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基本信息
姓名：皮忠玲 性 别：女
民族：汉 出生年月：1988年12月
学历(学位)：博士 政治面貌：中共党员
专 业：发展与教育心理学 单 位：伟德源自英国始于1946
籍 贯：江西景德镇 联系电话：136091816700
Email：pizl@snnu.edu.cn 联系地址：陕西省西安市伟德源自英国始于1946雁塔校区
个人简介
皮忠玲，现任伟德源自英国始于1946现代教学技术教育部重点实验室教授、博士生导师。入选陕西省三秦英才特殊支持计划青年拔尖人才和2025年度全球前2%顶尖科学家。华中师范大学心理学博士。新加坡南洋理工国立教育学院博士后。英国曼彻斯特大学访问学者。皮忠玲教授具有多学科交叉背景，融合教育学、心理学、教育技术学和认知神经科学，借助学习科学的理论与方法，重点围绕教学视频的设计与学习策略开展研究。以第一作者/通讯作者身份在国内外顶级期刊发表了百余篇学术论文。出版译著1部，学术专著3部。授权发明专利和著作权2项。主持国家自然科学基金2项、教育部人文社会科学项目1项、中国科协青少年活动中心项目1项、其他省级课题5项。曾获2023年度陕西省第十六次哲学社会科学优秀成果奖一等奖和2021年度陕西高等学校人文社会科学研究优秀成果二等奖。国际权威期刊British Journal of Educational Technology和Frontiers in Psychology客座主编，Educational Technology & Society、Humanities and Social Sciences Communications和BMC Psychology编委，第五届老年心理分会常委委员，中国社区发展协会专家委员会专家，中国校园健康行动儿童青少年家校医社协同心理教育服务规范化建设工程专家委员，中国高等教育学会学习科学研究分会第十届理事会。
研究方向
ž 学习过程分析
ž 视频设计与学习策略
ž 在线合作学习与创新
ž 学习的认知神经机制
人才称号与荣誉
ž 2025年度入选陕西省三秦英才特殊支持计划青年拔尖人才
ž 2025全球前2%顶尖科学家，Ioannidis, John P.A. (2025), “August 2025 data-update for "Updated science-wide author databases of standardized citation indicators"”, Elsevier Data Repository, V8, doi: 10.17632/btchxktzyw.8
教育背景
ž
ž 2014.09 – 2017.06 华中师范大学 心理学院 博士
ž 2011.09 – 2014.06 华中师范大学 心理学院 硕士
ž 2007.09 – 2011.06 渭南师范学院 教育系 本科
工作经历
ž 2022.01 –至今 伟德源自英国始于1946 现代教学技术教育部重点实验室 教授
ž 2020.09 –2021.12 伟德源自英国始于1946 现代教学技术教育部重点实验室 特聘研究员
ž 2020.01 –2020.09 伟德源自英国始于1946 现代教学技术教育部重点实验室 副研究员
ž 2019.10 –2020.11 南洋理工大学 国立教育学院 博士后 合作导师：陈文莉
ž 2017.06 –2019.12 伟德源自英国始于1946 现代教学技术教育部重点实验室 助理研究员
获奖
ž 社会比较对视频课程学习的影响，2024年度陕西高等学校人文社会科学研究优秀成果二等奖，1/3
ž 子女越孝顺老年人越幸福吗？老年人孝道期待的作用，2023年度陕西省第十六次哲学社会科学优秀成果奖一等奖，5/5（通讯作者）
ž Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures，2021年度陕西高等学校人文社会科学研究优秀成果二等奖，1/6
ž 教师引导行为与学习者先前知识水平对视频学习的交互影响，2021第六届全国教育科学优秀成果二等奖，4/4
ž What makes a student learn more argumentation skills in online collaboration: the effects of students' motivation and preference for group work，2020年度全球华人计算机教育应用大会最佳英文论文奖（2/5）
ž The effects of captions on verbal and visual learners when learning from videos，2021年度全球华人计算机教育应用大会最佳英文论文奖（3/4）
ž 指导学生获得中国国际大学生创新大赛国赛铜奖一项：医心疗郁——助力经颅磁刺激仪小型化的双环弯折线圈，李文强、杨勇锋、任文杰、李杰、苏玺、皮忠玲、郭晶晶、唐笑（6/8）
ž 指导本科生获得2025年陕西省大学生创新训练计划一般项目：智能代理的情绪调节策略对视频教学的影响，皮忠玲（1/1）
ž 指导学生获得2025年陕西省国家级大学生创新训练项目：东北地区县域教师素养提升研究，皮忠玲（1/1）
ž 数字驱动 创新培养: 塑造课堂学习新形态探索与实践，2025年校级本科教育教学成果二等奖，皮忠玲,李西营,陈煦海,徐晶晶
ž 数智技术赋能跨学科主题学习的模式构建与实践研究，2026年度陕西省本科高等教育教学成果一等奖，张文兰，周筠，李森，陈力行，皮忠玲，张海兰
ž 匠心砺技 培根铸魂：“3+N”实践育人体系赋能高质量就业的创新探索，2026年度河南省本科高等教育教学成果特等奖，李杰，赵明楷，陈冉，唐笑，陈刘方，皮忠玲，陶笛羽
ž 医学院校心理健康教育“3+3+X”协同育人模式实践探索，2026年度河南省本科高等教育教学成果一等奖，刘洋，马忆萌，延艳娜，张玉，郝梦阳，皮忠玲，李文强
主讲课程
ž 2024.09–2025.01 《教育统计与SPSS应用》 博士研究生 20人 36学时
ž 2024.03–2024.06 《眼动追踪技术与原理》 硕士和博士研究生 20人 18学时
ž 2024.03–2024.06 《中学生认知与学习》 物理2202本科生 51人 18学时
ž 2024.03–2024.06 《中学生认知与学习》 生科2201本科生 47人 18学时
ž 2023.09–2024.01 《眼动追踪技术与原理》 硕士和博士研究生 20人 18学时
ž 2023.02–2023.07 《眼动追踪技术与原理》 硕士和博士研究生 20人 18学时
ž 2022.09–2023.01 《Quantitative Research Methods》 留学生博士研究生 7人 40学时
ž 2022.09–2023.01 《心理学研究方法》 硕士和博士研究生 19人 36学时
ž 2022.09–2023.01 《眼动追踪技术与原理》 硕士研究生 15人 18学时
ž 2022.02–2022.07 《眼动追踪技术与原理》 硕士和博士研究生 7人 18学时
ž 2021.09–2022.01 《心理学研究方法》 硕士和博士研究生 13人 36学时
ž 2021.02–2021.07 《眼动追踪技术与原理》 硕士和博士研究生 10人 18学时
ž 2019.02 – 2019.07 《信息技术环境下的学习心理研究》 博士研究生 2人 40学时
ž 2019.02 – 2019.07 《论文写作与发表》 硕士和博士研究生 20人 36学时
ž 2019.02 – 2019.07 《眼动追踪技术与原理》 硕士和博士研究生 20人 18学时
ž 2018.02 – 2018.07 《眼动追踪技术与原理》 硕士和博士研究生 20人 18学时
参与课程
ž 2022.02– 2022.07 《美学之旅》 硕士和博士研究生 37人 6学时
ž 2021.09– 2022.01 《研究生论文写作指导2班》 博士研究生 2人 8学时
ž 2021.09– 2022.01 《创造力研究专题》 博士研究生 2人 8学时
ž 2021.09– 2022.01 《实验心理学》 硕士研究生 4人 4学时
ž 2020.09 – 2021.01 《创造力研究专题》 博士研究生 2人 8学时
ž 2018.09 – 2019.01 《创造力研究专题》 博士研究生 2人 8学时
ž 2018.09 – 2019.01 《实验心理学》 硕士研究生 9人 4学时
ž 2017.09 – 2018.01 《创造力研究专题》 博士研究生 3人 8学时
ž 2017.09 – 2018.01 《实验心理学》 硕士研究生 20人 6学时
一流课程
ž 陕西省教育厅关于公布第三批省级一流本科课程，2024年3月，《实用教育技术》，线上一流课程，乜勇、皮忠玲、郑志高、王伊晋、康欣欣
主持项目
1. 国家自然科学基金面上项目，62377035，共同观看对视频学习的影响及多模态预测模型建构，2024/01—2027/12，49万，在研，主持
2. 国家自然科学基金青年项目，62007023，视频学习中学习者注意状态表征机制与监测方法研究，2021/01—2023/12，24万，已结项，主持
3. 吉林名智教育科技有限公司，2023JSY008，幼儿STEM 职前教师培养模式研究，2023/12—2025/12，10万，在研，主持
4. 陕西教师发展研究计划研究项目，2023JSY008，基于多模态数据融合的视频课程深度自动评估模型设计，2024/01—2025/12，3万，在研，主持
5. 伟德源自英国始于1946中央高校基本科研业务费专项资金项目一般项目，24ZYYB003，共同观看对视频学习的影响及其认知神经机制，2024/01—2025/12，4万，在研，主持
6. 伟德源自英国始于1946中央高校基本科研业务费专项资金项目优秀青年创新团队培育项目，GK202401007，老年人数字技能个性化学习资源中视频设计和学习环境设计的作用及应用研究，2024/01—2025/12，25万，在研，主持
7. 中国基础教育质量监测协同创新中心项目，2022-05-057-BZPK01，青少年科技创新能力测评与基于课堂互动的提升策略，2022/01—2023/12，1万，已结项，主持
8. 教育部人文社科研究青年基金项目，19XJC880006，教学视频中具身线索影响学习的认知神经机制与应用研究，2019/01—2021/12，8万，已结项，主持
9. 陕西省社会科学基金项目，2020P021，教师非言语行为影响视频学习的认知神经机制及教学实践研究，2021/01—2025/5，1.5万，已结项，主持
10. 中国科协青少年科技中心项目，2021JSIP230，全国青少年科技创新大赛申报指标和机制研究，2021/07—2021/11，10万，已结项，主持
11. 伟德源自英国始于1946中央高校基本科研业务费教育研究专项重点项目，2022JYZD04，融合多模态数据的课堂追踪与学情分析研究，2022/11—2023/9，3万，已结项，主持
12. 伟德源自英国始于1946中央高校基本科研业务费，GK202103116，基于深度学习的在线视频课程智能系统建构，2021/01—2022/12，3.5万，在研，主持
13. 中国博士后基金一等资助项目，2018M631118，互动影响团队创造性认知过程的神经机制及干预研究，2018/03—2020/6，8万，已结项，主持
14. 陕西省博士后二等资助项目，2018BSHEDZZ79，基于学习者先前知识经验的教学视频个性化呈现模式研究，2018/01—2019/10，5万，已结项，主持
15. 伟德源自英国始于1946中央高校基本科研业务费，GK201803076，同伴观点对青少年创造性观点产生的影响，2018/01—2019/12，6万，已结项，主持
专著
1. 皮忠玲. (2021). 教育领域英文论文写作指导. 西安: 伟德源自英国始于1946出版总社.
2. 皮忠玲. (2019). 虚拟团队创造性观点产生：观点互动的作用. 西安: 伟德源自英国始于1946出版总社.
3. 皮忠玲等(译). (2016). 心理学英语论文写作指导. 重庆: 重庆大学出版社.
4. 李西营, 张竞扬, 皮忠玲, 高洁. (2022).城市空巢老人生活质量研究.西安: 伟德源自英国始于1946出版总社.
书章节
1. Pi, Z., Yang, J., & Zhang, X. (2022). Learning analytics to unveil design and learning strategies in video lectures (Q. C. L. Gwendoline, Ed.). In Q. C. L. Gwendoline (Ed.), Designing technology-mediated case learning in higher education: A global perspective. Singapore, Springer. doi: 10.1007/978-981-19-5135-0_9
2. 胡卫平, 皮忠玲, 程雪娇, 朱芳芳, 洪建中. (2021). 互动在虚拟团队创造性观点产生中的作用. 载于胡卫平(主编), 中国创造力研究进展报告(第3卷, 第290-302页). 西安: 伟德源自英国始于1946出版社. (通讯作者)
已发表的中文论文
ü 第一作者/通讯作者
1. 黄雪玫, 童梦洁, 王君杰, 吴长城, 皮忠玲. (2025).教学视频中教师面部表情一致性对学习者学习的影响. 现代教育技术, 35(6) , 127–136. doi: (CSSCI;通讯作者)
2. 皮忠玲, 杨远, 王鹏, 李西营. (2024).当科学遇到音乐：音乐能激发科学创造发明吗？心理科学, 47(1),121-131. (CSSCI)
3. 皮忠玲, 刘晓莉, 杨九民. (2021). 社会比较对视频课程学习的影响. 电化教育研究, (09), 56–61+83. (CSSCI)
4. 皮忠玲, 章仪, 杨九民. (2019). 教师手势对视频学习的影响及其认知神经机制. 中国电化教育, (4), 103–129. (CSSCI)
5. 皮忠玲, 莫书亮. (2013). 婴儿心理理论的发展：表现和机制. 心理科学进展, 21(8), 1408–1421. (CSSCI)
6. 吴长城, 胡双武, 蒋雨江, 牟娅, 皮忠玲. (2024). GenAI 驱动的教育数字人架构设计与实证研究. 现代教育技术, 34(9) , 26–36. doi: (CSSCI;通讯作者)
7. 杨九民, 何静, 章仪, 汪洋, 皮忠玲. (2024). 视频中的交互设计可以促进学习吗？——基于53项实验与准实验的元分析. 电化教育研究, 45(07), 47–55. doi: 10.13811/j.cnki.eer.2024.07.007 (CSSCI;通讯作者)
8. 杨九民, 章仪, 杨荣华, 皮忠玲. (2023). 想象策略能促进多媒体的学习么？元分析的视角. 心理科学进展, 31(12), 2263–2274. doi: 10.3724/SP.J.1042.2023.02263 (CSSCI;通讯作者)
9. 杨九民, 苟江凤, 李巧茹, 刘彩霞, 皮忠玲. (2023).学习策略对中学生动作技能类视频学习的影响及作用机制. 电化教育研究, 44(04), 86–93. (CSSCI;通讯作者)
10. 杨九民, 刘彩霞, 陈楼琪, 皮忠玲. (2023). 教学视频中的描述性手势何以有效——手势学习策略及学习者空间能力的影响.现代远程教育研究, 35(4), 92–101. (CSSCI;通讯作者)
11. 李西营, 金奕彤, 刘静, 张星宇, 皮忠玲. (2022). 子女越孝顺老年人越幸福吗？老年人孝道期待的作用. 心理学报, 54(11), 1381–1390. (CSSCI;通讯作者)
12. 杨九民, 章仪, 徐珂, 皮忠玲. (2021). 学习策略对视频学习的影响：想象、绘图和自我解释策略. 电化教育研究, (10), 47–54. (CSSCI;通讯作者)
13. 程雪娇, 皮忠玲, 洪建中, 翟成蹊. (2020). 网络直播模式对教学效果的影响—以“职业规划课程”为例. 现代教育技术, 30(2), 85–90. (CSSCI;通讯作者)
ü 合作作者
1. 胡卫平,徐晶晶,皮忠玲,张阳.(2023).智能时代的教育变革:思维型教学理论引领“技术赋能教学”.远程教育杂志, 41(06), 3-9.
2. 杨九民, 朱芳芳, 李巧茹, 皮忠玲. (2023). 学习策略与学习者先前知识经验对中学生运动技能视频学习的影响. 中国电化教育, (04), 82–90. (CSSCI)
3. 杨九民, 陈辉, 杨文蝶, 李妍, 喻邱晨, 皮忠玲. (2022). 教学视频中的字幕应该如何设计？——基于 2000—2021 年 44 篇实验和准实验研究文献的元分析. 电化教育研究, 43(08), 59–67. (CSSCI)
4. 杨彩霞, 王露莼, 张竞扬, 王伟, 皮忠玲, 李西营. (2022). 基于日常事件的情绪标注任务对老年人主观生活质量的影响. 心理科学,45(02), 331–338. (CSSCI)
5. 杨九民, 杨文蝶, 陈辉, 吴长城, 皮忠玲. (2022). 教学视频中的教师手势起作用了吗？——基于2000–2021年40篇实现和准实验研究的元分析. 现代远程教育研究, 34(1), 92–103. (CSSCI)
6. 谢耀辉, 杨九民, 皮忠玲, 戴晨艳, 刘彩霞. (2021). 教学视频中前嵌问题与反馈对学习的影响研究. 中国远程教育, (12), 63–71+77. (CSSCI)
7. 杨九民, 艾思佳, 皮忠玲, 喻邱晨. (2021). 教学视频中教师出镜对教师的作用——基于对比实验和访谈的实证分析. 现代教育技术, 31(1), 54–61. (CSSCI)
8. 冯晓杭,李雪,皮忠玲.父亲教养投入与3～6岁幼儿道德情绪理解的关系. (2021). 教育科学研究, 2021(05), 60-66. (CSSCI)
9. 杨九民, 皮忠玲, 章仪, 徐珂, 喻邱晨, 黄勃. (2020). 教学视频中教师目光作用：基于眼动的证据. 中国电化教育, (9), 22–29 (CSSCI)
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12. 王红艳, 皮忠玲, 黄秀莉, 胡卫平. (2019). 数字学习资源中线索类型对学习效果的影响. 中国远程教育, (9), 43–52+92. (CSSCI)
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已发表的英文论文
1. 1. Pi, Z., Cao, Y., Zhang, Y., Ma Y., Cao, W., & Li, X*. (2026). Designing effective feedback in video lectures using GenAI: The roles of feedback type and learner agency in error detection, Computers & Education, 255,105722.
2. Pi, Z., Zhou, D., Zheng, S., Zhao, X., & Li, X*. (2026). Enhance or Hinder? Exploring the role of AI-powered notetaking in video-based STEM learning. Contemporary Educational Psychology, 85, 102455. https://doi.org/10.1016/j.cedpsych.2026.102455
3. Pi, Z., Zhou, D., Wei, Y., Zheng, S., & Li, X*. (2026). Enhancing learning from video lectures with proactive AI chatbots. Education and Information Technologies, Advance Online Publication. https://doi.org/10.1007/s10639-026-14081-2
4. Pi, Z., & Li, X*. (2026). Human- or AI-delivered praise? The moderating role of praise publicity in synchronous video-based instruction. Educational Technology Research and Development.
5. Pi, Z., Huang, X., Mayer, R. E., Zhao, X., & Li, X*. (2026). Role of the instructor’s social cues in instructional videos. Education Sciences, 16(1), 82. https://doi.org/10.3390/educsci16010082
6. Pi, Z., Xie, M., Zhang, Y., Zhao, X., Feng, X., Wang, Q., & Li, X.* (2025). Emotional Incongruence Enhances English Vocabulary Acquisition from Instructional Videos. Language Teaching Research. https://doi.org/10.1177/13621688251367854
7. Zhongling Pi, Xuran Li, Meijie Tong, Xin Zhao, Jiayu Wang, Xiying Li*, & Xiangchao Guo*. (2025). Instructors’ continuous happy facial expressions enhance learning in instructional videos. Journal of Computer Assisted Learning, 41(4), e70086. https://doi.org/ 10.1111/jcal.70086
8. Pi, Z., Zhang, Y., Yang, H. H., Liu, M., Liu, M., & Yang, J. (2026). Parental presence as a spectator and co-viewer facilitates children learning from instructional videos. Technology, Pedagogy and Education, 35(2), 209–222. https://doi.org/10.1080/1475939X.2025.2495213
9. Pi, Z., Yang, Y., Zhao, X., Guo, Q., & Li, X.* (2024). Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures. Computers & Education, 219, 105110. https://doi.org/10.1016/j.compedu.2024.105110
10. Pi, Z., Zhang, L., Zhao, X., & Li, X.* (2024). Peers Turning on Cameras Promotes Learning in Video Conferencing. Computers & Education, 212, 104986. https://doi.org/10.1016/j.compedu.2023.104986
11. Pi, Z., Liu, W., Ling, H., Zhang, X., & Li, X. (2023). Does an instructor’s facial expressions override their body gestures in video lectures? Computers & Education, 193, 104679. https://doi.org/10.1016/j.compedu.2022.104679
12. Pi, Z., Xu, K., Liu, C., & Yang, J. (2020). Instructor presence in video lectures: Eye gaze matters, but not body orientation. Computers & Education, 144, 103713. https://doi.org/10.1016/j.compedu.2019.103713
13. Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345–352. https://doi.org/10.1016/j.compedu.2018.10.006
14. Pi, Z., Zhang, Y., Yu, Q., & Yang, J. (2023). A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures. International Journal of Educational Technology in Higher Education, 20, 47. https://doi.org/10.1186/s41239-023-00418-1
15. Pi, Z., Liu, C., Meng, Q., & Yang, J.* (2022). Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures. International Journal of Educational Technology in Higher Education, 19, 58. https://doi.org/10.1186/s41239-022-00363-5
16. Pi, Z., Dong, J., Wang, J., Zhao, X., & Li, X.* (2025). Modality matters: How combining oral and written instructional explanations improves STEM learning from video lectures. International Journal of STEM Education, 12, 18. https://doi.org/10.1186/s40594-025-00539-1
17. Pi, Z., Huang, X., Wen, Y., Wang, Q., Zhao, X., & Li, X.* (2025). Happy facial expressions and mouse pointing enhance EFL vocabulary learning from instructional videos. British Journal of Educational Technology, 56(1), 388–409. https://doi.org/10.1111/bjet.13515
18. Pi, Z., Zhang, X., Zhang, X., Gao, M., & Li, X.* (2023). Students’ prior knowledge moderates the effects of group motivation compositions on learning performance and interaction in learning from video lectures. British Journal of Educational Technology, 54(6), 1814–1836. https://doi.org/10.1111/bjet.13316 (JCR: Q1; IF: 6.6)
19. Pi, Z., Zhang, Y., Shi, D., Guo, X., & Yang, J. (2022). Is self-explanation better than explaining to a fictitious student when learning from video lectures? British Journal of Educational Technology, 53(6), 2012–2028. https://doi.org/10.1111/bjet.13230 (JCR: Q1; IF: 6.6)
20. Pi, Z., Zhang, Y., Yu, Q., Zhang, Y., Yang, J., & Zhao, Q. (2022). Neural oscillations and learning performance vary with an instructor’s gestures and visual materials in video lectures. British Journal of Educational Technology, 53(1), 93–113. https://doi.org/10.1111/bjet.13154 (JCR: Q1; IF: 6.6)
21. Pi, Z., Zhang, Y., Zhou, W., Xu, K., Chen, Y., Yang, J., & Zhao, Q. (2021). Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures. British Journal of Educational Technology, 52(2), 659–679. https://doi.org/10.1111/bjet.13048 (JCR: Q1; IF: 6.6)
22. Pi, Z., Hong, J.*, & Hu. W.* (2019). Interaction of the originality of peers’ ideas and students’ openness to experience in predicting creativity in online collaborative groups. British Journal of Educational Technology, 50(4), 1801–1814. https://doi.org/10.1111/bjet.12671
23. Pi, Z., Hong, J., & Yang, J. (2017). Effects of the instructor's pointing gestures on learning performance in video lectures. British Journal of Educational Technology, 48(4), 1020-1029. https://doi.org/10.1111/jcal.12309
24. Pi, Z., Yang, Y., Zhao, X., Li, X.*, & Chen, S.* (2025). Peers’ ideas enhance creativity in collaborative design. Learning and Instruction, 98, 102134. https://doi.org/10.1016/j.learninstruc.2025.102134.
25. Pi, Z., Zhu, F., Zhang, Y., Chen, L., & Yang, J. (2022). Complexity of visual learning material moderates the effects of instructor’s beat gestures and head nods in video lectures. Learning and Instruction, 77, 101520. https://doi.org/10.1016/j.learnin struc.2021.101520
26. Pi, Z., Guo, X., Liu, C., & Yang, J. (2025). Students with low prior knowledge learn more when explaining to a peer than to a teacher after viewing educational videos. Active Learning in Higher Education, 26(1), 91–107. https://doi.org/10.1177/14697874231212260 (JCR: Q1; IF: 5)
27. Pi, Z., Zhu, F., Zhang, Y., & Yang, J. (2024). An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence. Language Teaching Research, 28(5) 1997–2025. https://doi.org/10.1177/1362168821103902
28. Pi, Z., Liu, C., Wang, L., Yang, J.*, & Li, X.* (2026). Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence. Language Teaching Research, 30(3), 1005-1029. https://doi.org/10.1177/13621688231164724.
29. Pi, Z., Ling, H., Li, X.*, & Wang, Q.* (2024). Instructors’ pointing gestures and positive facial expressions hinder learning in video lectures: Insights from teachers and students in China. Education and Information Technologies, 29, 21115–21131. https://doi.org/ 10.1007/s10639-024-12690-3
30. Pi, Z., X, Huang., Yuan, Y., Yang, Y., Zhao, X., & Li, X.* (2025). Intermittent mouse pointing enhances students’ learning from instructional videos. Education and Information Technologies, 30, 7863–7876. https://doi.org/10.1007/s10639-024-13127-7
31. Pi, Z., Zhang, Y., Xu, K., & Yang, J.* (2023). Does an outline of contents promote learning from videos? A study on learning performance and engagement. Education and Information Technologies, 28(3), 3493-3511. https://doi.org/10.1007/s10639-022-11361-5
32. Pi, Z., Chai, H., Li, L., Zhang, X., & Li, X.* (2024). High task motivation learners co-viewing video lectures facilitates learning. Journal of Computer Assisted Learning, 40(2), 588–599. https://doi.org/ 10.1111/jcal.12901
33. Pi, Z., Yu, Q., Zhang, Y., & Yang, J.* (2024). Presenting points or rank: The impacts of leaderboard elements on English vocabulary learning through video lectures. Journal of Computer Assisted Learning, 40(1), 104–117. https://doi.org/10.1111/jcal.12871
34. Pi, Z., Deng, L., Wang, X., Guo, P., Xu, T., & Zhou, Y.* (2022). The influences of a virtual instructor’s voice and appearance on learning from video lectures. Journal of Computer Assisted Learning, 38, 1703–1713. https://doi.org/10.1111/jcal.12704 (JCR: Q1; IF: 5)
35. Wang, H., Pi, Z., & Hu. W.* (2019). The instructor’s gaze guidance in video lectures improves learning. Journal of Computer Assisted Learning, 35, 42–50. https://doi.org/10.1111/jcal.12309 (共同第一作者)
36. Pi, Z., Hong, J., & Yang, J.* (2017). Does instructor’s image size in video lectures affect learning outcomes? Journal of Computer Assisted Learning, 33(4), 347–354. https://doi.org/10.1111/jcal.12183
37. Pi, Z., Liu, R., Zhang, X., Wang, S., & Li, X.* (2024). The emotional design of an instructor: Body gestures do not boost the effects of facial expressions in video lectures. Interactive Learning Environments, 32(3), 952–971. https://doi.org/10.1080/10494820.2022.2105898
38. Pi, Z., Zhang, Y., Zhu, F., Chen, L., Guo, X., & Yang, J.* (2023). The mutual influence of an instructor’s eye gaze and facial expression in video lectures. Interactive Learning Environments, 31(6), 3664-3681. https://doi.org/10.1080/10494820.2021.1940213
39. Pi, Z., Yang, J., Hu. W.*, & Hong, J.* (2022). The relation between openness and creativity is moderated by attention to peers’ ideas in electronic brainstorming. Interactive Learning Environments, 30(2), 344–352. https://doi.org/10.1080/10494820.2019.1655458 (JCR: Q1; IF: 5.4)
40. Pi, Z., Tang, M., & Yang, J.* (2022). Seeing others’ messages on the screen during video lectures hinders transfer of learning. Interactive Learning Environments, 30(10), 1809–1822. https://doi.org/10.1080/10494820.2020.1749671
41. Pi, Z., Zhang, Yi., Yu, Q., & Yang, J.* (2023). Difficulty level moderates the effects of another’s presence as spectator or co-actor on learning from video lectures. Educational Technology Research and Development, 71, 1887–1915. https://doi.org/10.1007/s11423-023-10256-7
42. Pi, Z., Zhang, Y., Liu, C., Zhou, W., & Yang, J. (2023). Generative learning supports learning from video lectures: evidence from an EEG study. Instructional Science, 51(2), 231-249. https://doi.org/10.1007/s11251-022-09602-8
43. Pi, Z., Yang, H. H., Chen, W., Hu, X., & Li, X*. (2022). The role of teachers’ emotions in students’ outcomes: From the perspective of interpersonal emotions. Frontiers in Psychology, 13, 1075110. https://doi: 10.3389/fpsyg.2022.1075110
44. Pi, Z., Zhang, Y., Yang, J.*, Hu, W.*, & Yang, H. (2019). All roads lead to Rome: Instructors’ pointing and depictive gestures in video lectures promote learning through different patterns of attention allocation. The Journal of Nonverbal Behavior, 43(4), 549–559. https://doi.org /10.1007/s10919-019-00310-5
45. Pi, Z., Chen, M., Zhu, F., Yang, J.*, & Hu, W.* (2022). Modulation of instructor’s eye gaze by facial expression in video lectures. Innovations in Education and Teaching International, 59(1), 15–23. https://doi.org/10.1080/14703297.2020.1788410
46. Pi, Z., & Hong, J.* (2016). Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case. Innovations in Education and Teaching International, 53(2), 135–144. https://doi.org/10.1080/14703297.2015.1060133
47. Xu, J., Huang, Y., & Pi, Z.*. (2026). Traditional search combined with problematizing prompts enhances scientific concept learning in simulation-based video lectures. Education and Information Technologies. Advance Online Publication. https://doi.org/10.1007/s10639-026-14041-w
48. Yang, Y., Li, X.*, Huang, X., & Pi, Z.*. (2026). Thinking beyond boundaries: Epistemic curiosity predicting creative problem finding through semantic networks, Learning and Instruction,105, 102412, https://doi.org/10.1016/j.learninstruc.2026.102412
49. Zheng, Y., Zhao, X., Pi, Z.*, Li, X.*, & Wang, Z.* (2026). The influence of learners’ prior knowledge composition on interpersonal brain synchronization and learning outcomes in learning by teaching. Learning and Individual Differences, 126, 102873. https://doi.org/10.1016/j.lindif.2026.102873
50. Xu, K., Zhang, Q., Zhang, Y., Xu, H., Pi, Z.*, & Yang, J.* (2026). The synergy of pedagogical agents and metaphorical design: Reducing psychological distance to enhance video learning. British Journal of Educational Technology, 00, 1–27. https://doi.org/10.1111/bjet.70064
51. Zhu, F., Gao, M., Yang, R., Liu, Y., Yang, J.*, & Pi, Z.* (2026). Does praise reinforce or override smiling expressions? The interaction effects of instructors’ facial expressions and praise in instructional videos. Education and Information Technologies. Advance Online Publication. https://doi.org/10.1007/s10639-026-13989-z
52. Zhang, Y., Zhang, Q., Xu, K., Pi, Z.*, & Yang, J.* (2026). Drawing and material visibility in video learning: Examining drawing quality as a mediator. Applied Cognitive Psychology, 40(2), e70192. https://doi.org/10.1002/acp.70192
53. Ren, W., Li, J., Pi, Z. *, Guo, J. *, & Li, X.*(2026). How do high-performers and low-performers differently engage in collaborative creative problem solving with a conversational GenAI chatbot? Thinking Skills and Creativity, 60,102134. https://doi.org/10.1016/j.tsc.2026.102134.
54. Xu, J., Huang, Y., Pi, Z.*, & Li, R. (2026). Comparing the effects of GenAI and traditional search on scientific concept understanding in a simulation-based video lecture: An eye-tracking study. Education Sciences, 16(5), 769. https://doi.org/10.3390/educsci16050769
55. Xu, K., Zhang, Y., Wang, R., Pi, Z.*, & Yang, J.* (2025). Bridging concrete to idealized: Integrating hands-on movements and multiple external representations in programming instructional videos. The Journal of Educational Research, 1–13. https://doi.org/10.1080/00220671.2025.2607031
56. Guo, X., Zhang, Y., Zheng, W., Pi, Z.*, & Yang, J.* (2026). Dose local students’ presence affects remote students’ performance in blended synchronous learning? The Journal of Educational Research, 1–11. https://doi.org/10.1080/00220671.2026.2642214
57. Ke Xu, Xin Guo, Xinjing Zhang, Yi Zhang, Zhongling Pi*, & Jiumin Yang*. (2025). Social comparison influencing the effectiveness of learners using learning by teaching in video learning: An EEG study. Journal of Computer Assisted Learning, 41, e70080. https://doi.org/10.1111/jcal.70080
58. Zhang, Y., Li, R., Pi, Z.*, & Yang, J.* (2025). Active Learning Strategies in Video Learning: A Meta-Analysis. Educational Research Review, 48, 100708. https://doi.org/10.1016/j.edurev.2025.100708
59. Marwa Saab, & Zhongling Pi. (2026). Meanings made in women with breast cancer: a meta-synthesis. Psychology & Health, 41(8), 1219–1244. https://doi.org/10.1080/08870446.2025.2509073
60. Li, X., Ma, Y., Chai, H. Zhao, X., & Pi, Z*. (2026). Age similarity enhances older adults’ learning from co-viewing video lectures. Education Technology Research Development, 74, 29–57. https://doi.org/10.1007/s11423-025-10564-0
61. Zhu, F., Wang, M., Wang, J., Pi, Z.,* & Yang, J.* (2025). Beyond words: A mediation analysis of how instructors’ nonverbal emotional expressions facilitate students’ video learning. Active Learning in Higher Education, Advance Online Publication. https://doi.org/10.1177/14697874251387302
62. Zhang, Y., Xu, K., He, J., Xing, Y., Yang, J.*, & Pi, Z.* (2025). Beyond Appearance: Agent anthropomorphism, alignment, and integration in video learning. Computers & Education, 239, 105438. https://doi.org/10.1016/j.compedu.2025.105438
63. Zhu, F., Liu, Y., Wang, M., Yang, J.* Pi, Z.,* & Ma, Z.* (2026). When do teachers' pleasant expressions in video lectures facilitate learning? The role of emotional learning materials and auditory emotions. Journal of Computer Assisted Learning, Journal of Computer Assisted Learning, 42, e70155. https://doi.org/10.1111/jcal.70155
64. Xin Guo, Jiangfeng Gou, Jinming Tian, Ke Xu, Zhongling Pi*, & Jiumin Yang*. (2025). Unlocking learning potential: The effectiveness of providing metacognitive prompts before self-explanation tasks in video example learning in students with low prior knowledge. Active Learning in Higher Education. https://doi.org/10.1177/14697874251356245
65. Xu, J., Pi, Z.*, Liu, M., Ye, C., & Hu, W. (2025). Effective Learning Through Task Motivation and Learning Scaffolding: Analyzing Online Collaborative Interaction with Eye Tracking Technology. Instructional Science, 53, 479–506. https://doi.org/10.1007/s11251-024-09698-0
66. Zhang, Y., Chen, H., Wang, J., Pi, Z.*, & Yang, J.* (2025). The impacts of self-monitoring prompt on provision and uptake of peer feedback and on revision performance: A mixed methods study. Studies in Educational Evaluation, 84, 101442. https://doi.org/10.1016/j.stueduc.2024.101442
67. Zhu, F., Pi, Z.*, & Yang, J.* (2024). Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review. Educational Psychology Review, 36, 47. https://doi.org/10.1007/s10648-024-09859-0
68. Li, X., Lan, Y.*, Pi, Z.*, Qi, G. Y., Grant, S., & Sun, J. (2025). Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings. British Journal of Educational Technology, 56(4), 1507-1529. http://doi.org/10.1111/bjet.13531
69. Zhang, Y., Liu, C., Xing, Y., Pi, Z.*, & Yang, J.* (2024). How does drawing influence the effectiveness of oral self-explanation versus instructional explanation in video learning? British Journal of Educational Technology, 55(3), 1189–1208. https://doi.org/10.1111/bjet.13423
70. Yu, Q., Gou, X., Li, Y., Pi, Z.*, & Yang, J*. (2024). Introducing support for learner control: Temporal and organizational cues in instructional videos. British Journal of Educational Technology, 55(3), 933-956. https://doi.org/10.1111/bjet.13408
71. Zhang, Y., Chen, H., Pi, Z.*, & Yang, J.* (2024). Interactive equality in peer assessment: The impacts on preservice teachers’ technology-enhanced learning design and feedback uptake. Teaching and Teacher Education, 138, 104408. https://doi.org/ 10.1016/j.tate.2023.104408
72. Zheng, Y., Yang, Y., Wang, J., Pi, Z.*, & Li, X.* (2026). Investigating Behavioral Patterns of High- and Low-Performers in Learning by Teaching with Educational videos. Active Learning in Higher Education, 27(3), 327-347. https://doi.org/10.1177/14697874241305944
73. Zhang, Y., He, J., Pi, Z.*, & Yang, J.*. (2026). Question generation type and organizational cues in video learning: A study on their effects on online learning behaviors. Active Learning in Higher Education, 27(1), 83-103. https://doi.org/10.1177/14697874241286706
74. Zhang, Y., Pi, Z.*, Xu, K., Pan, Y., & Yang, J.*. (2024). The interactive effects of drawing task, prompt format, and visual aids on video-based learning: Attention and drawing accuracy as mediators. Active Learning in Higher Education, Advance Online Publication. https://doi.org/10.1177/14697874241270536
75. Zhu, F., Pan, Y., Pi, Z.*, & Yang, J.* (2026). How does virtual peer presence relate to learning from video lectures and subsequent explanation generation? The moderated mediating roles of motivation and explanation characteristics. Active Learning in Higher Education, 27(1), 3-25. https://doi.org/10.1177/14697874241256375
76. Zhu, F., Mou, Z. J., Liu, C., Pi, Z.*, & Yang, J.* (2026). Student gender moderates the effect of teacher facial expressions on attention but not learning: Evidence from an eye-tracking study. Innovations in Education and Teaching International, 63(3), 904–921. https://doi.org/10.1080/14703297.2025.2518551
77. Zhang, Y., Xu, K., Pan, Y., Pi, Z.*, & Yang, J.* (2025). The effects of segmentation design and drawing on video learning: A mediation analysis. Active learning in higher education, 26(1), 3-23. https://doi.org/10.1177/14697874231180601
78. Yang, J., Zhang, Y., Pi, Z.*, & Xie, Y.* (2021). Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures. Learning and Individual Differences, 91, 102055. https://doi.org/10.1016/j.lindif.2021.102055
79. Liu, C., Wang, L., Pi, Z.*, & Yang, J.* (2024). Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students. Education and Information Technologies, 29, 2387–2411. https://doi.org/10.1007/s10639-023-11920-4 (JCR: Q1; IF: 5.5)
80. Li, X., Chai, H., Cao, W., Zhao, X., & Pi, Z.* (2025). The importance of aligning instructor age with learning content in designing instructional videos for older adults. Education and Information Technologies, 30, 5701–572. https://doi.org/10.1007/s10639-024-13057-4
81. Zhang, Y., Pan, Y., Wu, Z. Pi, Z.*, Yang, J.* (2024). Comparing technologies in teaching training: A study on the impact of cognitive load and 360-degree videos on pre-service teachers’ observations. Education and Information Technologies, 29, 13595–13616. https://doi.org/10.1007/s10639-023-12378-0
82. Yang, J., Zhu, F., Jiang, Y., & Pi, Z*. (2023). Do adults and children learn differently from video lectures with an instructor's deictic gestures? Education and Information Technologies, 28, 8377–8400. https://doi.org/10.1007/s10639-022-11523-5 (JCR: Q1; IF: 5.5)
83. Zhang, Y., Yang, J., Dai, C., & Pi, Z.* (2024). Students’ strategy preference moderates effects of open or focused self-explaining prompts on learning from video lectures. Educational Technology & Society, 27(1), 84–30. https://doi.org/ 10.30191/ETS.202401_27(1).RP06
84. Li, X., Zhang, R., & Pi, Z.* (2023). The later-life depression in nursing homes compared with in private households. International Psychogeriatrics, 35(2), 55–57. https://doi.org/10.1017/S1041610222000825
85. Yang, J., Zhu, F., Guo, P., & Pi, Z.* (2020). Instructors’ gestures enhance their teaching experience and performance while recording video lectures. Journal of Computer Assisted Learning, 36(2), 189–198. https://doi.org/10.1111/jcal.12397
86. Zhang, Y., Pi, Z.*, Chen, L., Zhang, X., & Yang, J.* (2021). Online peer assessment improves learners’ creativity: not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking Skills and Creativity, 42(5), 100950. https://doi.org/10.1016/j.tsc.2021.100950
87. Yu, Q., Liu, C., Pi, Z.*, & Yang, J. (2025). Investigating the impact of explanation type and peer relationship closeness on multimedia learning. Educational Technology Research and Development, 73, 1999–2021. https://doi.org/10.1007/s11423-025-10497-8
88. Zhu, F., Yang, J.*, & Pi, Z.* (2022). The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning. Educational Technology Research and Development, 70(5), 1695–1718. https://doi.org/10.1007/s11423-022-10148-2
89. Yang, J., Wu, C., & Pi, Z.* (2023). Personalization and pauses in speech: Children’s learning performance via instructional videos. Current Psychology, 42, 23687–23697. https://doi.org/10.1007/s12144-022-03497-x
90. Zhang Y., Dai C., Pi Z.*, & Yang, J.* (2023). Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback. Innovations in Education and Teaching International, 60(3), 357–367. https://doi.org/10.1080/14703297.2022.2052932
91. Yang, J., Liu, C., Zhang, Y., Yu, Q., & Pi, Z.* (2023). The teacher’s eye gaze in university classrooms: Evidence from a field study. Innovations in Education and Teaching International, 60(1), 4–14. https://doi.org/10.1080/14703297.2021.1951808
92. Li, X., Zhang, X., Liu, J., Cao, Y., Pi, Z.*, & Peng, H.* (2024). Is matching or discrepancy between filial piety expectation and filial support better? The role of filial support of children and social support. PsyCh Journal, 13(5), 738-748. https://doi.org/10.1002/pchj.752
93. Li, X., Liang, X., Ling, H., Ma, X.*, Zhang, X., & Pi, Z.* (2024). Changes in the mental health status of older adults in China and the impact of social factors: A cross-temporal meta-analysis, 1993 to 2017. Sage Open, 14(2). https://doi.org/10.1177/21582440241259419
94. Li, X., Ma, Z., Zhang, X., Ma, X., & Pi, Z. * (2023). Do daily interaction patterns differ between empty nesters and non-empty nesters? The role of different interaction partners in a Chinese sample. PsyCh Journal,12(4), 572–583. https://doi.org/10.1002/pchj.648
95. Li, X., Liu, J., Wang, T.*, Peng, H.*, & Pi, Z.*(2023). Benefits of exercise training on divergent thinking: The mediating role of ambiguity tolerance. PsyCh Journal, 12(5), 647-656. https://doi.org/10.1002/pchj.671
96. Zhang, Y., Xu, K., Pi, Z.*, & Yang, J.* (2022). Instructor’s position affects learning from video lectures in Chinese context: An eye-tracking study. Behaviour & Information Technology, 41(9), 1988–1997. https://doi.org/10.1080/0144929X.2021.1910731
97. Ma, X., Liang, L., Liu, J., Zhang, X., Li, X., & Pi, Z.* (2023). Psychometric properties of the Chinese version of the Filial Responsibility Scale. Social Behavior and Personality: an international journal, 51(7), 1-13. https://doi.org/10.2224/sbp.12355
98. Ren, C., Li, X.*, Yao, X., Pi, Z.*, & Qi, S. (2019). Psychometric Properties of the Effort-Reward Imbalance Questionnaire for Teachers (Teacher ERIQ). Frontiers in Psychology, 10, 2047. https://doi.org/10.3389/fpsyg.2019.02047
99. Huang, S., Zhu, Y., Liu, H.*, Li, X., & Pi, Z.* (2025). Burnout among kindergarten teachers working long hours: causes and strategies for mitigation. European Early Childhood Education Research Journal. Advance Online Publication. https://doi.org/10.1080/1350293X.2025.2563848
100. Li, X., Zhang, Y, Yu, F., Zhang, Zhao, X., & Pi, Z.* (2024). Do science teachers’ believes related to inquiry-based teaching affect students’ science process skills? Evidence from a multilevel model analysis. Disciplinary and Interdisciplinary Science Education Research, 6, 1. https://doi.org/10.1186/s43031-023-00089-y
1. Yan Li, Xin Guo, Zhongling Pi, Qiuchen Yu*, & Jiumin Yang* (2026). Fostering dialogic peer feedback in synchronous online discussions: the effect of argumentation scaffold and role assignment. International Journal of Educational Technology in Higher Education, 23, 26. https://doi.org/10.1186/s41239-026-00603-y
2. Bin Jing, Hailiang Yang, Zhongling Pi, Yu Zhou & Hongliang Ma (04 Jun 2025): Exploring the impact of AIGC on learning performance: a moderated mediation analysis between system-paced and self-paced video learning, Interactive Learning Environments, https://dor.org/10.1080/10494820.2025.2514090
3. Zhang, X., Pi, Z., Lv, Y., & Hu, W. (2025). Promoting group creative performance by enhancing motivation to cooperate: Mechanisms at the behavioral and neural levels. Thinking Skills and Creativity, 57, 101815.
4. Chen, W., Pi, Z., Tan, S.H. J., Wang, X., Chai, S.C.A., & Lyu, Q. (2025). The scripted computer‑supported collaborative argumentation in a secondary school classroom: an exploratory study. Instructional Science, 53, 603–631. https://doi.org/10.1007/s11251-025-09704-z
5. Zhou, Y., Jin, B., Zhang, J., Pi, Z., & Ma, H. (2025). Parental anxiety and math engagement: A moderated mediation model of math anxiety and perceived teacher support. Psychology in the Schools, 62(5), 1499–1509. https://doi.org/10.1002/pits.23403
6. Zhang, J., Zhou, Y., Jin, B., Pi, Z., & Ma, H. (2024). Metacognition and Mathematical Modeling Skills: The Mediating Roles of Computational Thinking in High School Students. Journal of Intelligence, 12(6), 12060055.
7. Xi, F., Ma, H., Pi, Z., Dong, Y., Sun, J., & Jin, R. (2024). Integrating the engineering design process into the conceive‑design‑implement‑operate model for promoting high school students’ STEM competence. Educational Technology Research and Development, 72, 2267–2295. https://doi.org/10.1007/s11423-024-10377-7 (JCR: Q1; IF: 5)
8. Chen, W., Zhang, S., Pi, Z., Tan, J. S., Wen, Y., Looi, C. K., ... & Liu, Q. (2024. Students’ appropriation of collaboration script in a networked class: an exploratory study. Technology, Pedagogy and Education, 33(1), 23–41. https://doi.org/10.1080/1475939X.2023.2256348 (JCR: Q2; IF: 4.9)
9. Chen, W., Tan, J. S., Zhang, S., Pi, Z., & Lyu, Q. (2023). AppleTree system for effective computer-supported collaborative argumentation: an exploratory study. Educational Technology Research and Development, 71, 2103–2136. Advance online publication. https://doi.org/10.1007/s11423-023-10258-5 (JCR: Q1; IF: 5)
10. Yang, C., Pi, Z., Liu, R., Li, X., & Wang, W. (2023). The class group counseling on life education improves meaning in life for undergraduate students. Current Psychology, 42, 25345–25352. https://doi.org/10.1007/s12144-022-03623-9 (JCR: Q2; IF: 2.8)
11. Liu, Z., Yu, P., Liu, J., Pi, Z., & Cui, W. (2022). How do students' self‐regulation skills affect learning satisfaction and continuous intention within desktop‐based virtual reality? A structural equation modelling approach. British Journal of Educational Technology, 54(3), 667-685. https://doi.org/10.1111/bjet.13278 (JCR: Q1; IF: 6.6)
12. Zhang, X., Pi, Z., Zhao, R., Bai, H., Hu, W., Wei, X., Zhang, L., & Cai, N. (2023). Task motivation enhances creative performance in online groups, but not interpersonal interaction. Interactive Learning Environments, 31(10), 7086-7103. https://doi.org/10.1080/10494820.2022.2061008 (JCR: Q1; IF: 5.4)
13. Chen, W., Pi, Z., Tan, J. S., & Lyu, Q. (2022). Preparing pre-service teachers for instructional innovation with ICT via co-design practice. Australasian Journal of Educational Technology, 38(5), 133-145. https://doi.org/10.14742/ajet.7743 (JCR: Q2; IF: 4.1)
14. Chen, W., Tan, J. S. H., & Pi, Z. (2021). The spiral model of collaborative knowledge improvement: an exploratory study of a networked collaborative classroom. International Journal of Computer-Supported Collaborative Learning, 16, 7–35. https://doi.org/10.1007/s11412-021-09338-6 (JCR: Q1; IF: 4.3)
15. Zhang, X., Pi, Z., Li, C., & Hu, W. (2021). Intrinsic motivation enhances online group creativity via promoting members’ effort, not interaction. British Journal of Educational Technology, 52(2), 606–618. https://doi.org/10.1111/bjet.13045 (JCR: Q1; IF: 6.6)
16. Wang, X., Wang, Z., Wang, Q., Chen, W., & Pi, Z. (2021). Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students’ digital competence scale. Journal of Computer Assisted Learning, 37, 1063–1076. https://doi.org/10.1111/jcal.12546 (JCR: Q1; IF: 5)
17. Wang, L., Li, X., Pi, Z., Xiang, S., Yao, X., & Qi, S. (2021). Spatiotemporal dynamics of affective and semantic valence among women. Frontiers in Human Neuroscience, 15, 602192. https://doi.org/10.3389/fnhum.2021.602192 (JCR: Q2; IF: 2.9)
18. Deng, W., Pi, Z., Lei, W., Zhou, Q., & Zhang, W. (2020). Pencil Code improves learners' computational thinking and computer learning attitude. Computer Applications in Engineering Education, 28 (1), 90–104. https://doi.org/10.1002/cae.22177 (JCR: Q3; IF: 2.9)
19. Yi, T., Yang, X., Pi, Z., Huang, L., & Yang, J. (2019). Teachers’ continuous vs. intermittent presence in procedural knowledge instructional videos. Innovations in Education and Teaching International, 56(4), 481–492. https://doi.org/10.1080/14703297.2018.1470020 (JCR: Q3; IF: 1.8)
20. Hong, J., Pi, Z., & Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: Cognitive load and learning effectiveness. Innovations in Education and Teaching International, 55(1), 74–81. https://doi.org/10.1080/14703297.2016.1237371(JCR: Q3; IF: 1.8)
ü 会议论文
1. Zhu, F., Yang, J., & Pi, Z. (2022). Benefits of Peer Learning and Learning by Teaching for Students Learning through Instructional Videos. In 2022 IEEE 2nd International Conference on Educational Technology (ICET) (pp. 96-100). IEEE.
2. Zhang, Y., Guo, X., Pi, Z., & Yang, J. (2021). Learning by Drawing in STEM: A Meta-Analysis. In 2021 Tenth International Conference of Educational Innovation through Technology (EITT) (pp. 83-87). IEEE.
3. Wenli Chen, Zhongling Pi, Aileen Chai Siew Cheng, Jesmine S. H. Tan, & Xinghua Wang. (2020). What make students improve argumentation skills in online collaboration: the effects of students’ motivation and preference for group work. The 24th Global Chinese Conference on Computers in Education. (最佳英文论文奖)
4. Wenli Chen, Zhongling Pi, & Jesmine S. H. Tan. (2020). Improving pre-service teachers’ ICT-integrated lesson design through formative peer feedback. The 28th International Conference on Computers in Education.
5. Hao, F., Pang, G., Wu, Y., Pi, Z., Xia, L., & Min, G. (2019). Providing appropriate social support to prevention of depression for highly anxious sufferers. IEEE Transactions on Computational Social Systems, 6(5), 879-887.
6. Pi, Z., Xia, L., Xu, S., Li, Y., Gao, C., & Hong, J. (2013, October). The Implicit Aggression of Indirect Bullies and Victims in Chinese Universities in Memory-guided Saccades. In International Academic Workshop on Social Science (IAW-SC-13) (pp. 885-889). Atlantis Press.
发明专利
1. 皮忠玲, 石栋元, 胡卫平. (2024). 一种在线视频学习中学习者注意状态智能检测系统及方法 [发明专利]. 专利号：ZL 2021 1 0305497.8
计算机软件著作权
1. 皮忠玲, 马煜贤, 张亦宇. (2025). DynGaze系统 [计算机软件]. DynGazeV1.0. 软著登字第16692110号
资政报告
1. 皮忠玲, 王伟, 冯雪, 张心如, 邓文博. (2023). 全国青少年科技创新大赛申报指标和机制研究. 采纳部门：中国科协青少年科技中心
国际国内学术会议、论坛报告
1. 《教学视频中社会线索的作用》，第17届教育技术国际论坛，2018年11月17日-18日，武汉，分会场报告。
2. What make students improve argumentation skills in online collaboration: the effects of students’ motivation and preference for group work》，第24届全球华人计算机教育应用大会，2020 年 6 月 4 日—8 日，口头报告，线上。
3. 《教学视频的系列实证研究》，中国高等教育学会学习科学研究分会2021学术年会，2021年11月20日-21日，主旨报告，线上。
4. 《互动对团队创造性观点的影响》，第七届全国创造力学术研讨会，2021年3月28日，主旨报告，线上。
5. 《日常经验取样法在老年人生活质量研究中的应用》，2021年老年心理学术年会-“建设老龄友好社会，促进积极老龄化”，2021，在线，主旨报告
6. 《教学视频设计与学习策略的系列实证研究》，北京大学教育技术青年论坛，2021，在线，特邀报告
7. 《模糊容忍性与科学创造力的关系：认识兴趣与情绪的作用》，第八届创造力学术研讨会会议，2022年6月25至26日，西安，主旨报告
8. 《Facial expressions contribute more than body movements in video lecturers to learn second language vocabulary?》，第四届计算机科学与技术教育应用国际会议(CSTE 2022)，2022，在线，主旨报告
9. 《An instructor’s pointing gestures and facial expressions act as attentional and social cues in video lectures》，第五届计算机科学与技术教育应用国际会议(CSTE 2023)，2023年4月21日-23日，西安，主旨报告
10. 《Facial expressions contribute more than body movements in video lecturers to learn second language vocabulary?》，第五届技术增强语言学习教学法与实践国际会议（PPTELL2022），2022，在线，主旨报告
11. 《An instructor’s pointing gestures and facial expressions act as attentional and social cues in video lectures》，第六届技术增强语言学习教学法与实践国际会议（PPTELL2023），2023年4月21日-23日，西安，主旨报告
12. 《教师画面设计影响视频学习的注意机制》，未来教育峰会—教育信息科学与技术（F0701）2023年会，2023年1月8日，主旨报告
13. 《视频微课对科学知识学习的影响》，2023年科学教育分会常务理事暨学术研讨会，主旨报告，2023年4月22日-23日，伟德源自英国始于1946
14. 青年圆桌论坛：学习科学的创新研究与实践，中国高等教育学会学习科学研究分会2023学术年会，2023年9月22日-24日，华中师范大学
15. 《教师高兴的面部表情什么时候促进视频学习？手势和鼠标指示的作用》，2023心理学大会，专题研讨会报告，2023年10月13日-15日，四川师范大学
16. 《教学视频设计与学习策略研究》第六届教育博览会，展板展示，2023年11月17日-20日，珠海
17. 《老年人数字技能视频学习设计》，中国老年学和老年医学学会老年心理分会2023年学术会议青年论坛，主旨报告，2023年12月-9日，北京师范大学
18. 《An instructor’s continuous positive facial expressions promote learning from educational videos》，第六届计算机科学与技术在教育中的应用国际会议（CSTE2024），主旨报告，2024年4月19日-21日，伟德源自英国始于1946
19. 《fNIRS在教学研究的应用》，第一届近红外脑成像前沿技术应用研讨会，主旨报告，2024年12月1日，伟德源自英国始于1946
20. 《Interaction matters: Co-viewing facilitates learning from video lectures》，2025 the 14th International Conference on Educational and Information Technology (ICEIT 2025)，主旨报告，2025年3月14日-16日，华南师范大学
21. 《Rethinking Learning in the Age of AI: From Video-based STEM Learning to Collaborative Creative Problem Solving》，2026 15th International Conference on Educational and Information Technology (ICEIT 2026)，主旨报告，2026年3月27日-29日，陕西师范大学
22. 《从工具使用到知识共建：生成式人工智能时代语言教育的人智协同机制》，第四届应用语言学与语言教育国际学术研讨会，主旨报告，2026年6月5日-7日，陕西师范大学
23. 《Can Generative AI Support Self-Explanation Among Learners with Mathematics Learning Disabilities?》，Can AI make higher education more equitable and accessible，主旨报告，2026年6月9日-10日，英国曼彻斯特大学
国际国内学术兼职
ž Editorial Board Member
2026–present: Humanities and Social Sciences Communications (Springer Nature)
2024–present: Educational Technology & Society（2024至今）
2026–present: BMC Psychology (Springer Nature)
ž Guest Editor
2025–2026: British Journal of Educational Technology, Building Inclusive Generative AI for Learners with Special Educational Needs, https://bera-journals.onlinelibrary.wiley.com/hub/journal/14678535/call-for-papers/si-2026-000097
2025–2026: Education Sciences, Teacher Emotion, Pedagogical Agents and Psychological Well-Being: Implications for Student Development, https://www.mdpi.com/journal/education/special_issues/FS5TY154N7
2021–2023: Frontiers in Psychology, The role of teachers’ emotions in students’ outcomes: From the perspective of interpersonal emotions, https://www.frontiersin.org/research-topics/22022/the-role-of-teachers-emotions-in-students-outcomes-from-the-perspective-of-interpersonal-emotions/magazine
ž 第五届中国老年学和老年医学学会老年心理分会常委委员（2021年～2026年）
ž 中国社区发展协会专家委员会专家（2022年～2024年）
ž 中国校园健康行动儿童青少年家校医社协同心理教育服务规范化建设工程专家委员（2022年～2029年）
ž 中国高等教育学会学习科学研究分会第十届理事会（2022至今）
