n     onclick=\"log_download('--web20-2020', 'https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&amp;dbname=CJFDLAST2020&amp;filename=GWJX202004011&amp;v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"高校学生在外语学习中对Web 2.0技术的使用意向研究 [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/--web20-2020\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('--web20-2020')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{_web_2020,\n\ttitle = {{高校学生在外语学习中对Web} 2.0技术的使用意向研究},\n\tissn = {1674-1234},\n\turl = {https://kns.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&amp;dbname=CJFDLAST2020&amp;filename=GWJX202004011&amp;v=8%25mmd2F9mu9w46OpXSu6wecxGxgFMKXH6R2Sb7DjZsUJZxpblXv5mq%25mmd2F0x9j3lEy8lGZIA},\n\tabstract = {本文以某综合性大学在校本科生为调查对象,通过问卷调查收集数据(N=291),构建结构方程模型,探讨高校学生使用Web 2.0技术辅助外语学习意向的影响因素。研究结果表明使用意向受感知有用性、感知易用性、感知愉悦和便利条件的直接影响;其中感知有用性和感知易用性在研究模型中具有重要的中介效应。该模型能够解释使用意向75.5\\%的方差变异,表明该模型对促进高校学生使用Web 2.0技术辅助外语学习行为有指导意义。},\n\tlanguage = {中文;},\n\tnumber = {04},\n\turldate = {2021-06-16},\n\tjournal = {外语教学理论与实践},\n\tauthor = {杨, 书霞 and 梅, 冰},\n\tyear = {2020},\n\tkeywords = {Web 2.0, structural equation modeling, technology acceptance, university students, 技术接受, 结构方程模型, 高校学生},\n\tpages = {72--79+89},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  本文以某综合性大学在校本科生为调查对象,通过问卷调查收集数据(N=291),构建结构方程模型,探讨高校学生使用Web 2.0技术辅助外语学习意向的影响因素。研究结果表明使用意向受感知有用性、感知易用性、感知愉悦和便利条件的直接影响;其中感知有用性和感知易用性在研究模型中具有重要的中介效应。该模型能够解释使用意向75.5%的方差变异,表明该模型对促进高校学生使用Web 2.0技术辅助外语学习行为有指导意义。\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2019\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2019')\"\n      onkeypress=\"toggleGroup('group_2019')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2019</span>\n      <span class=\"bibbase_group_count\">\n        \n        (4)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"mei-languageteachereducationandtechnologyapproachesandpractices-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Language teacher education and technology: Approaches and practices.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Calico Journal</i>, 36(3): 240–242.  2019.\n  <span class=\"note\">WOS:000488299400006</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.1558/cj.35737\"\n     onclick=\"log_download('mei-languageteachereducationandtechnologyapproachesandpractices-2019', 'http://doi.org/10.1558/cj.35737', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-languageteachereducationandtechnologyapproachesandpractices-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-languageteachereducationandtechnologyapproachesandpractices-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_language_2019,\n\ttitle = {Language teacher education and technology: {Approaches} and practices},\n\tvolume = {36},\n\tissn = {2056-9017},\n\tdoi = {10.1558/cj.35737},\n\tnumber = {3},\n\tjournal = {Calico Journal},\n\tauthor = {Mei, Bing},\n\tyear = {2019},\n\tnote = {WOS:000488299400006},\n\tpages = {240--242},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-yang-nurturingenvironmentaleducationatthetertiaryeducationlevelinchinacanmobileaugmentedrealityandgamificationhelp-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Nurturing environmental education at the tertiary education level in China: Can mobile augmented reality and gamification help?.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and Yang, S.\n</span>\n\n  \n\n</span>\n\n  <i>Sustainability</i>, 11(16): 4292. August 2019.\n  <span class=\"note\">WOS:000484472500037</span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n  <a href=\"http://doi.org/10.3390/su11164292\"\n     onclick=\"log_download('mei-yang-nurturingenvironmentaleducationatthetertiaryeducationlevelinchinacanmobileaugmentedrealityandgamificationhelp-2019', 'http://doi.org/10.3390/su11164292', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-yang-nurturingenvironmentaleducationatthetertiaryeducationlevelinchinacanmobileaugmentedrealityandgamificationhelp-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-yang-nurturingenvironmentaleducationatthetertiaryeducationlevelinchinacanmobileaugmentedrealityandgamificationhelp-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_nurturing_2019,\n\ttitle = {Nurturing environmental education at the tertiary education level in {China}: {Can} mobile augmented reality and gamification help?},\n\tvolume = {11},\n\tdoi = {10.3390/su11164292},\n\tabstract = {In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students&#x27; perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants&#x27; experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.},\n\tnumber = {16},\n\tjournal = {Sustainability},\n\tauthor = {Mei, Bing and Yang, Shuxia},\n\tmonth = aug,\n\tyear = {2019},\n\tnote = {WOS:000484472500037},\n\tpages = {4292},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/10494820.2018.1489290\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019', 'https://doi.org/10.1080/10494820.2018.1489290', event);\">\n    Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Teo, T.; Sang, G.; <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and Hoi, C. K. W.\n</span>\n\n  \n\n</span>\n\n  <i>Interactive Learning Environments</i>, 27(4): 530–546. May 2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/10494820.2018.1489290\"\n     onclick=\"log_download('teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019', 'https://doi.org/10.1080/10494820.2018.1489290', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: a Chinese perspective [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/10494820.2018.1489290\"\n     onclick=\"log_download('teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019', 'http://doi.org/10.1080/10494820.2018.1489290', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('teo-sang-mei-hoi-investigatingpreserviceteachersacceptanceofweb20technologiesintheirfutureteachingachineseperspective-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{teo_investigating_2019,\n\ttitle = {Investigating pre-service teachers’ acceptance of {Web} 2.0 technologies in their future teaching: a {Chinese} perspective},\n\tvolume = {27},\n\tissn = {1049-4820},\n\turl = {https://doi.org/10.1080/10494820.2018.1489290},\n\tdoi = {10.1080/10494820.2018.1489290},\n\tnumber = {4},\n\tjournal = {Interactive Learning Environments},\n\tauthor = {Teo, Timothy and Sang, Guoyuan and Mei, Bing and Hoi, Cathy Ka Weng},\n\tmonth = may,\n\tyear = {2019},\n\tpages = {530--546},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"http://www.sciencedirect.com/science/article/pii/S0346251X18305347\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019', 'http://www.sciencedirect.com/science/article/pii/S0346251X18305347', event);\">\n    Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>System</i>, 83: 13–24. July 2019.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"http://www.sciencedirect.com/science/article/pii/S0346251X18305347\"\n     onclick=\"log_download('mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019', 'http://www.sciencedirect.com/science/article/pii/S0346251X18305347', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Preparing preservice EFL teachers for CALL normalisation: A technology acceptance perspective [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1016/j.system.2019.02.011\"\n     onclick=\"log_download('mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019', 'http://doi.org/10.1016/j.system.2019.02.011', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-preparingpreserviceeflteachersforcallnormalisationatechnologyacceptanceperspective-2019')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_preparing_2019,\n\tseries = {Special {Edition} on the {Work} of {Professor} {Stephen} {Bax}},\n\ttitle = {Preparing preservice {EFL} teachers for {CALL} normalisation: {A} technology acceptance perspective},\n\tvolume = {83},\n\tissn = {0346-251X},\n\tshorttitle = {Preparing preservice {EFL} teachers for {CALL} normalisation},\n\turl = {http://www.sciencedirect.com/science/article/pii/S0346251X18305347},\n\tdoi = {10.1016/j.system.2019.02.011},\n\tabstract = {This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.},\n\turldate = {2019-09-19},\n\tjournal = {System},\n\tauthor = {Mei, Bing},\n\tmonth = jul,\n\tyear = {2019},\n\tkeywords = {CALL normalisation, Digital pedagogies, EFL teacher education, Technology acceptance},\n\tpages = {13--24},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This study aims to provide a practical framework to measure the effect of current English as a foreign language (EFL) teacher education programmes on preparing preservice teachers for computer-assisted language learning (CALL) normalisation. To this end, the study compared the attitudinal and cognitive differences between preservice teachers at the junior and senior levels. Guided by prior technology acceptance research, a research model consisting of six relevant dimensions was proposed. Preservice EFL teachers from a Chinese university were invited to respond to an online questionnaire and the resultant data were analysed through structural equation modelling. Following confirmatory factor analysis, participants were divided into two groups according to their year level. Measurement invariance was checked first and then latent mean differences between the junior group (n = 204) and the senior group (n = 91) were compared. Measurement invariance results suggest that there existed measurement invariance across groups. Meanwhile, for the latent mean difference test, only one significant mean difference was detected in perceived usefulness, with the senior group showing a higher mean score. The findings demonstrate that though progress has been made, the programme may need further improvement. Implications for teacher educators, institutional leaders, and policymakers are also discussed.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2018\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2018')\"\n      onkeypress=\"toggleGroup('group_2018')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2018</span>\n      <span class=\"bibbase_group_count\">\n        \n        (5)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1080/02607476.2018.1450937\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018', 'https://doi.org/10.1080/02607476.2018.1450937', event);\">\n    Understanding learners’ use of augmented reality in language learning: Insights from a case study.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Yang, S.;  and <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Education for Teaching</i>, 44(4): 511–513. August 2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1080/02607476.2018.1450937\"\n     onclick=\"log_download('yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018', 'https://doi.org/10.1080/02607476.2018.1450937', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Understanding learners’ use of augmented reality in language learning: Insights from a case study [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1080/02607476.2018.1450937\"\n     onclick=\"log_download('yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018', 'http://doi.org/10.1080/02607476.2018.1450937', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('yang-mei-understandinglearnersuseofaugmentedrealityinlanguagelearninginsightsfromacasestudy-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{yang_understanding_2018,\n\ttitle = {Understanding learners’ use of augmented reality in language learning: {Insights} from a case study},\n\tvolume = {44},\n\tissn = {0260-7476},\n\tshorttitle = {Understanding learners’ use of augmented reality in language learning},\n\turl = {https://doi.org/10.1080/02607476.2018.1450937},\n\tdoi = {10.1080/02607476.2018.1450937},\n\tabstract = {The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.},\n\tnumber = {4},\n\turldate = {2018-09-21},\n\tjournal = {Journal of Education for Teaching},\n\tauthor = {Yang, Shuxia and Mei, Bing},\n\tmonth = aug,\n\tyear = {2018},\n\tkeywords = {Augmented reality, language learning, learner},\n\tpages = {511--513},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/0735633117700144\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018', 'https://doi.org/10.1177/0735633117700144', event);\">\n    Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>; Brown, G. T. L.;  and Teo, T.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Educational Computing Research</i>, 56(1): 74–104. March 2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/0735633117700144\"\n     onclick=\"log_download('mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018', 'https://doi.org/10.1177/0735633117700144', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Toward an understanding of preservice English as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the People’s Republic of China [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/0735633117700144\"\n     onclick=\"log_download('mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018', 'http://doi.org/10.1177/0735633117700144', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-brown-teo-towardanunderstandingofpreserviceenglishasaforeignlanguageteachersacceptanceofcomputerassistedlanguagelearning20inthepeoplesrepublicofchina-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_toward_2018,\n\ttitle = {Toward an understanding of preservice {English} as a foreign language teachers’ acceptance of computer-assisted language learning 2.0 in the {People}’s {Republic} of {China}},\n\tvolume = {56},\n\tissn = {0735-6331},\n\turl = {https://doi.org/10.1177/0735633117700144},\n\tdoi = {10.1177/0735633117700144},\n\tabstract = {Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.},\n\tlanguage = {en},\n\tnumber = {1},\n\turldate = {2018-09-21},\n\tjournal = {Journal of Educational Computing Research},\n\tauthor = {Mei, Bing and Brown, Gavin T. L. and Teo, Timothy},\n\tmonth = mar,\n\tyear = {2018},\n\tpages = {74--104},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-brown-conductingonlinesurveysinchina-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1177/0894439317729340\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-brown-conductingonlinesurveysinchina-2018', 'https://doi.org/10.1177/0894439317729340', event);\">\n    Conducting online surveys in China.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and Brown, G. T.\n</span>\n\n  \n\n</span>\n\n  <i>Social Science Computer Review</i>, 36(6): 721–734.  2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1177/0894439317729340\"\n     onclick=\"log_download('mei-brown-conductingonlinesurveysinchina-2018', 'https://doi.org/10.1177/0894439317729340', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Conducting online surveys in China [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1177/0894439317729340\"\n     onclick=\"log_download('mei-brown-conductingonlinesurveysinchina-2018', 'http://doi.org/10.1177/0894439317729340', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-brown-conductingonlinesurveysinchina-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-brown-conductingonlinesurveysinchina-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_conducting_2018,\n\ttitle = {Conducting online surveys in {China}},\n\tvolume = {36},\n\tissn = {0894-4393},\n\turl = {https://doi.org/10.1177/0894439317729340},\n\tdoi = {10.1177/0894439317729340},\n\tabstract = {Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2018-09-21},\n\tjournal = {Social Science Computer Review},\n\tauthor = {Mei, Bing and Brown, Gavin T.L.},\n\tyear = {2018},\n\tpages = {721--734},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  Using online surveys is becoming increasingly extensive and widespread. Social science research in China is no exception. However, due to contextual factors (e.g., technological constraints, social and cultural norms, and language barriers), prior successful methods may not apply. This article reports an alternative way of conducting online surveys in China, by combining local commercial online survey service providers with indigenous Web 2.0 applications. The case study demonstrates the feasibility of this approach and provides practical advice (e.g., adding incentives) on how to effectively conduct online survey in China.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://doi.org/10.1021/acs.jchemed.8b00017\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018', 'https://doi.org/10.1021/acs.jchemed.8b00017', event);\">\n    Mobile augmented reality assisted chemical education: Insights from elements 4d.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  Yang, S.; <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and Yue, X.\n</span>\n\n  \n\n</span>\n\n  <i>Journal of Chemical Education</i>, 95(6): 1060–1062. June 2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://doi.org/10.1021/acs.jchemed.8b00017\"\n     onclick=\"log_download('yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018', 'https://doi.org/10.1021/acs.jchemed.8b00017', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Mobile augmented reality assisted chemical education: Insights from elements 4d [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.1021/acs.jchemed.8b00017\"\n     onclick=\"log_download('yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018', 'http://doi.org/10.1021/acs.jchemed.8b00017', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('yang-mei-yue-mobileaugmentedrealityassistedchemicaleducationinsightsfromelements4d-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{yang_mobile_2018,\n\ttitle = {Mobile augmented reality assisted chemical education: {Insights} from elements 4d},\n\tvolume = {95},\n\tissn = {0021-9584},\n\tshorttitle = {Mobile {Augmented} {Reality} {Assisted} {Chemical} {Education}},\n\turl = {https://doi.org/10.1021/acs.jchemed.8b00017},\n\tdoi = {10.1021/acs.jchemed.8b00017},\n\tabstract = {This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.},\n\tnumber = {6},\n\turldate = {2018-09-21},\n\tjournal = {Journal of Chemical Education},\n\tauthor = {Yang, Shuxia and Mei, Bing and Yue, Xiaoyu},\n\tmonth = jun,\n\tyear = {2018},\n\tpages = {1060--1062},\n}\n\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  This technology report aimed to explore preservice chemistry teachers’ perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.\n</div>\n\n\n</div>\n\n\n  <div class=\"bibbase_paper\" id=\"mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  <a href=\"https://ajet.org.au/index.php/AJET/article/view/4476\"\n     onclick=\"return trackOutboundLink('publications', 'click', 'mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018', 'https://ajet.org.au/index.php/AJET/article/view/4476', event);\">\n    Reflective renovation: Insights from a collaborative and active learning space project evaluation.\n  </a>\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>;  and May, L.\n</span>\n\n  \n\n</span>\n\n  <i>Australasian Journal of Educational Technology</i>, 34(6). December 2018.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n  <a href=\"https://ajet.org.au/index.php/AJET/article/view/4476\"\n     onclick=\"log_download('mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018', 'https://ajet.org.au/index.php/AJET/article/view/4476', event.ctrlKey, event)\">\n    <img src=\"//bibbase.org/img/filetypes/link.svg\"\n\t     alt=\"Reflective renovation: Insights from a collaborative and active learning space project evaluation [link]\"\n       title=\"Paper\"\n\t     class=\"bibbase_icon\"\n         ><span class=\"bibbase_icon_text\">Paper</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"http://doi.org/10.14742/ajet.4476\"\n     onclick=\"log_download('mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018', 'http://doi.org/10.14742/ajet.4476', event.ctrlKey)\"\n     class=\"bibbase doi link\">\n    <span>doi</span></a>\n  &nbsp;\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n  &nbsp;\n  <a class=\"bibbase_abstract_link bibbase link\"\n     href=\"#\"\n     onclick=\"showAbstract(event); return false;\">\n    abstract <i class=\"fa fa-caret-down\"></i></a>\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-may-reflectiverenovationinsightsfromacollaborativeandactivelearningspaceprojectevaluation-2018')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@article{mei_reflective_2018,\n\ttitle = {Reflective renovation: {Insights} from a collaborative and active learning space project evaluation},\n\tvolume = {34},\n\tcopyright = {Copyright (c) 2018 Australasian Journal of Educational Technology},\n\tissn = {1449-5554},\n\tshorttitle = {Reflective renovation},\n\turl = {https://ajet.org.au/index.php/AJET/article/view/4476},\n\tdoi = {10.14742/ajet.4476},\n\tabstract = {With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.},\n\tlanguage = {en},\n\tnumber = {6},\n\turldate = {2019-01-22},\n\tjournal = {Australasian Journal of Educational Technology},\n\tauthor = {Mei, Bing and May, Lawrence},\n\tmonth = dec,\n\tyear = {2018},\n\tkeywords = {collaborative and active learning space, digital technology, evaluation, reflection},\n}\n</pre>\n</div>\n\n\n<div class=\"well well-small bibbase\" data-type=\"abstract\"\n     style=\"display:none\">\n  With growing knowledge about the effectiveness of collaborative or team-based learning in developing important skill sets among students, the development of collaborative and active learning space (CALS) classrooms has gained increasing momentum in recent years. However, there currently exists a paucity of research evaluating the impact of these CALS projects, especially from the perspective of the staff within the institutions that implement them. In view of this gap, this study, using secondary data, reports an institutional evaluation of a CALS project from the teachers’ perspectives. Both quantitative and qualitative results suggest that overall, the CALS project was positively viewed by the teachers. Nonetheless, challenges were also revealed such as, classroom settings, digital infrastructure, and technical support. The findings suggest that instead of viewing digital technology as a panacea, the implementation of a CALS project should be regarded as a systematic project, which involves stakeholders across an educational institution, including administrative staff, teaching staff, support staff, and students.\n</div>\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n  <div class=\"bibbase_group_whole\" id=\"group_2017\">\n    <div class=\"bibbase_group\"\n      onclick=\"toggleGroup('group_2017')\"\n      onkeypress=\"toggleGroup('group_2017')\"\n      tabindex=\"0\">\n      <i class=\"fa fa-angle-down bibbase_group_head_icon\"></i>&nbsp;\n      <span>2017</span>\n      <span class=\"bibbase_group_count\">\n        \n        (1)\n        \n      </span>\n    </div>\n    <div class=\"bibbase_group_body\">\n      \n  \n  <div class=\"bibbase_paper\" id=\"mei-preparingpreserviceeflteachersforcallacceptanceachineseperspective-2017\">\n  <span class=\"bibbase_paper_titleauthoryear\">\n\n  \n  <span class=\"bibbase_paper_title\">\n  \n  \n  \n  Preparing pre-service EFL teachers for CALL acceptance: A Chinese perspective.\n  \n  \n  \n</span>\n\n  <span class=\"bibbase_paper_author\">\n  <a class=\"bibbase author link\" href=\"https://eric-mei.github.io/blog/CV_English/\">Mei, B.</a>\n</span>\n\n  \n\n</span>\n\n  In <i>CALL in CONTEXT</i>, pages 530–541. University of Antwerp, Antwerpen, Belgium,  2017.\n  <span class=\"note\"></span>\n\n<span class=\"bibbase_note\"></span>\n\n<br class=\"bibbase_paper_content\"/>\n\n<span class=\"bibbase_paper_content dontprint\">\n\n  \n\n  \n\n  \n  <a href=\"//bibbase.org/network/publication/mei-preparingpreserviceeflteachersforcallacceptanceachineseperspective-2017\"\n     class=\"bibbase bibbase_page link\">link</a>\n  &nbsp;\n  \n\n  <a href=\"#\"\n     onclick=\"showBib(event); return false;\"\n     class=\"bibbase bibtex link\">bibtex\n    <i class=\"fa fa-caret-down\"></i></a>\n\n  \n\n  \n\n  <!-- <a class=\"bibbase read link hidden\" -->\n  <!--    href=\"javascript:toggleRead('mei-preparingpreserviceeflteachersforcallacceptanceachineseperspective-2017')\" -->\n  <!--    title=\"Marking this paper as read adds it to your library on BibBase.\" -->\n  <!--    > -->\n  <!--   <i class=\"fa fa-check\"></i>&nbsp; -->\n  <!--   <span>mark as read</span> -->\n  <!-- </a> -->\n\n  &nbsp;\n  \n  \n\n</span>\n\n<div class=\"well well-small bibbase\" data-type=\"bibtex\"\n     style=\"display:none\">\n  <pre style=\"white-space: pre-wrap;\">@incollection{mei_preparing_2017,\n\taddress = {Antwerpen, Belgium},\n\ttitle = {Preparing pre-service {EFL} teachers for {CALL} acceptance: {A} {Chinese} perspective},\n\tbooktitle = {{CALL} in {CONTEXT}},\n\tpublisher = {University of Antwerp},\n\tauthor = {Mei, Bing},\n\tcollaborator = {Colpaert, Jozef and Aerts, Ann and Kern, Rick and Kaiser, Mark},\n\tyear = {2017},\n\tpages = {530--541},\n}\n\n</pre>\n</div>\n\n\n\n</div>\n\n\n\n\n\n    </div>\n  </div>\n\n\n\n\n  </div>\n\n\n  <!-- Modal -->\n\n  <!-- <iframe id=\"bibbase_network_frame\" -->\n  <!--         src=\"//bibbase.org/network/control\" -->\n  <!--         style=\"display: none;\"> -->\n  <!-- </iframe> -->\n\n</div>\n"}; document.write(bibbase_data.data);