Dr. Fengfeng Ke is Clark Leadership Chair Professor in the College of Education at 沈芯语老师家访麻花视频, College Park. Her research focuses on the design and study of technology-driven personalized and enactive learning systems, with an emphasis on mathematics, science, and neurodiversity education. She is particularly interested in exploring the dynamics of human-AI collaboration in the development and implementation of innovative learning systems that prepare future knowledge workers. Her work has received funding from the National Science Foundation, the Spencer Foundation, the Department of Education, and the MacArthur Foundation.
Refereed Journal Articles (Recent and Selected)
Zhang, N., Ke, F., Dai, C. P., Southerland, S. A., & Yuan, X. (2024). Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence鈥恠upported virtual simulation. British Journal of Educational Technology. doi.org/10.1111/bjet.13522
Ke, F., Liu, R., Sokolikj, Z., Dahlstrom-Hakki, I., & Israel, M. (2024). Using eye-tracking in education: Review of empirical research and technology. Educational Technology Research & Development, 72, 1383鈥1418. doi.org/10.1007/s11423-024-10342-4
Ke, F., Dai, Chih-Pu, Kim, B. J., Uysal, S., & West, L. (2024). Mathematical experience in game-based problem solving. Journal of Computer Assisted Learning. doi:10.1111/jcal.12938
Ke, F., Moon, J., & Sokolikj, Z. (2024). Designing and deploying a virtual social sandbox for children with autism. Disability and Rehabilitation: Assistive Technology, 19(4), 1178-1209. doi:10.1080/17483107.2022.2156630
Ke, F., Dai, Chih-Pu, West, L., Yanjun, P., & Xu, J. (2024). Using mathematizing supports for applied problem solving in a game-based learning environment. Journal of Educational Computing Research, 62(2), 468-500. doi:10.1177/07356331231206990
Dai, Chih-Pu, Ke, F., Pan, Y., Moon, J., & Liu, Z. (2024). Effects of artificial intelligence-powered virtual agents on learning outcomes in computer-based simulations: A meta-analysis. Educational Psychology Review, 36(1), 31. doi.org/10.1007/s10648-024-09855-4
Moon, J., Ke, F., Sokolikj, Z., & Chakraborty, S. (2024). Applying multimodal data fusion to track autistic adolescents鈥 representational flexibility development during virtual reality-based training. Computers & Education: X Reality, 4, 100063. doi.org/10.1016/j.cexr.2024.100063
Moon, J., & Ke, F. (2024). Effects of adaptive prompts in virtual reality-based social skills training for children with autism. Journal of Autism and Developmental Disorders, 54, 2826鈥2846. doi:10.1007/s10803-023-06021-7
Ke, F., Moon, J., & Sokolikj, Z. (2022). Virtual reality-based social skills training for children with autism spectrum disorder. Journal of Special Education Technology, 37(1), 49-62. doi:10.1177/0162643420945603
Ke, F., Dai, Z., Pachman, M., & Yuan, X. (2021). Exploring multiuser virtual teaching simulation as an alternative learning environment for student instructors. Instructional Science, 49(6), 831-854. doi:10.1007/s11251-021-09555-4
Ke, F., & Clark, K. (2020). Game-based multimodal representations and mathematical problem solving. International Journal of Science and Mathematics Education, 18(1), 103-122. doi:
Ke, F., Pachman, M., & Dai, Z. (2020). Investigating educational affordances of virtual reality for simulation-based teaching training with graduate teaching assistants. Journal of Computing in Higher Education, 32, 607-627. doi:
Ke, F., & Xu, X. (2020). Virtual reality simulation鈥恇ased learning of teaching with alternative perspectives taking. British Journal of Educational Technology, 51(6), 2544-2557. doi:
Ke, F., Clark, K. M., & Uysal, S. (2019). Architecture game based mathematical learning by making. International Journal of Science and Mathematics Education, 17(1), 167-184.
Ke, F. (2019). Mathematical problem solving and learning in an architecture-themed epistemic game. Educational Technology Research and Development, 67(5), 1085鈥1104.
Ke, F., Whalon, K., & Joonmo, Y. (2018). Social skills interventions for youths and adults with autism spectrum disorder: A systematic review. Review of Educational Research, 88(1), 3-42.
Ke, F., & Moon, J. (2018). Virtual collaborative gaming as social skills training for high-functioning autistic children. British Journal of Educational Technology, 49(4), 728-741.
Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123.
Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64(2), 219-244.
Monograph Books
Ke, F., Shute, V., Clark, K., & Erlebacher, G. (2019). Interdisciplinary design of the game-based learning platform: A phenomenological examination of the integrative design of game, learning, and assessment. New York, NY: Springer.
Ke, F., & Ch谩vez, A. F. (2013). Web-based teaching and learning across culture and age. New York, NY: Springer.
TLPL702 Theories of Learning and Leadership with Technology
Exploration of the impact technology has on how people learn, and how people use technology effectively to facilitate learning. Discussion of theories of designing technology for effective teaching and learning, and examinations of the challenges of implementing technology in education systems.