The effect of learner autonomy affordance on student learning with Intelligent Tutoring Systems
Collaborating with Drs. Huixiao Le & Jiyou Jia. Journal submission under review
Empirical investigation on the design of intelligent tutoring systems to leverage learner autonomy. We evaluated the impact of the AI technology's autonomy affordance on students' learning performance and attrition. Moreover, the potential moderate effects of learners’ characteristics including learners’ prior knowledge, self-regulated learning was examined.
Le, H., Jia, J., Chen, W. (Journal submission under 2nd round revision & review) Leveraging learner autonomy in Intelligent Tutoring System Design: Educational effects and moderating factors. Educational Technology Research and Development
An on-line medical Spanish course involving Guatemalan instructors
Collaborating with Dr. James Moak. Journal submission under review (served as senior author)
This study reports findings from implementing a novel on-line, for credit medical Spanish course. The course was offered through collaboration between a medical school in the USA and a Spanish School in Guatemala. Course design was guided by sociocultural and personalized learning principles. Learner average Spanish proficiency level improved over the two-week course. Their constructive feedback prompted reflection through the lens of Cognitive Load theory.
Moak, J., Ohana, J., Keller, E., Velásquez, F., Martínez, V., McMurry, T., Chen, W. (Journal submission under review) Medical students without borders: A novel on-line approach to foreign language instruction in medical education. (*senior authorship)
Moak, J., Ohana, J., Chen, W. Velásquez, F., Martínez, V., McMurry, T., Keller, E., (2022) An On-line Medical Spanish Course involving Guatemalan Instructors Improves Medical Students' Spanish Language Proficiency: A Retrospective Pre-Post Analysis. Education Research & Innovations - Posters Selected for Oral Presentations. UVA SOM Academy for Excellence in Education.
Educational gaming in health professions education
Grant award: Advancing the practice and research of serious games in health professions education through a community of practice. Investigation Period: Jan 2022-present. Grant awarded (listed as Co-PI), Texas Children’s Hospital Educational Scholarship Award Committee, $ 40,000. 2022-2024.
Strategies for using automatic writing evaluation in language learning
Grant award: "Exploring AWE-Supported Writing Process through an Activity Theory Perspective" (Co-PI), Ministry of Education's Humanities and Social Sciences Research Project in 2021, Chinese Ministry of Education's Department of Social Sciences, 100,000RMB, Aug 2021-March 2024
Chen, Z., Chen, W., Jia, J., Le, H. (2022) Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology. (*shared senior authorship)
Abstract: Despite the growing interest in investigating the pedagogical application of Automated Writing Evaluation (AWE) systems, studies on the process of AWE-supported writing are still scant. Adopting activity theory as the framework, this qualitative study aims to examine how students incorporated AWE feedback into their writing in an English as a foreign language setting. We conducted semi-structured interviews with four Chinese students sampled from two classes and collected their AWE submissions and feedback for data analysis. Our findings demonstrate that AWE-supported writing is a tool-mediated, purposive, and collective activity shaped by individual and contextual factors. Students used various strategies to attain their learning goals and to address the tensions arising from their activity systems. This study contributes to the research on the effectiveness of AWE by assuming a process-oriented approach that was informed by activity theory. Our findings also shed light on the complex process of second language writing mediated by new technology innovations. Pedagogical implications of our findings are discussed in the conclusion.
Effect of using mobile devices in teaching
Chen, Z., Chen, W. Jia, J., An, H. (2020) The effects of using mobile devices on language Learning: A Meta-analysis. Educational Technology Research and Development (ETR&D). 68(4), 1769-1789. https://doi.org/10.1007/s11423-020-09801-5 (*shared senior authorship)
Abstract: Despite the rapid development of the field of Mobile-assisted Language Learning (MALL), research synthesis and systematic meta-analyses on MALL are still lacking. It remains unclear how effective mobile devices are for language learning under different conditions. Review studies on the overall effectiveness of the latest smart mobile devices are still scant. In order to evaluate the learning outcomes of MALL and the impact of moderator variables, we systematically searched journal articles, conference proceedings, and doctoral dissertations published during 2008-2018 and performed a meta-analysis based on a synthesis of 84 effect sizes from 80 experimental and quasi-experimental studies. A medium-to-high effect size of 0.722 was found for the overall effectiveness of using mobile devices for language learning. The findings indicate that the use of mobile devices for language learning is more effective than conventional methods. The effects of nine moderator variables were analyzed. The target language skill, target language and first/second language were found to be significant moderators. Implications for language teaching and research are discussed.
Grant Awarded: "Classroom Interaction in Smartphone-supported College English Classes" (Co-PI), Key Projects of Ministry of Education, National Education Sciences Planning Projects of 2017, China, 30,000RMB, July 2017- July 2022
Teamwork knowledge, skills, and attitudes training of medical students
Journal Article: Chen, W., McCollum, M.A., Bradley, E.B. Nathan, B., Chen, D.,Worden, M. (2019) Using Instrument-Guided Team Reflection and Debriefing to Cultivate Teamwork Knowledge, Skills, and Attitudes in Pre-Clerkship Learning Teams. Medical Science Educator. https://doi.org/10.1007/s40670-018-00669-y
Journal Article: Chen, W., McCollum, M., Bradley, E., & Chen, D. T. (2016). Shared team leadership training through pre-clerkship team-based learning. Medical Education, 50(11), 1148–1149. https://doi.org/10.1111/medu.13170
Abstract: Drawing on the science of teamwork and the science of learning, we designed an instrument-guided team reflection and debriefing activity to foster teamwork knowledge, skills, and attitudes (KSAs) in medical students. We then embedded this activity within and between a biweekly series of pre-clerkship Team-Based Learning sessions with the goal of encouraging medical students to cultivate a practical and metacognitive appreciation of eight foundational teamwork KSAs that are applicable to both healthcare teams and classroom learning teams. On evaluations, 144 learners from a class of 156 reported increased appreciation for and team improvement with these teamwork KSAs.
Conference presentation of initial outcomes of this study: Chen, W., McCollum, M., Bradley, E., & Chen, D. T. (2017 )Developing Teamwork Knowledge, Skill, and Attitude Competencies in the Pre-clerkship Curriculum. 2017 Southern Group on Educational Affairs (SGEA), Southern Group on Student Affairs (SGSA), and Southern Organization of Student Representatives (SOSR) Regional Meeting, Charlottesville, VA
Teaching Tracheostomy Management Using VoiceThread
Benjamin, J., Chen, W., Thammasitboon, S. (2023) Teaching Tracheostomy Management Using VoiceThread: Reflection on the Evolution of our Blended Coaching Approach. eLearn. (*co-first author).
In this paper, we reported the evolution from VoiceThread-based completely asynchronous towards blended coaching and the optimization of blended coaching into Just-in-Time Coaching.
Flipped classroom in geriatric clerkship
Grant Awarded as Co-PI: “Development and Evaluation of Online Geriatrics Curriculum on Fall and Fall Prevention for the 3rd and 4th Year Medical Students at UVa” (Co-PI), Academy of Distinguished Educators at University of Virginia School of Medicine, $12,000, 2015-2016
Conference Presentation: Cheng, H., He, H., Chen, W., Bradley, E., & Moody, M. (2017) Enhancing Students' Learning Through Flipped Workshops in a Required 4th Year Geriatric Clerkship. 21st IAGG World Congress of Gerontology and Geriatrics, July 25, 2017, San Francisco, California.
Concept mapping to promote deeper learning, assessment for, as, and of learning, and collaborative learning
Introduced concept mapping to different learner populations and investigated learning outcomes
Preservice mathematics teachers
Radiographic physics trainees
Physician assistant trainees
Publications
Zagaar, M. & Chen, W. (2023). Assessment for Deeper Understanding using Concept Maps: Lessons learned from Flipped teaching of Pharmacology. Medical Science Educator. 32, 1289–1297 https://doi.org/10.1007/s40670-022-01653-3
Zagaar, M. & Chen, W. (2022). Exploring The Use Of Concept Mapping As Assessment For Learning With The 1st Year Physician Assistant Students. 2022 International Association of Medical Science Educators (IAMSE) Annual Meeting.
Chen, W. Allen, C.& Jonassen, D. (2018) Deeper Learning in Collaborative Concept Mapping: A Mixed Methods Study of Conflict Resolution. Computers in Human Behavior. 87, 424-435. https://www.sciencedirect.com/science/article/pii/S074756321830013X
Chen, W., & Allen, C. (2017). Concept mapping: Providing assessment of, for, and as learning. Medical Science Educator. 27(2), 149-153 http://dx.doi.org/10.1007/s40670-016-0365-1
Chen, W. (2017) Knowledge convergence among pre-service mathematics teachers through online reciprocal peer feedback. Knowledge Management & E-Learning. 9(1), 1–18.
Conference Presentation: Young, H. Nan, D., Chavez, O., Tawfik, A. & Chen, W. (2011). Design of collaborative concept mapping activities for Mathematics preservice teachers. American Educational Research Association 2011 Annual Meeting (AERA 2011).
Abstract: The present study investigates how learners use concept maps in computer- based CCM environments and how learners perceive the CCM activity. Another purpose of this study is to explore design principles of CCM for mathematics preservice teachers. In the present study, we seek feasible and effective design principles of CCM for mathematics preservice teachers through designing, implementing, evaluating, and modifying the CCM activities in real situations.
Learning Biochemistry and Physiology through drawing.
Journal article: Chen, W. & Noramly, S. (2020) "Nothing operates in isolation”: Learning Biochemistry and Physiology through drawing. Medical Science Educator. 30:1749–1755
Abstract: Mastering complex biochemistry pathways and physiological processes can be challenging for undergraduate medical students. Although drawing out the conceptual relationships in complex information can potentially support student learning, there is a lack of consensus in current literature regarding optimal strategies that effectively integrate drawing into teaching. In this paper, we report our experience incorporating drawing in multiple approaches during the delivery of first-year pre-clerkship biochemistry and physiology instructional sessions. Students’ perception of and experience with these different strategies were compared. Themes that emerged from learner feedback and their implications for future practice and research are presented.
Conference:
Chen, W. & Noramly, S. (2019) “Nothing operates in isolation": Learning Biochemistry and Physiology via drawing. International Association of Medical Science Educators (IAMSE) Annual Meeting
Chen, W. & Noramly, S. (2019) Instructional Strategies to Incorporate Drawing into the teaching of Biochemistry and Physiology. 7th International Conference of the Association of Biochemistry Educators
Weblogs to promote reflection, community building, and educational interactions
Studied the use of Weblogs with different learner populations
Language learners (undergraduate thesis)
Educational technology majors
Grant Awarded as PI: “Improving Teacher-Student Interaction in Web-based Traditional Class”, Beijing Normal University’s Foundation Supporting Undergraduates’ Research, #2,000, 2004-2005.
Publications:
Journal Article: Chen, W. & Li, M. (2007). Improving educational interaction in web-based traditional class: Building up learning community with Weblog (in Chinese). E-education Research, (4), 56-61
Abstract: The present study focuses on how weblog-based learning community can make interaction in higher education more efficient. It starts with understanding of effective educational interaction as well as problems existing in interaction of higher education. The article then discusses on the concept of learning community and provides a basic introduction to weblog. After that, a discussion on how this weblog-based learning community can better educational interaction is focused on. Then, built on theoretical and practical work, strategies are provided for building up weblog-based learning community in order to improve educational interaction. Finally, future directions for the study are discussed on.
Journal Article: Chen, W. & Bonk, C. (2008). The use of Weblogs in learning and assessment in Chinese higher education: Possibilities and potential problems. International Journal on E-Learning, 7(1), 41-65. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2018 from https://www.learntechlib.org/primary/p/24198/.
Chen, W. (2007). Weblog-based blended learning: Crossing cultural barriers gently. Education without Borders2007, International Student Conference. United Arab Emirates.
Language learning through chatting with online robots
Conducted two rounds of educational experiments to introduce an online robot into two different classrooms.
Grant award: "Educational Integration and Performance Evaluation of Situated English Dialogue Simulations,” (Co-PI), Beijing Eleventh Five-Year Education Sciences Planning Research Project for Junior Researchers, Beijing Office for Education Science Planning Leadership Team, 15,000RMB, May, 2006-Dec, 2007.
Publications
Jia, J. & Chen, W. (2009). The further development of CSIEC project driven by application and evaluation in English education. British Journal of Educational Technology, 40(5), 901–918.
Jia, J., & Chen, W. (2008). Script based design for human-computer dialog in given scenarios for English learners. ICALT ’08 (Proceedings of the 2008 Eighth IEEE International Conference on Advanced Learning Technologies) (pp. 739-743). Washington, DC, USA: IEEE Computer Society.
Chen, W., Jia, J. & Cheng, Y. (2007). Exploring CSIEC's application in teaching and learning of oral English: A design-based research (in Chinese). In J. H. M. Lee, T. Shih, Q. Wang, & Y. Zhao. (Eds.) Research in IT and Education: a Multi-Disciplinary Perspective: Proceedings of the 11th Global Chinese Conference of Computer in Education (GCCCE2007)(pp.572-579). Beijing: Beijing Normal University Press.
Jia, J., Hou, S & Chen, W. (2006).Improving the CSIEC Project and Adapting It to the English Teaching and Learning in China. In Proceedings of International Conference on Computers in Education 2006 (pp. 47–54). Beijing, China: Beijing Normal University
Jia, J., & Chen, W. (2008). Motivate the learners to practice English through playing with chatbot CSIEC. In Z. Pan, X. Zhang, A. Rhalibi, W. Woo, & Y. Li (Eds.) Lecture Notes in Computer Science: Vol. 5093. Technologies for E-Learning and Digital Entertainment (pp. 180-191). Berlin, Heidelberg: Springer-Verlag.
Abstract: CSIEC (Computer Simulation in Educational Communication), is an interactive web-based human-computer dialogue system with natural language for English instruction. In this paper we present its newest developments and applications in English education. After brief introduction of the project motivation and the related works, we illustrate the system structure with a flow diagram, and describe its pedagogical functions in details, including free chatting, chatting on a given topic and the chatting scoring mechanism. We review the free Internet usage within six months, and evaluate its integration into English classroom. The summarization and assessment findings confirm that the chatting function has been enhanced and fully used by the users, and the application of the CSIEC system in English instruction can interest the learners to study English and motivate them to practice English more frequently. Finally we discuss the application driven approach of system development, and draw some conclusions for the further improvements.
Survey of technologies in Chinese metropolitan distance education
Journal Article: Chen, W. & Wu, X. (2007). Applications of emerging media technologies in metropolitan distance education (in Chinese). Modern Educational Technology, 17(4), 8-11.
*Second-Place Award in 2006 Chinese national research paper competition on distance education. Organized by China Association for Educational Technology’s Academic Journal Professional Committee
Abstract: Metropolitan distance education aims at meeting the need of metropolitan habitants, utilizing technologies including computer, multimedia, web and telecommunication. This paper focuses on how emerging media technologies, including instant messaging technologies, IPTV technologies, and mobile communication technologies, could be used in metropolitan distance education as well as potential problems and obstacles that deserve attention.
Teaching medical students to address impostor phenomenon
Tran, C. , Schmidt, M., Okoh, J., Appelbaum, N., Huynh, P., Chen, W. , Poythress, E. (accepted) Addressing Impostor Phenomenon within the First Year of Medical School. Academic Medicine Journal & Learn Serve Lead 2022: The AAMC Annual Meeting
Impostor phenomenon (IP) is characterized as the feeling of anxiety and self-doubt resulting from undervaluing one’s role in achieving success while falsely attributing one’s accomplishments to luck or other external forces. IP can cause psychological distress leading to anxiety, depression, and burnout. For our first-year medical students, we developed a module to address IP and to provide tools and resources to combat IP and evaluated its effectiveness.
Develop and Integrate a Longitudinal Curriculum focused on the Core Principles of high value care and lab medicine
Grant awarded: “Develop and Integrate a Longitudinal Curriculum focused on the Core Principles of EPA3,” (Co-PI), Medical Education Fellowship Awards Committee at University of Virginia, $28,025, Year of 2019.
Williams, E. Wiencek, J. Chen, W. , , and Parsons, A. (2020) Building a Foundation of Value: A multimodal approach to integration and assessment of EPA3. University of Virginia Medical Education Week Poster Session
Abstract: The changing landscape from fee-for-service to value-based-reimbursement has highlighted the need to educate and empower trainees about high-value, cost-effective healthcare delivery. To address this initiative, the EPA3 task force was formed with members of diverse backgrounds and expertise in internal medicine, medical education, genetics, genomics and clinical laboratory stewardship. The EPA3 task force developed and implemented a longitudinal and integrated curriculum to tackle two central goals: 1) Guide students to accurately interpret the results of common diagnostic studies (both lab and imaging) and to provide a rationale for the decision to order the test, and 2) Prepare students to elicit and take into account patient preferences and incorporate the cost-effectiveness during their development of a patient plan.
Teaching race in medicine
White-Satcher, D., Tatem, A., Appelbaum, N., Huynh, P., Chen, W. , Suarez, M. (accepted)The Elephant in the Room: Teaching Race in Medicine in Early Medical School. Learn Serve Lead 2022: The AAMC Annual Meeting
In order to incorporate discussion about race in medicine into the early stage of future physician training, we created instructional session focuses on a) race as a socio-political construct, b) use of race as a proxy for medical illness in medical education, c) strategies to navigate personal biases in patient care.