Ying Xie, Ph.D.
Assistant Professor

Research Interests

  • Emerging technologies for reflective, higher-order learning, knowledge integration and group cognition
  • The processes of mathematical problem posing from real life facilitated by technology tools
  • Technology-assisted language learning


The Pennsylvania State University (PSU), University Park, PA
Ph.D. in Instructional Systems
Minor: Educational Psychology

University of Science and Technology of China (USTC), P.R.China
B.S. in Computer Science
B.A. in Foreign Languages


  • ETT798 Research Seminar in Instructional Technology
  • ETT742 Seminar in Instructional Technology Research
  • ETT741 Seminar in Instructional Technology Theory
  • ETT558 Instructional Video I
  • ETT536 Web-Based Learning
  • ETT529 Theories of Instructional Design and Technology
  • ETT501 Pro-seminar in Instructional Technology
  • ETT310 Instructional Design Models, Strategies and Tactics

Recent Papers

Lin. S., & Xie, Y. (2017). Effects of Tagcloud-anchored group discussions on preservice teachers’ collaborative knowledge construction. Australasian Journal of Educational Technology, 33(2), 73-85 (Rank: 151/235 in Education and Educational Research journals, 5-year impact factor: 1.460)

Xie, Y., & Lin, S. (2016). Tagclouds and group cognition: Effect of tagging support on students’ reflective learning in team blogs. British Journal of Educational Technology, 47(6), 1135-1150. (Ranking: 22/235 in Education and Educational Research journals, 5-year impact factor: 2.532, Acceptance rate: 9%)

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.

Wills, C., & Xie, Y. (2016). Toward a comprehensive theoretical framework for digital badges. In D. Ifenthaler, N. Bellin-Mularski, & D. Mah (Eds.), Foundation of digital badges and micro-credentials: Demonstrating and recognizing knowledge and competencies (261-272). New York: Springer.

Coffland, D., & Xie, Y. (2015). The 21st century mathematics curriculum: A technology enhanced experience. In X. Ge, D. Ifenthaler, & J.M. Spector (Eds.), Full steam ahead: Emerging technologies for STEAM (311-329). New York: Springer.

Xie, Y., & Sharma, P. (2013). Examining students’ reflective thinking from keywords tagged to Blogs: Using map analysis as a content analysis method. Interactive Learning Environments, 21(6), 548-576. (Ranking: 51/235 in Education and Educational Research journals, 5-year impact factor: 2.138).

Yang, C., & Xie. Y. (2013). Learning Chinese idioms through iPads. Language Learning & Technology, 17(2), 12–23. (Ranking: 26/235 in Education and Educational Research journals, 5-year impact factor: 3.306)

Kim, S., & Xie, Y. (2013). Designing assessments of differentiated instruction using social media applications. In K.K. Seo (Ed.), Using social media effectively in the classroom (169-189). New York: Routledge, Taylor and Francis.

Xie, Y., Coffland, D., & Yang, F. (2012). Effects of narrated heuristic feedback and gender on college students’ calculus problem solving performance. Journal of Computers in Mathematics and Science Teaching, 31(3), 311-330. (AACE journal; Acceptance rate: 11-20%)

Xie, Y., & Kim, S. (2012). A design model of harnessing Wiki for collaborative problem-based instruction in higher education. In K.K. Seo, D.A. Pellegrino, & C. Engelhard (Eds.), Designing problem-driven instruction using online social media (67-86). Charlotte, NC: Information Age Publishing.

Strickland, J., & Xie, Y. (2012). Cooperating or collaborating: Design considerations of employing Wikis to engage college-level learners. In C. Wankel and P. Blessinger (Eds.), Increasing learner engagement through cutting-edge technologies (17-45). Bingley, UK: Emerald Group Publishing Limited.

Xie, Y., & Sharma, P. (2011). Exploring evidence of reflective thinking in students’ artifacts of a blogging-mapping tool: A design-based research approach. Instructional Science, 39(5), 695-719 (Ranking: 50/235 in Education and Educational Research journals, 5-year impact factor: 2.305).




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