We disseminate our research through publications in high-impact, high-quality peer-reviewed journals across disciplines, including Educational Technology, Educational Psychology, Teacher Education, Early Childhood Education, and Nurse Education.

2024 & In Press

He, J., Jiang, Z., Pan, Z., Men, Q., & Xie, K. (2025). The transition patterns of learners’ behavior and the association with motivation and cognitive engagement in online learning. Research and Practice in Technology Enhanced Learning, 20, 026. https://doi.org/10.58459/rptel.2025.20026  

Huang, L., Frazier, M., Xie. K. (2024, refereed, in press). Academic procrastination in online learning in higher education. In Lezcano, R. & Orakci, S. (eds.), Innovation Trends and Educational Technology in Higher Education, Information Age Publishing.   

He, J., Frazier, M., Xie. K. (2024, refereed, in press). Student-instructor relationships in online learning in higher education. In Lezcano, R. & Orakci, S. (eds.), Innovation Trends and Educational Technology in Higher Education, Information Age Publishing.   

Liu, X., Anderman, L., & Xie, K. (2024, refereed, in press). Student Engagement in Synchronous Blended Learning. In Roseth, C. & Thompson, P. (eds.), Teaching in Online, Distance, and Non-Traditional Contexts, Information Age Publishing.   

Vongkulluksn, V., Shortt, M., Akinkuolie, B., & Xie, K. (2024). Information literacy instruction in naturalistic high school science classrooms: Teachers’ instructional strategies and associations with students’ prior knowledge. Teaching and Teacher Education, 114, 104572. DOI: https://doi.org/10.1016/j.tate.2024.104572 (SSCI 2022 Impact Factor: 3.9) 

Duan, J., Xie, K., & Zhao, Q. (2024). A personal social knowledge network (PSKN) facilitates learners’ wayfinding and its differences in behavior patterns between high and low performers in connectivist learning. International Journal of Educational Technology in Higher Education, 21(1), 22. DOI: https://doi.org/10.1186/s41239-024-00454-5 (SSCI 2022 Impact Factor: 8.6) 

Yang, Y., Feng, X., Zhu, G., & Xie, K. (2024). Effects and mechanisms of analytics-assisted reflective assessment in fostering undergraduates’ collective epistemic agency. Journal of Computer Assisted Learning. DOI: https://doi.org/10.1111/jcal.12915 (SSCI 2022 Impact Factor: 5.0) 

Beard, K., Shortt, M., & Xie, K. (2024). The emergence and escalation of online racial discrimination in digital spaces: A systematic review. Review of Educational Research. DOI: https://doi.org/10.3102/003465432312174 (SSCI 2022 Impact Factor: 11.2) 

2023

Lu. G., Liu, Q., Xie, K., Zhang, C., He, X., & Shi, Y. (2023). Does the seat matter? The Influence of seating factors, motivational factors on situational engagement and satisfaction in the smart classroom. Sustainability, 15(23), 16393. DOI: https://doi.org/10.3390/su152316393 (SSCI 2022 Impact Factor: 3.9) 

Jiang, Z., Xu, Z, Pan, Z., He, J., & Xie, K. (2023). Exploring the role of artificial intelligence in facilitating assessment of writing performance in second language learning. Languages, 8(4), 247. DOI: https://doi.org/10.3390/languages8040247   

Lu, G., Xie, K., & Liu, Q. (2023). An experience-sampling study of between-and within-individual predictors of emotional engagement in blended learning. Learning and Individual Differences, 107, 102348. DOI: https://doi.org/10.1016/j.lindif.2023.102348 (SSCI 2022 Impact Factor: 3.6)  

Xie, K., Vongkulluksn, V.W., Heddy, B.C. & Jiang, Z. (2023). Experience sampling methodology and technology: an approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement. Education Technology Research and Development. https://doi.org/10.1007/s11423-023-10259-4 (SSCI 2022 Impact Factor: 5.0) 

Xie, K., Vongkulluksn, V.W., Heddy, B.C. & Jiang, Z. (2023). Experience sampling methodology and technology: an approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement. Education Technology Research and Development. https://doi.org/10.1007/s11423-023-10259-4

Xie, K. & Anderman, E. (2023). 3 ways to use ChatGPT to help students learn – and not cheat. The Conversation. https://theconversation.com/3-ways-to-use-chatgpt-to-help-students-learn-and-not-cheat-205000

Wang, J., Xie, K., Liu, Q., Long, T., & Lu, G. (2023). Examining the effect of seat location on students’ real-time social interactions in a smart classroom using experience sampling method. Journal of Computers in Education, 10, 217-235. https://doi.org/10.1007/s40692-022-00229-9.

Li, X., Liu, Q., Xie, K., Chang, Y., & Shi, Y. (2023). Understanding interpersonal interaction characteristics in a blended synchronous classroom: a multimodal discourse analytic perspective. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2023.2206550 (SSCI 2021 Impact Factor: 1.478)

Li, X., Xie, K., Vongkulluksn, V.W., Stein, D. & Zhang, Y. (2023). Developing and testing a design-based learning approach to enhance elementary students’ self-perceived computational thinking. Journal of Research on Technology in Education, 55(2), 344-368. DOI: 10.1080/15391523.2021.1962453. (SSCI Journal; Impact Factor: 1.585)

Xie, K., Nelson, M.J., Cheng, S.L., & Jiang, Z. (2023). Examining changes in teachers’ perception of external and internal barriers in K-12 technology integration. Journal of Research on Technology in Education, 55(2), 281-306. DOI: 10.1080/15391523.2021.1951404 (SSCI Journal; Impact Factor: 1.585; Open Access with Free Downloads)

Xia, Q., Chiu, T. K., Chai, C. S., & Xie, K. (2023). The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot. British Journal of Educational Technology. DOI: https://doi.org/10.1111/bjet.13305 (SSCI Journal; Impact Factor: 5.268)

Cheng, S., Xie, K., & Collier, J. (2023). Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments. Computers & Education, 104724. DOI: https://doi.org/10.1016/j.compedu.2023.104724 (SSCI Journal; Impact Factor: 11.18)

Xie, K. (2023). From theory to practice: The story about a school implementation of interest-driven creator theory. Research and Practice in Technology Enhanced Learning, 18. 024. https://doi.org/10.58459/rptel.2023.18024 (2020 Scientific Journal Rankings: 0.818)

Bowman, M., & Xie, K., & Hawk, N. (2023). The Motivational Features of Digital Math Curricula: A Framework for Supporting Pre-Service Teachers. In Zimmerman, A. (eds.), Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age, IGI Global. DOI: 10.4018/978-1-6684-8407-4

Hawk, N., He, J., & Xie, K. (2023). A Comprehensive Framework of Engagement in K-12 Virtual Learning: Examining Communities of Support. In Zimmerman, A. (eds.), Research, Practice, and Innovations in Teacher Education During a Virtual Age, IGI Global. DOI: 10.4018/978-1-6684-5316-2.ch014

2022

Jiang, Z., Huang, L., Akinkuolie, B., & Xie, K. (2022). Designing collaborative tasks in online task-based language teaching environment: A systematic review. International Journal of Computer-Assisted Language Learning and Teaching. 12(1). DOI: 10.4018/IJCALLT.315305

Martin, F. & Xie, K. (2022). Digital Transformation in Higher Education: 7 Areas for Enhancing Digital Learning, EdCause Review. Retrieved from: https://er.educause.edu/articles/2022/9/digital-transformation-in-higher-education-7-areas-for-enhancing-digital-learning

Lu, G., Liu, Q., Xie, K., Long, T., & Zheng, X. (online first). Quality or quantity: How do teachers’ knowledges and beliefs ‘persuade’ their technology integration in a massive government-led training programme? The Asian-Pacific Education Researcher. DOI: https://doi.org/10.1007/s40299-022-00668-z (SSCI Journal; Impact Factor: 2.561)

Lu, G., Xie, K., & Liu, Q. (2022). What influences student situational engagement in smart classroom: perception of learning environment and students’ motivation. British Journal of Educational Technology, 53(6), 1665-1687. https://doi.org/10.1111/bjet.13204 (SSCI Journal; Impact Factor: 4.929)

Vongkulluksn, V.W. & Xie, K. (2022). Multilevel latent state-trait models with experiential sampling data: An illustrative case of examining situational engagement. Open Education Studies, 4(1), 252-272. https://doi.org/10.1515/edu-2022-0016 (Open Access with Free Downloads)

Jiang, Z. & Xie, K. (2022). Motivating online language learners: From theory to design strategies. Journal of Technology and Chinese Language Teaching, 13(1), 1-25. (Open Access with Free Downloads)

Long, T., Zhao, G., Li, X., Zhao, R., Xie, K., & Duan, Y. (2022). Exploring Chinese In-service Elementary Teachers’ Technological Pedagogical Content Knowledge for the Use of Thinking Tools, Asia Pacific Journal of Education, 42(2), 350-370. DOI: 10.1080/02188791.2020.1812514 (SSCI Journal; Impact Factor: 0.733)

Martin, F., Wu, T., Wan, L. & Xie, K. (2022). A meta-analysis of research on community of inquiry and its impact of student learning outcomes. Online Learning,26(1), 325-359. DOI: 10.24059/olj.v26i1.2604 (Open Access with Free Downloads)

Vongkulluksn, V.W., Lu, L., Nelson, M.J., & Xie, K. (2022). Cognitive engagement with technology scale: A validation study. Educational Technology Research & Development, 70, 419–445. https://doi.org/10.1007/s11423-022-10098-9 (SSCI Journal; Impact Factor: 3.565)

Wu CH., & Huang L. (2022). Instructors’ Social, Cognitive, and Teaching Presences in Emergency Remote Teaching of Chinese Language in the United States: A Qualitative Study. In: Liu S. (eds) Teaching the Chinese Language Remotely. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-87055-3_13

Martin, F., Xie, K., & Bolliger, D. (2022). Engaging learners in the emergency transition to online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S1-S13. DOI: 10.1080/15391523.2021.1991703 (SSCI Journal; Impact Factor: 2.043; Open Access with Free Downloads)

Xie, K., Vongkulluksn, V.W., Cheng, S.L., & Jiang, Z. (2022). Examining high-school students’ motivation change through a person-centered approach. Journal of Educational Psychology, 114(1), 89-107. DOI: https://doi.org/10.1037/edu0000507 (SSCI Journal; Impact Factor: 5.805)

Liu, Q., Li, X., Xie, K., Chang, B., & Zheng, X. (2022). Developments and Prospects of Empirical Research on Multimodal Learning Analysis. e-Education Research, 1, 71-78. DOI: 10.13811/j.cnki.eer.2022.01.009 (In Chinese)

Bowman, M.A., Vongkulluksn, V.W., Jiang, Z. & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education. 54(2), 188-204. DOI: 10.1080/15391523.2020.1830895 (SSCI Journal; Impact Factor: 1.585; Open Access with Free Downloads)

Liu, Q., Zhang, N., Chen, W., Wang, Q., Yuan, Y., & Xie, K. (2022). Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations, Social Semiotics, 32(2), 184-204. DOI: 10.1080/10350330.2020.1722368 (SSCI Journal; Impact Factor: 0.704)

2021

Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (online first). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020, Computer Assisted Language Learning, DOI: 10.1080/09588221.2021.1933540 (SSCI Journal; Impact Factor: 4.789)

Duan, J., Lu, L., & Xie, K. (online first). Examining collaborative knowledge building in three social interactive learning environments: A comparison between knowledge network, social network, and social knowledge network. Interactive Learning Environments. DOI: 10.1080/10494820.2021.1944882 (SSCI Journal; Impact Factor: 1.938)

Ba, S., Stein, D., Liu, Q., Long, T., Xie, K., & Wu, L. (2021). Examining the effects of a pedagogical agent with dual-channel emotional cues on learning emotions, cognitive load, and knowledge transfer performance. Journal of Educational Computing Research, 59(6), 1114-1134. DOI: 10.1177/0735633121992421 (SSCI Journal; Impact Factor: 2.180)

Lu, G., Xie, K., Liu, Q., Zhang, C., & Yu, S. (2021). Automated annotation of classroom behaviors with AI engine. Open Education Research, 27(6), 97-107. DOI: 10.13966/j.cnki.kfjyyj.2021.06.011 (In Chinese, Open Access with Free Downloads).

Cheng, S.L., & Vongkulluksn, V.W. (2021). Adaptability, collaboration, mentorship, and impact: Lessons learned by a leading Asian American scholar. In N.D. Hartlep, D. Ball, & K.E. Wells (Eds., 2nd Edition), Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences. Peter Lang Publishing, Incorporated.

Hawk, N., Bowman, M., & Xie, K. (2021). Theory-based intervention framework to improve mathematics teachers’ motivation to engage in online professional development. In Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. DOI: 10.1007/978-3-030-80230-1_11

North, C., Shortt, M., Bowman, M.A., & Akinkuolie, B. (2021). How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model. TechTrends, 65 713-730. https://doi.org/10.1007/s11528-021-00636-2

Nathan, H., Vongkulluksn, V.W., Xie, K., & Bowman, M. (2021). Cognitive tasks in the core content areas: Factors that influence students’ technology use in high-school classrooms. Journal of Computer Assisted Learning, 37(4), 1077-1090. DOI: https://doi.org/10.1111/jcal.12547 (SSCI Journal; Impact Factor: 2.126)

Cheng, S.L. & Xie, K. (2021). Why college students procrastinate in online courses: A self-regulated learning perspective. Internet and Higher Education, 50, 100807. DOI: 10.1016/j.iheduc.2021.100807 (SSCI Journal; Impact Factor: 6.566)

Xie, K. (2021). Projecting learner engagement in remote contexts using empathic design. Educational Technology Research & Development, 69, 81-85. DOI: 10.1007/s11423-020-09898-8 (SSCI Journal; Impact Factor: 2.303)

Shortt, M. (2021). Synthesizing a Japanese-language functional expression learning system with Chinese-speaking learners’ cultural interests and backgrounds. Educational Technology Research & Development, 69, 319-322. DOI: 10.1007/s11423-020-09890-2 (SSCI Journal; Impact Factor: 2.303)

Akinkuolie, B. & Shortt, M. (2021). Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement. Educational Technology Research & Development, 69, 369-372. DOI: 10.1007/s11423-020-09936-5 (SSCI Journal; Impact Factor: 2.303)

Tornwall, J., Xie, K., Yu, S., Zurmehly, J., Stein, D., & Nichols, R. (2021). Effects of knowledge and value on quality of supportive peer feedback: A quasi-experimental study. Nurse Educator, 46(3), 174-179. DOI: 10.1097/nne.0000000000000897 (SSCI Journal; Impact Factor: 1.454)

2020

Vongkulluksn, V., Xie, K., & Hawk, N. (2020). Teachers’ value beliefs profiles: Antecedents and associations with technology integration practices. Teachers College Record, 122(12). https://www.tcrecord.org/Content.asp?ContentId=23526 (SSCI Journal; Impact Factor: 0.970)

Xie, K., Vongkulluksn, V., Lu, L., & Cheng, S.L. (2020). A person-centered approach to examining high-school students’ motivation, engagement and academic performance. Contemporary Educational Psychology, 62, 101877. DOI: 10.1016/j.cedpsych.2020.101877 (SSCI Journal; Impact Factor: 2.863)

Sun, Z. & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100731. DOI: 10.1016/j.iheduc.2020.100731 (SSCI Journal; Impact Factor: 6.566)

Cheng, S.L., Lu, L., Xie, K., & Vongkulluksn, V.W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91 103062. DOI: 10.1016/j.tate.2020.103062 (SSCI Journal; Impact Factor: 2.686)

Nelson, M.J. & Hawk, N.A. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teacher Education, 89 103006. DOI: 10.1016/j.tate.2019.103006 (SSCI Journal; Impact Factor: 2.686)

Wan, L., Stein, D., & Xie, K. (2020). Two decades of research on Community of Inquiry framework: Retrospect and prospect. Open Education Research, 26(6), 57-68. DOI: 10.13966/j.cnki.kfjyyj.2020.06.006 (In Chinese)

Lin, Y.R., Fan, B., & Xie, K. (2020). The influence of a web-based learning environment on low achievers’ science argumentation. Computers & Education, 151, 103860. DOI: 10.1016/j.compedu.2020.103860 (SSCI Journal; Impact Factor: 5.296)

Tornwall, J., Lu, L., & Xie, K. (2020). Frequency of participation in student response system activities as a predictor of final grade: An observational study. Nurse Education Today, 87 104342. DOI: 10.1016/j.nedt.2020.104342 (SSCI Journal; Impact Factor: 2.490)

Zhang, N., Liu, Q., Zhu, J., Wang, Q., & Xie, K. (2020). Analysis of temporal characteristics of collaborative knowledge construction in teacher workshops. Technology, Knowledge, and Learning, 25, 323–336. DOI: 10.1007/s10758-019-09422-9

2019

Xie, K., Heddy, B., & Vongkulluksn, V. (2019). Examining learning engagement in context: The opportunities and challenges of mobile technology in experience-sampling method. Contemporary Educational Psychology, 59, 101788. 10.1016/j.cedpsych.2019.101788 (SSCI Journal, Impact Factor: 2.484)

Xie, K., Hensley, L., Law, V., & Sun, Z. (2019). Self-Regulation as a function of emergent leadership in small group online collaborative learning. British Journal of Educational Technology, 50(1), 456-468. 10.1111/bjet.12594 (SSCI Journal, Impact Factor: 2.41)

Xie, K., Vongkulluksn, V., Justice, L.M. & Logan, J. (2019). Technology acceptance in context: Preschool teachers’ integration of a technology-based early language and literacy curriculum. Journal of Early Childhood Teacher Education, 40(3), 275-295. https://doi.org/10.1080/10901027.2019.1572678

Lu, G., Xie, K., Zhang, W., Liu, Q., Zhang, N., & Mei, L. (2019). Toward real-time data collection: The application, value and prospect of experience sampling method. E-education Research, 6, 19-26. DOI:10.13811/j.cnki.eer.2019.06.003 (In Chinese)

Xie, K., Heddy, B.C., & Greene, B.A. (2019). Affordances of using mobile technology to support experience-sampling method in examining college students’ learning habits. Computers & Education, 128, 183-198. 10.1016/j.compedu.2018.09.020 (SSCI Journal, Impact Factor: 3.819)

Nelson, M.J., Voithofer, R., & Cheng, S.L. (2019). Mediating factors that influence the technology integration practices of teacher educators. Computers & Education, 128, 330-344. 10.1016/j.compedu.2018.09.023 (SSCI Journal, Impact Factor: 3.819)

Gimbert B., Acree L., Xie K., Anthony A.B. (2019) P-16 Partnerships for Learning with Mobile Technologies: Design, Implement and Evaluate. In: Zhang Y., Cristol D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg https://doi.org/10.1007/978-3-642-41981-2_128-1

Duan, J., Xie, K., Hawk, N., Yu, S. (2019). Exploring a Personal Social Knowledge Network (PSKN) to aid the observation of connectivist interaction for high- and low-performing learners in cMOOCs. British Journal of Educational Technology, 50(1), 199-217. 10.1111/bjet.12687 (SSCI Journal, Impact Factor: 2.41)

2018

Xie, K., Di Tosto, G., Lu, L., & Cho, Y.S. (2018). Detecting leadership in peer-moderated online collaborative learning through text mining and social network analysis. The Internet and Higher Education, 38, 9-17. 10.1016/j.iheduc.2018.04.002 (SSCI Journal, Impact Factor: 4.238)

Xie, K., Di Tosto, G., Chen, S.B., & Vongkulluksn, V. (2018). A systematic review of design and technology components of educational digital resources. Computers & Education, 127, 90-106. 10.1016/j.compedu.2018.08.011 (SSCI Journal, Impact Factor: 3.819)

Cheng, S.L. & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113. 10.1016/j.tate.2018.04.014 (SSCI Journal, Impact Factor: 2.18)

Vongkulluksn, V.W., Xie, K., & Bowman, M.A. (2018). The role of value on teachers’ internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81. 10.1016/j.compedu.2017.11.009 (SSCI Journal, Impact Factor: 3.819)

Myrtil, M., Justice, L., Pelfrey, L, Logan, J., Xie, K., & Barnes, L. (2018). Preschool teachers’ implementation fidelity when using a technology-mediated language and literacy intervention. Child and Youth Care Forum, 47(6), 771-786. 10.1007/s10566-018-9460-3 (SSCI Journal, Impact Factor: 1.224)

Hashim, A.K., & Vongkulluksn, V.W. (2018). E-Reader apps and reading engagement: A descriptive case study. Computers & Education, 125, 358-375. 10.1016/j.compedu.2018.06.021 (SSCI Journal, Impact Factor: 3.819)

Sun, Z., Xie, K., & Anderman, L. (2018). The role of self-regulated learning in students’ success in flipped undergraduate math courses. Internet and Higher Education, 36(1), 41-53. 10.1016/j.iheduc.2017.09.003 (SSCI Journal, Impact Factor: 4.238)

2017

Xie, K., Lu, L., Cheng, S.L., & Izmirli, S. (2017) The interactions between facilitator identity, conflictual presence, and social presence in online collaborative learning. Distance Education. 38(2), 230-244. 10.1080/01587919.2017.1322458 (SSCI Journal, Impact Factor: 2.021; 2018 AECT Distance Learning Division Best Qualitative Research Award)

Xie, K., & Hawk, N. (2017). Technology’s role and place in student learning: What we have learned from research and theories. In J.G., Cibulka, & B.S. Cooper (eds.), Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today (pp. 1-17), Rowman & Littlefield: Lanham, MD. ISBN-10: 1475831048

Xie, K., Kim, M.K., Cheng. S.L., & Luthy, N.C. (2017). Digital content evaluation as technology professional development. Educational Technology Research and Development, 65(4), 1067-1103. 10.1007/s11423-017-9519-0 (SSCI Journal, Impact Factor: 1.171)

Kim, M.K., Xie, K., & Cheng. S.L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. 10.1016/j.tate.2017.05.006 (SSCI Journal, Impact Factor: 1.823)

Sun, Z., & Xie, K. (2017). A case study on math. In R. Perkins, L.S. Green, & J. R. Banas (eds.), The Flipped College Classroom: Conceptualized and Re-Conceptualized. (pp. 154-158). Springer: New York, NY. ISBN 978-3-319-41855-1

Li, J., & Jiang, Z. (2017). Students’ perceptions about a flipped online Chinese language course. Journal of Technology and Chinese Language Teaching, 8(2), 25-38.

Selected Earlier Articles

Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: a theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. 10.1111/bjet.12314 (SSCI Journal, Impact Factor: 1.318)

Xie, K., Yu, C., & Bradshaw, A.C. (2014). Impacts of role assignment and participation in asynchronous discussions in college-level online classes. The Internet and Higher Education, 20, 10-19. 10.1016/j.iheduc.2013.09.003 (SSCI Journal, Impact Factor: 2.013)

Xie, K. & Huang, K. (2014). The role of beliefs and motivation in asynchronous online learning in college-level classes. Journal of Educational Computing Research, 50(3), 317-343. 10.2190/EC.50.3.b (SSCI Journal, Impact Factor: 0.561)

Xie, K. (2013). What do the numbers say? The influence of motivation and peer feedback on students’ behavior in online discussions. British Journal of Educational Technology, 44(2), 288-301. 10.1111/j.1467-8535.2012.01291.x (SSCI Journal, Impact Factor: 2.098)

Xie, K., Miller, N.C., & Allison, J.R. (2013). Toward a social conflict evolution model: Examining the adverse power of conflictual social interaction in online learning. Computers and Education, 63, 404-415. 10.1016/j.compedu.2013.01.003 (SSCI Journal, Impact Factor: 2.621)

Tollison, S. & Xie, K. (2012). Preparing students in online debates with worked examples. Journal of Educational Computing Research, 47(2), 155-174. 10.2190/EC.47.2.c (SSCI Journal, Impact Factor: 0.561)

Hardré, P.L., Crowson, H.M., & Xie, K. (2012). Examining Contexts-of-Use for Web-Based and Paper-Based Questionnaires. Educational and Psychological Measurement, 72(6), 1015-1038. 10.1177/0013164412451977 (SSCI Journal, Impact Factor: 1.158)

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. 110.1111/j.1467-8535.2010.01140.x (SSCI Journal, Impact Factor: 2.139)

Xie, K., Durrington, V.A., & Yen, L.L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Journal of Online Learning and Teaching, 7(1), 17-29. jolt.merlot.org/vol7no1/xie_0311.htm

Hardré, P.L., Crowson, H.M., & Xie, K. (2010). Differential Effects of Web-Based and Paper-Based Administration of Questionnaire Research Instruments in Authentic Contexts-of-Use, Journal of Educational Computing Research, 42(1), 103-133. 10.2190/EC.42.1.e (SSCI Journal, Impact Factor: 0.561)

Ke, F., & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education, 12(3-4), 136-145. 10.1016/j.iheduc.2009.08.001 (SSCI Journal, Impact Factor: 1.896)

Kauffman, D., Ge, X., Xie, K., & Chen, C.H. (2008). Prompting in web-based environments: Supporting self-monitoring and problem solving skills in college students. Journal of Educational Computing Research, 38(2), 115-137. 10.2190/EC.38.2.a (SSCI Journal, Impact Factor: 0.561)

Xie, K., & Bradshaw, A.C. (2008). Using question prompts to support ill-structured problem solving in online peer collaborations, International Journal of Technology in Teaching and Learning, 4(2), 148-165.

Hardré, P.L., Crowson, H.M., Xie, K., & Ly, C. (2007) Testing differential effects of Computer-Based, Web-Based and Paper-Based administration of questionnaire research instruments, British Journal of Educational Technology, 38(1), 5-22. 10.1111/j.1467-8535.2006.00591.x (SSCI Journal, Impact Factor: 2.139)

Xie, K., DeBacker, T.K., & Ferguson, C. (2006). Extending the traditional classroom through online discussion: The role of student motivation, Journal of Educational Computing Research, 34(1), 67-89. 10.2190/7BAK-EGAH-3MH1-K7C6 (SSCI Journal, Impact Factor: 0.561)