学历/学位：研究生/博士

职 称：讲师

Email：qin.wang@snnu.edu.cn

研究领域

教育数据挖掘，学习分析，计算思维，教师测评素养

教育经历

博士 加拿大萨斯喀彻温大学教育学院

硕士 西安交通大学外国语学院

本科 西安交通大学外国语学院

主持课题

2025教育部人文社会科学青年基金：基于多模态分析的乡村科学教师研修质量测评与提升研究，25XJC880010

学术论文

Wang, Q., Chen, F., Han, Y., Li, X., & Lu, C. (2026). Mapping student engagement in creative thinking: An explainable machine learning approach to behavioral heterogeneity. Thinking Skills and Creativity，61， https://doi.org/10.1016/j.tsc.2026.102154

Wang, Q., Lu, C., Chen, F., Liu, X., & Zhao, Q. (2026). Exploring the complex interplay among middle schoolers’ prior coding experience, computational thinking attitudes and skills: A multiple moderated mediation analysis. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2025.2536561

Wang, C., Lu, C., Chen, F., Liu, X., & Wang, Q. (2026). Assessing computational thinking beyond programming: A scoping review of non-programming-based computational thinking assessments for k-12 education. Journal of Computer Assisted Learning, 42(1). https://doi.org/10.1002/jcal.70191

Dong, Y., Ma, H., Jing, B., Wang, Q., Zhu, N., & Cao, P. (2026). Effect of computational thinking professional development on in-service teachers’ teaching and their students’ learning. Educational Technology & Society, 29(4), 91–107.

Chen, F., Liu, Y., Gao, Y., Cui, Y., Wang, Q., & Lu, C. (2025). Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies. Thinking Skills and Creativity, 57, 101805. https://doi.org/10.1016/j.tsc.2025.101805

Wang, Q., & Li, Y. (2024). How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review. Journal of Computer Assisted Learning, 40(3), 1276–1294. https://doi.org/10.1111/jcal.12949

Wang, Q., Mousavi, A., Lu, C., & Gao, Y. (2023). Examining adults’ behavioral patterns in a sequence of problem-solving tasks in technology-rich environments. Computers in Human Behavior, 147, 107852. https://doi.org/10.1016/j.chb.2023.107852

Wang, Q., & Mousavi, A. (2022). Which log variables significantly predict academic achievement? A systematic review and meta-analysis. British Journal of Educational Technology, 54(1), 142–191. https://doi.org/10.1111/bjet.13282

Wang, Q., Mousavi, A., & Lu, C. (2022). A scoping review of empirical studies on theory-driven learning analytics. Distance Education, 43(1), 6–29. https://doi.org/10.1080/01587919.2021.2020621