Cheng, K. H. (2025). Redundancy effects of information design on immersive virtual literary reading: The exploration of cognitive load, empathy, and reading comprehension. Educational Technology Research and Development. Advance online publication. https://rdcu.be/eCYvr (SSCI)

Cheng, K. H. (Accepted). Identifying the role of epistemic belief and epistemic curiosity in higher education students’ online academic help-seeking behaviors. Journal for the Study of Education and Development. (SSCI)

鄭琨鴻*、吳柏毅、陳怡廷（2024）。線上古蹟虛擬導覽設計與發展：情境敘事與遊戲化策略。數位學習科技期刊，16(3)，53-86。(TSSCI)

吳柏毅、鄭琨鴻*（2024）。遊戲化虛擬導覽運用於圖書館利用教育之成效評估。教育資料與圖書館學，61(2)，93-125。(TSSCI)

Cheng, K. H. (2024). Development of an immersive virtual reality system for learning about plants in primary education: evaluation of teachers' perceptions and learners' flow experiences and learning attitudes. Educational Technology Research and Development, 72, 845–867. https://rdcu.be/doJQf (SSCI)

鄭衣娟、鄭琨鴻*、陳怡廷（2023）。全景古蹟虛擬導覽之虛擬化身設計與評估：使用者經驗探索。文化資產保存學刊，66，7-26。

莊昀蒨、鄭琨鴻*（2023）。虛擬實境文學閱讀：探索同理心在行為意圖及閱讀理解上的角色。教育資料與圖書館學，60(1)，77-111。(TSSCI)

Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning. Computers & Education, 201, 104814. (SSCI)

Cheng, K. H.*, Lee, S. W. Y.*, & Hsu, Y. T. (2023). The roles of epistemic curiosity and situational interest in students' attitudinal learning in immersive virtual reality environments. Journal of Educational Computing Research, 61(2), 494-519. (SSCI)

Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 191, 104641. (SSCI)

Cheng, K. H. (2022). Teachers' perceptions of exploiting immersive virtual field trips for learning in primary education. Journal of Research on Technology in Education, 54(3), 438-455. (SSCI)

Lee, S. W. Y.*, Hsu, Y. T., & Cheng, K. H.* (2022). Do curious students learn more science in an immersive virtual reality environment? Exploring the impact of advance organizers and epistemic curiosity. Computers & Education, 182, 104456. (SSCI)

Cheng, K. H.*, Tang, K. Y., & Tsai, C. C. (2022). The mainstream and extension of contemporary virtual reality education research: Insights from a co-citation network analysis (2015-2020). Educational Technology Research and Development, 70, 169-184. (SSCI)

Cheng, K. H. (2022). The structural relationships among spatial presence, situational interest, and behavioral attitudes towards online virtual museum navigation: a PLS-SEM analysis. Library Hi Tech, 40(5), 1210-1225. (SSCI)

鄭琨鴻*、莊昀蒨、黃雅玲、石謙慧、李佳宇、李雅筑、黃仙惠、黃筠珊（2021）。以系統性內容分析探究2015-2019年圖書資訊TSSCI期刊之研究趨勢。圖資與檔案學刊，13(2)，147-177。

鄭琨鴻（2020）。探索擴增實境科學小說閱讀對大專院校學生的科學知識觀之影響及認知負荷感受。數位學習科技期刊，12(3)，59-87。(TSSCI)

Cheng, K. H.*, & Tsai, C. C. (2020). Students' motivational beliefs and strategies, perceived immersion, and attitudes towards science learning with immersive virtual reality: A partial least squares analysis. British Journal of Educational Technology, 51(6), 2139-2158. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2019). A case study of immersive virtual field trips in an elementary classroom: Students' learning experience and teacher-student interaction behaviors. Computers & Education, 140, 103600. (SSCI)

Cheng, K. H.* (2019). Parents' user experiences of augmented reality book reading: perceptions, expectations, and intentions. Educational Technology Research and Development, 67(2), 303-315. (SSCI)

Cheng, K. H.* (2018). Surveying students' conceptions of learning science by augmented reality and their scientific epistemic beliefs. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1147-1159. (SSCI)

Cheng, K. H.* (2017). Exploring parents' conceptions of augmented reality learning and approaches to learning by augmented reality with their children. Journal of Educational Computing Research, 55(6), 820-843. (SSCI)

Cheng, K. H.* (2017). Reading an augmented reality book: An exploration of learners' cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69. (SSCI)

Cheng, K. H.* (2017). A survey of native language teachers' technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2016). The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning. British Journal of Educational Technology, 47(1), 203-222. (SSCI)

Cheng, K. H.*, Liang, J. C.*, & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity. Internet and Higher Education, 25, 78-84. (SSCI)

Cheng, K. H., & Hou, H. T.* (2015). Exploring students' behavioral patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis. Technology, Pedagogy and Education, 24(2), 171-188. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2014). Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment. Computers & Education, 72, 302-312. (SSCI)

Cheng, K. H., Hou, H. T.*, & Wu, S. Y. (2014). Exploring students' emotional responses and participation in an online peer assessment activity: A case study. Interactive Learning Environments, 22(3), 271-287. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449-462. (SSCI)

Cheng, K. H.*, Liang, J. C., & Tsai, C. C. (2013). University students' online academic help seeking: The role of self-regulation and information commitments. Internet and Higher Education, 16, 70-77. (SSCI)

Cheng, K. H.*, Liang, J. C., & Tsai, C. C. (2013). The role of Internet-specific epistemic beliefs and self-regulation in high school students' online academic help seeking: A structural equation modeling analysis. Journal of Computing Educational Research, 48(4), 471-491. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2012). Students' interpersonal perspectives, conceptions of and approaches to learning in online peer assessment. Australasian Journal of Educational Technology, 28(4), 599-618. (SSCI)

Hou, H. T.*, & Cheng, K. H. (2012). Analyzing the latent emotional transfer pattern (LETP) of a learning community in an online peer-assessment activity. British Journal of Educational Technology, 43(4), E113-E116. (SSCI)

Cheng, K. H.*, & Tsai, C. C. (2011). An investigation of Taiwan university students' perceptions of online academic help seeking, and their web-based learning self-efficacy. Internet and Higher Education, 14(3), 150-157. (SSCI)

王年燦、趙貞怡、鄭琨鴻（2003）。國中生活科技網路多媒體教材之設計與開發，藝術學報，73, 37-52。

鄭琨鴻*、林沂瑩、羅語柔、陳怡廷（2025）。雙語融入客家文化資產虛擬導覽設計與評估。在林巧敏（主編），數位人文的實證分析與應用（頁 103-136）。國立政治大學出版社。

Cheng, K. H. (2025). Surveying Taiwanese higher education students’ perceptions of sustainable development goals: the investigation of knowledge, attitudes, behaviors, and intention to participate. Poster presented at the 11th IEEE International Conference on Applied System Innovation (IEEE ICASI 2025), Tokyo, Japan, April 22 - April 25.

Cheng, K. H. (2024). Comparison of high school and university students' perceptions of online academic help-seeking behaviors in Taiwan: the role of epistemic curiosity traits. Paper presented at eLearn - World Conference on EdTech 2024, Singapore, October 7 - October 10. 

Cheng, K. H. (2024). Exploring the effects of linear guidance for scenario narrative on students' reading comprehension in an immersive virtual literary reading system. Poster presented at the 10th IEEE International Conference on Applied System Innovation (IEEE ICASI 2024), Kyoto, Japan, April 17 - April 21.

Cheng, K. H. (2023). Pupils' perceived immersion, attitudes, and learning effectiveness in virtual field trips: A comparison between immersive and projective environments. Poster presented at The 31th International Conference on Computers in Education (ICCE 2023), Matsue, Shimane, Japan, December 4 - December 8.

Cheng, K. H. (2023). An epistemic curiosity-evoking model for immersive virtual reality narrative reading. Talk at PNC 2023 Annual Conference and Joint Meetings, Okinawa, Japan, November 3 - November 5.

Cheng, K. H., & Hsiao, L. L. (2022). The development and evaluation of a gamified virtual heritage tour for cultural learning: a perspective of cognitive and affective immersive learning. Poster presented at The 30th International Conference on Computers in Education (ICCE 2022), Online, November 28 - December 2.

Cheng, K. H. (2021). Suggestions for special education teachers to practice spherical image-based virtual reality instruction in classrooms: a case study. Poster presented at The 29th International Conference on Computers in Education (ICCE 2021), Online, November 22-26.

Hsu, Y. T., Lee, S. W. Y., & Cheng, K. H. (2021). Investigating the impact of advance organizers in an immersive virtual reality environment for science learning. Paper presented at 2021 International Conference of East-Asian Association for Science Education (EASE 2021), Online, June 18-20.

Cheng, K. H. (2020). Assessing young learners' situational interest in an immersive virtual reality learning environment: the role of epistemic curiosity. Poster presented at The 28th International Conference on Computers in Education (ICCE 2020), Online, November 23-27.

Cheng, K. H. (2019). Surveying the relationships between students' epistemic curiosity and their online academic help seeking behaviors in higher education. Poster presented at The 27th International Conference on Computers in Education (ICCE 2019), Kenting, Taiwan, December 2-6.

Cheng, K. H., Wang, Y. C., Chang, C. W., & Tsai, C. C. (2019). Learning plants by immersive virtual reality: a pilot exploration of elementary school students' flow experience and attitudes. Paper presented at The 23th Global Chinese Conference on Computers in Education (GCCCE 2019), Wuhan, China, May 23- May 27.

Cheng, K. H. (2019). Investigating students' perceptions of immersion and their attitudes toward HMD-based virtual field trips (VFTs) for science learning. Paper presented at the 5th IEEE International Conference on Applied System Innovation (IEEE ICASI 2019), Fukuoka, Japan, April 11 - April 15.

Cheng, K. H. (2018). Representing a classic Taiwanese comics through an immersive virtual reality game: Development and evaluation research. Paper presented at International Conference on Artificial Intelligence and Virtual Reality (AIVR 2018), Nagoya, Japan, Nov 23 - Nov 25.

Cheng, K. H. (2018). Teachers' perceptions of immersive virtual reality system for field trip learning. Paper presented at the IAFOR Conference for Higher Education Research - Hong Kong (CHER-HongKong 2018), Hong Kong, Oct 19 - Oct 21.

Cheng, K. H. (2018). Evaluating an application of augmented reality (AR) science novel: students' perceived usability and conceptions of learning science by AR. Poster presented at 4th IEEE International Conference on Applied System Innovation (IEEE ICASI 2018), Chiba, Tokyo, Japan, April 13 - April 17.

Cheng, K. H., & Tsai, C. C. (2016). Investigating technological pedagogical and content knowledge (TPACK) of native language teachers in Taiwan. Paper presented at the 1st International Symposium on Emerging Technologies for Education (SETE 2016), Rome, Italy, Oct 26 - Oct 29.

Cheng, K. H., & Tsai, C. C. (2016). How parents read an AR book with their children: the role of gender and educational background. Paper presented at The 20th Global Chinese Conference on Computers in Education (GCCCE 2016), Hong Kong, May 23 - May 27.

Cheng, K. H. (2015). User attitudes and cognitive load of reading a mobile augmented reality book of Taiwan Hakka culture: A pilot study. Poster presented at The 19st Global Chinese Conference on Computers in Education (GCCCE 2015), Taipei, Taiwan, May 25 - May 29.

Cheng, K. H., & Tsai, C. C. (2014). The perceived and expected user experiences of AR book reading: the perspective of parents. Paper presented at The 22st International Conference on Computers in Education (ICCE 2014), Nara, Japan, November 30 - December 4.

Cheng, K. H., & Tsai, C. C. (2013). The relationships between child-parent shared augmented reality picture book reading behaviors and children's cognitive attainment. Paper presented at The 21st International Conference on Computers in Education (ICCE 2013), Denpasar Bali, Indonesia, November 18-22.

Cheng, K. H., & Tsai, C. C. (2010). Investigating university students' perceptions toward online academic help seeking, and their web-based learning self-efficacy. Paper presented at Global Learn Asia Pacific 2010-Global Conference on Learning and Technology, Penang, Malaysia, May 17-20.

鄭琨鴻（2025）。融入多重觀點敘事策略發展沉浸式虛擬實境歷史學習系統以促進歷史觀點取替。發表於第二十屆台灣數位學習發展研討會（TWELF 2025），嘉義：2025年3月6-7日。

劉祖恩、鄭琨鴻（2024）。聊天機器人之讀者體驗研究：以國立公共資訊圖書館為例。發表於第四屆圖書資訊學術與實務研討會，台北：2024年12月13日。

蕭人豪、鄭琨鴻（2024）。大學生對永續發展目標之知識、態度、行為、及參與意願調查—以人文社會科系學生為例（最佳海報論文）。發表於2024第四屆教育學術及產業研討會，台北：2024年5月11日。

鄭琨鴻（2024）。探索虛擬文學閱讀之冗餘效應對學生認知負荷與閱讀理解的影響。發表於第十九屆台灣數位學習發展研討會（TWELF 2024），台中：2024年3月7-8日。

林沂瑩、鄭琨鴻（2023）。探討具高等教育經驗之民眾在學術閱讀上的閱讀偏好。發表於第三屆圖書資訊學術與實務研討會，台北：2023年12月8-9日。

鄭琨鴻、陳怡廷、吳柏毅（2023）。導入遊戲化敘事之古蹟虛擬導覽系統設計與開發：以大甲文昌祠為例。發表於第二十一屆離島資訊技術與應用研討會，宜蘭：2023年5月25-28日。

鄭琨鴻、林沂瑩、陳怡廷、蕭鈴玲（2023）。運用知識好奇心喚起原則之沉浸式虛擬實境歷史教材發展。發表於第十八屆台灣數位學習發展研討會（TWELF 2023），屏東：2023年3月9-11日。

鄭衣娟、陳怡廷、吳柏毅、鄭琨鴻（2023）。全景虛擬古蹟導覽之虛擬化身設計：使用者經驗探索。發表於第十八屆台灣數位學習發展研討會（TWELF 2023），屏東：2023年3月9-11日。

鄭琨鴻、蕭鈴玲（2022）。沉浸式虛擬實境文學閱讀體驗之學習者行為初探分析：知識好奇心的角色。發表於第十七屆台灣數位學習發展研討會（TWELF 2022），台東：2022年3月24-25日。

吳柏毅、陳怡廷、莊昀蒨、鄭琨鴻 （2022）。遊戲化機制導入古蹟虛擬導覽設計。發表於第十七屆台灣數位學習發展研討會（TWELF 2022），台東：2022年3月24-25日。

吳柏毅、鄭琨鴻 （2021）。解謎式遊戲虛擬導覽運用於圖書館利用教育之研究。發表於2021國家講座系列活動：「跨疫情的教與學：思維創新與實踐革新」研究生學術精進研討會，台北：2021年12月10-11日。

鄭琨鴻（2021）。當代大學生的歷史學習態度與歷史學習概念之初探研究。發表於The 25th Global Chinese Conference on Computers in Education (GCCCE 2021)，線上：2021年9月11-15日。

林宛宣、洪敬智、鄭琨鴻（2021）。設計臺灣民間故事擴增實境遊戲輔助社會科教學（最佳海報論文）。發表於2021教育學術及產業研討會，台北：2021年4月30日。

鄭琨鴻、莊昀蒨、黃雅玲、石謙慧、李佳宇、李雅筑、黃仙惠、黃筠珊（2021）。圖書資訊研究趨勢：2015-2019年文獻內容分析。發表於2021教育學術及產業研討會，台北：2021年4月30日。

陳怡廷、鄭琨鴻（2021）。基於知識好奇心理論之虛擬實境敘事設計促進人文體驗：以文學小說為例。發表於第十六屆台灣數位學習發展研討會（TWELF 2021），宜蘭：2021年3月25-26日。

莊昀蒨、鄭琨鴻 （2021）。憂鬱症陪伴者數位教材APP之設計。發表於第十六屆台灣數位學習發展研討會（TWELF 2021），宜蘭：2021年3月25-26日。

鄭琨鴻（2020）。運用全實景虛擬實境於國小藝術教育之實證研究。發表於第十五屆台灣數位學習發展研討會（TWELF 2020），新竹：2020年3月20日。

黃淳妤、鄭琨鴻（2019）。台灣民俗文化擴增實境繪本開發與評估。發表於The 25th TANET 2019 - 臺灣網際網路研討會，高雄：2019年9月25-27日。

王苡蒨、張家維、鄭琨鴻（2018）。國小自然與生活科技虛擬實境教材設計開發：教師觀點之形成性評估。發表於第34屆科學教育國際研討會，花蓮：2018年11月29日-12月02日。

蔡佳伶、鄭琨鴻（2018）。以文獻回顧探究虛擬實境教育研究趨勢。發表於The 22th Global Chinese Conference on Computers in Education (GCCCE 2018)，廣州、中國：2018年5月25-29日。

蔡文婷、鄭琨鴻（2017）。從認知負荷觀點評估擴增實境科學小說系統。發表於The 21th Global Chinese Conference on Computers in Education (GCCCE 2017)，北京、中國：2017年6月3-6日。

曹盛威、鄭琨鴻（2016）。擴增實境科學小說《星河之途》。發表於第32屆科學教育國際研討會，台中：2016年12月8-10日。

曹盛威、鄭琨鴻（2015）。探討大學生在擴增實境閱讀的認知負荷經驗。發表於台灣教育傳播暨科技學會2015年國際學術研討會(TAECT 2015)，台北：2015年11月20-21日。

鄭琨鴻、嚴銘浩（2021）。影視後製全攻略Premiere Pro/After Effects (適用CC)。台北：碁峰資訊。

鄭琨鴻、盧冠廷（2015）。影視後製全攻略Premiere Pro/After Effects/Encore(適用CC/CS6)。台北：碁峰資訊。（改版）

鄭琨鴻（2010）。影視後製全攻略Premiere Pro/After Effects/Encore(適用CS5/CS4)。台北：碁峰資訊。（再版）

鄭琨鴻（2008）。影視後製全攻略Premiere Pro/After Effects/Encore(適用CS3)。台北：碁峰資訊。（初版）