Yu-Hui Ching

Yu-Hui Ching, Ph.D.

Professor, Educational Leadership, Research, and Technology
Boise State University, College of Education

Dr. Yu-Hui Ching is a professor of educational technology in Boise State University’s College of Education. She joined the faculty in 2013 after serving as a visiting assistant professor. She earned her Ph.D. in Instructional Systems with a minor in Educational Psychology from Pennsylvania State University, an Ed.M. in Teaching English to Speakers of Other Languages from the State University of New York at Buffalo, and a B.B.A. in Information Management from National Central University in Taiwan.

Dr. Ching’s research focuses on how emerging technologies can advance teaching, learning, and collaboration. Her highly cited studies on mobile learning frameworks (2014, 2015) established international priorities and design models that continue to guide the field. In recent years, she has examined educational robotics, demonstrating how hands-on robotics activities develop computational thinking in K–12 learners and identifying effective strategies for classroom integration. She has also co-authored new work on generative AI in education, including Introduction to the Special Section on Integrating Generative AI in Education, Generative Artificial Intelligence in Education, Part One: The Dynamic Frontier, and Generative Artificial Intelligence in Education, Part Two: International Perspectives. Her current projects explore how online, mobile, and AI-supported environments can promote collaborative learning and problem solving in STEM education.

At Boise State, Dr. Ching teaches a range of graduate-level courses in educational technology, including instructional design, online teaching for adult learners, and program evaluation. She is an active member of the American Educational Research Association and the Association for Educational Communications and Technology, regularly serving as a reviewer for leading journals and conferences. Her work has been recognized with research awards, and she continues to shape both research and practice in technology-enhanced education.

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