BET9十年信誉玩家首选网址(中国)App Store


编辑时间: 2021-09-06 17:47:20浏览次数:




Instructional design, technology-mediated learning and communication, ethical issues related to educational technology use


  • 西南大学BET9十年信誉玩家首选网址       副教授

  • 美国印第安纳大学勒迪(Luddy)信息学、计算机与工程学院 博士后、访问学者

  • 香港大学教育学院       博士、兼职讲师

  • 美国Global Leadership Academy Charter School   教师

  • 美国Tennessee Foreign Language Institute    教师

  • 美国范德堡大学皮博迪(Peabody)教育学院   硕士

  • 国际关系学院外语学院      学士



  1. Tang, Y.*, Brockman, M. L., & Patil, S. (2021, accepted). Promoting privacy considerations in real-world projects in capstone courses with ideation cards. ACM Transactions on Computing Education. (SCIE Q2)

  2. Tang, Y.*, Hew, K. F., Herring, S. C, & Chen, Q. (2021, accepted). Mis(communication) through stickers in online group discussions: A multiple-case study. Discourse & Communication. (SSCI Q3)

  3. Tang, Y.*, Hew, K. F., Yuan, X., & Qiao. C. (2020). How social instant messaging questions affect replies: A randomized controlled experiment. Behaviour & Information Technology. (SSCI Q3)

  4. Tang, Y.* & Hew, K. F. (2020). Does mobile instant messaging facilitate social presence in online communication? A two-stage study of higher education students. International Journal of Educational Technology in Higher Education, 17(15), 1–17. (SSCI Q1)

  5. Tang, Y.*, Hew, K. F., & Lo, C. K. (2020). Investigating the use of mobile instant messaging-facilitated 5E-flipped learning: A two-stage study. International Journal of Innovation and Learning, 27(3), 287–309.

  6. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). Animoji performances: “Cuz I can be a sexy poop”. Language@Internet, 18 (article 1), urn:nbn:de:0009-7-50465.

  7. Doo, M. Y.*, Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. (SSCI Q2)

  8. Doo, M. Y.*, Zhu, M., Bonk, C. J., & Tang, Y. (2020). The effects of openness, altruism, and instructional self-efficacy on work engagement of MOOC instructors. British Journal of Educational Technology, 51(3), 743–760. (SSCI Q1)

  9. Hew, K. F.*, Hu, X., Qiao, C., & Tang, Y. (2019). What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach. Computers & Education, 145, 103724. (SSCI Q1)

  10. Tang, Y.* & Hew, K. F. (2019). Emoticon, emoji, and sticker use in computer-mediated communication: A review of theories and research findings. International Journal of Communication, 13(2019), 2457–2483. (SSCI Q4)

  11. Tang, Y.* & Hew, K. F. (2019). Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective. Australasian Journal of Educational Technology, 35(4), 128–143. (SSCI Q2)

  12. Hew, K. F.*, Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50(3), 956–971. (SSCI Q1)

  13. Hew, K. F.*, Tang, Y., Lo, C. K., & Zhu, Y. (2018). Examining a WeChat-facilitated 5E-flipped learning pedagogical approach: A two-case mixed-method study. International Journal of Services and Standards, 12(3/4), 224–242.

  14. Hew, K. F.*, Qiao, C., & Tang, Y. (2018). Understanding student engagement in large scale open online courses: a machine learning facilitated analysis of student’s reflections in 18 highly-rated MOOCs. International Review of Research in Open and Distributed Learning, 19(3). (SSCI Q1)

  15. Tang, Y.* & Hew, K. F. (2017). Examining student participation and perception of mobile instant messaging: An exploratory study. International Journal of Learning and Teaching,3(4), 264–271.

  16. Tang, Y.* & Hew, K. F. (2017). Is mobile instant messaging (MIM) useful in education? Examining its technological, pedagogical, and social affordances. Educational Research Review, 21 (2017), 85–104. (SSCI Q1)

  17. Tang, Y.* & Hew, K. F. (2017). Using Twitter for education: Beneficial or simply a waste of time? Computers & Education, 106, 97–118. (SSCI Q1)


  1. Tang, Y.* & Hew, K. F. (2018). Emoticon, emoji and sticker use in computer-mediated communications: Understanding its communicative function, impact, user behavior, and motive. In L. Deng, W. Ma, & C. Fong (eds), New Media for Educational Change. Educational Communications and Technology Yearbook. (pp. 191–201). Springer, Singapore.


  1. Herring, S. C.*, Dainas, A. R., & Tang, Y. (2021). “MEOW! Okay, I shouldn’t have done that”: Factors influencing vocal performance through Animoji. Proceedings of the 4th International Workshop on Emoji Understanding and Applications in Social Media (Emoji2021).

  2. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). “If I’m close with them, it wouldn’t be weird”: Social distance and Animoji Use. 22nd International Conference on Human-Computer Interaction (pp. 285–304). Springer, Cham.

  3. Herring, S. C.*, Dainas, A. R., Lopez Long, H., & Tang, Y. (2020). Animoji adoption and use: Gender associations with an emergent technology. Emoji 2020 & the 14th International AAAI Conference on Web and Social Media (pp. 285–304).

  4. Tang, Y.*, Tian. H., & Hara. N. (2019). Mobile-based synchronous Q&A for knowledge sharing: A case study of Zhihu Live. Proceedings of ASIS&T Regional Meetings—the Asia-Pacific Regional Conference.

  5. Sun, Y.*, Hew, K. F., Tang, Y., & Gonda, D. E. (2018). Examining the diverse field of “e-learning” and its key competencies through job postings. Proceedings of the 10th International Conference on Education Technology and Computers (ICETC’18) (pp. 80–84). ACM, New York, NY.

  6. Hew, K. F.*, Qiao, C., Sun. Y., & Tang, Y. (2018). Sentiment analysis of student disaffection in large scale open online courses using automatic machine learning techniques: Implications for online teaching and learning. Proceedings of International Conference on Open and Innovative Education (ICOIE 2018) (pp. 389-401).

  7. Zhang, S.*, Tang, Y., & Hew, K. F. (2018). A systematic review of the benefits and challenges of using flipped learning in science education. Proceedings of International Conference of Educational Technology 2018.

  8. Tang, Y.*, Hew, K. F., & Chen, G. (2017). Students’ participative stances and knowledge construction in small group collaborative learning with mobile instant messaging facilitation. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017) (pp. 539–548). Asia-Pacific Society for Computers in Education.

  9. Tang, Y.* (2017). Student engagement of using mobile instant messaging in education: A two-stage study. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), Doctoral Student Consortium (pp. 5–8). Asia-Pacific Society for Computers in Education.

  10. Tang, Y.* & Hew, K. F. (2016). Exploring the role of SNS in dialogic construction. EdMedia: World Conference on Educational Media and Technology. (pp. 654–657). Association for the Advancement of Computing in Education (AACE).


  • 主研美国国家科学基金项目SaTC: EDU: Collaborative: Incorporating Sociotechnical Cybersecurity Learning Within Undergraduate Capstone Courses

  • 主持美国印第安纳大学研究项目 Emerging Scholars Research Experience for Undergraduate Women: Privacy Issues in Using Educational Technologies

  • 主持美国印第安纳大学研究项目 Groups SREP Research: Security and Privacy Learning in Capstone Experiences

  • 主研美国印第安纳大学研究项目 Grant-in-Aid of Research & Creative Activity: Self-Filtering through Animoji

  • 参研香港研究资助局优配研究金项目 Engaging students in online learning: What can we learn from massive open online courses (MOOCs)?