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导航

  • 个人资料
  • 个人概况
  • 研究方向
  • 招生与培养
  • 开授课程
  • 科研项目
  • 学术成果
  • 荣誉及奖励

10 访问

个人资料

  • 部门： 教育学部
  • 性别： 女
  • 专业技术职务： 讲师
  • 研究标签：
  • 毕业院校： 美国佛罗里达大学
  • 学位： 博士
  • 学历： 博士研究生
  • 联系电话：
  • 电子邮箱： zhujiawen@ed.ecnu.edu.cn
  • 办公地址： 中北校区文科大楼
  • 通讯地址： 上海市中山北路3663号文科大楼
  • 邮编： 200062
  • 传真：

教育经历

  • 美国佛罗里达大学，博士

  • 美国匹兹堡大学，硕士


工作经历

  • 2023年12月——至今：华东师范大学，明园晨晖学者

  • 2021年11月——2023年11月：华东师范大学，高峰博士后


个人简介

社会兼职

  • 中国高等教育学会学习科学研究分会博士生论坛委员会委员

  • International Journal of Smart Technology and Learning 期刊 助理编辑

  • SSCI International Review of Research in Open and Distributed Learning (IRRODL) 审稿人

  • SSCI Journal of Research on Technology in Education 审稿人

  • SSCI Humanities and Social Sciences Communications 审稿人

  • Association for Educational Communication & Technology (AECT) 国际会议 审稿人

  • American Educational Research Association (AERA) 国际会议 审稿人


研究方向


  • 终身学习：致力于研究非正式在线学习环境中的学习动机、学习者行为和学习成效。为终身学习者提供个性化支持，提高终身学习者的学习参与度和学习效果。

  • 阅读障碍：利用信息技术帮助阅读障碍学生，致力于设计和开发智能诊断阅读障碍学生模型，个性化提升阅读障碍学生的阅读能力和学习成效，以促进全纳教育理念实现。

  • 人工智能+教育：在人工智能教育领域的研究集中在与全国各大区域和学校对接教育数字化转型工作，通过构建学生和教师数字画像，以实现智能化教学、学习和管理。


招生与培养

开授课程

科研项目

主持的教学科研项目

  1. 全国教育科学国家青年课题，汉语阅读障碍儿童的智能诊断与个性化干预研究（CQA240309），在研

  2. 上海市哲社规划教育学专项课题，基于研究技术的汉语阅读障碍儿童学习行为分析与智能诊断研究（B2024005），在研

  3. 2023年度上海市晨光计划项目，在研

  4. 2022年度华东师范大学人文社会科学青年预研究项目（2022ECNU-YYJ009），结项

学术成果

- Qin, C., He, H.*, Zhu, J., Hu, J., & Yu, J. (2024). Concerning rural undergraduates' knowledge absorption in large-scale online learning: inspired by three digital divides and beyond. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2024.2407368. [SSCI-Q2, IF=2.20]

- Zhu, J.*, He, H., Zhao, Y., & Cheng, M (2024). Does participating in online communities enhance the effectiveness and experience of micro-learning? Evidence from a randomized control trial. Humanities and Social Science Communications, 11(1), 1-10. [SSCI-Q1, IF=3.70]

- He, H., Zhu, J.*, Qin, C., & Li, Y. (2023). Are we ready for undergraduate educational technology programs? Lessons and experience from student satisfaction in China. Educational technology research and development, 71(5), 2155-2194. [SSCI-Q1, IF=4.8]

- Zhu, J., Kumar, S.* (2023). An Analysis of Online and Hybrid EdD Programs in Educational Technology. TechTrends. https://doi.org/10.1007/s11528-023-00848-8. [ESCI, IF=2.30]

- Zhu, J.*, & Dawson, K. (2023). Differences in sense of community and participation between lurkers and posters in informal online education-related communities. Behaviour & Information Technology, 1-14. https://doi.org/10.1080/0144929X.2023.2196571. [SSCI-Q2, IF=3.32]

- Zhu, J.*, & Dawson, K. (2023). Lurkers versus posters: Perceptions of learning in informal social media-based communities. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13303. [SSCI-Q1, IF=5.27]

- Dai, J., Gu, X.*, & Zhu, J. (2022). Personalized Recommendation in the Adaptive Learning System: The Role of Adaptive Testing Technology. Journal of Educational Computing Research, 07356331221127303. https://doi.org/10.1177/07356331221127. [SSCI-Q1, IF=4.35]

- Qin, C.*, He, H., Zhu, J., Hu, J., & Yu, J. (2022). Do learners with higher readiness feel less anxious when studying online at home?. Frontiers in psychology, 13. [SSCI-Q1, IF=4.23]

- Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development (ETR&D), 69(5), 2493-2522. https://doi.org/10.1007/s11423-021-10036-1. [SSCI-Q1, IF=5.58]

- Kim, D.*, Jo, I. H., Song, D., Zheng, H., Li, J., Zhu, J., ... & Xu, Z. (2021). Self-regulated learning strategies and student video engagement trajectory in a video-based asynchronous online course: a Bayesian latent growth modeling approach. Asia Pacific - Education Review, 1-13. https://doi.org/10.1007/s12564-021-09690-0. [SSCI-Q3, IF=2.25]

- Dawson, K.*, Zhu, J., Rizhaupt, A.D., Antonenko, P.P., Saunders, K., Wang, J. & Lombardino, L. (2021). The influence of the multimedia and modality principles on the learning outcomes, satisfaction, and mental effort of college students with and without dyslexia. Annals of Dyslexia. 1-23. https://doi.org/10.1007/s11881-021-00219-z. [SSCI-Q2, IF=2.28]

- Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development (ETR&D), 1-27. https://doi.org/10.1007/s11423-020-09807-z. [SSCI-Q1, IF=5.58]

- Zhu, J.*, Dawson, K., Rizhaupt, A.D., & Antonenko, P.P. (2020). Investigating how multimedia and modality design principles influence student learning performance, satisfaction, mental effort, and visual attention. Journal of Educational Multimedia and Hypermedia, 29(3), 265-284. [IF=0.50]

- Zhu, J.*, Li, X., Zhang, Y., Zainuddin, Z., Lee, S.Y. & Chu, K.W. (2019 October) Can gamification bring long-term effects for elementary students’ learning? In Proceeding of ASSIS&T AP 2019 regional conference. Phnom Penh, Cambodia.

- Dawson, K.*, Antonenko, P., Lane, H., & Zhu, J. (2019). Assistive Technologies to Support Students with Dyslexia. TEACHING Exceptional Children, 51(3), 226-239. [ESCI, IF=1.13]

- Zhu, J.* (2018, October). Students’ Perceptions on the Use of Mobile Applications in English Language Learning. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1202-1297). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). 

荣誉及奖励