Benjamin C. Heddy

The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney

Contextual facilitators for learning activities involving technology in higher education: The C♭-model

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning

Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study

The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning

The affordances of AI‐enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning

Effects of Wearable Hybrid AR/VR Learning Material on High School Students’ Situational Interest, Engagement, and Learning Performance: the Case of a Physics Laboratory Learning Environment

Leveraging Artificial Intelligence to Predict Young Learner Online Learning Engagement

An Online Engagement Framework for Higher Education

Motivation Interventions in Education

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

Thriving or Surviving Emergency Remote Teaching Necessitated by COVID-19: University Teachers’ Perspectives

Agency and high school science students' motivation, engagement, and classroom support experiences

Problem-based learning as a facilitator of conceptual change

Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research

Game immersion experience: its hierarchical structure and impact on game‐based science learning

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic

Modifying Knowledge, Emotions, and Attitudes Regarding Genetically Modified Foods

Examining engagement in context using experience-sampling method with mobile technology

The Challenges of Defining and Measuring Student Engagement in Science

Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning About Biological Evolution

Supporting Deep Engagement: The Teaching for Transformative Experiences in Science (TTES) Model

Affordances of using mobile technology to support experience-sampling method in examining college students' engagement