期刊论文：

1.       Li, W., Kuang, Z., Leng, X., Mayer, R. E., Wang, F（2024）. Role of Gesturing Onscreen Instructors in Video Lectures: A Set of Three-level Meta-analyses on the Embodiment Effect. Educational Psychology Review. ,36, 67. https://doi.org/10.1007/s10648-024-09910-0  (IF₂₀₂₂ = 10.1, Q1,中科院一区top; 2/60, Psychology, Educational)

2.       Kuang, Z., Jiang, X., Shubeck, K., Leng, X., Li, Y., Zhang, R., … Hu, X. (2024). The effect of different question types on vicarious learning. Educational Psychology. 44(2), 208–226. https://doi.org/10.1080/01443410.2024.2325589 (IF₂₀₂₂ = 3.2, Q1, 中科院二区, 18/60, Psychology, Educational)

3.       Kuang, Z., Wang, F., Andrasik, F., Hu, X. (2024). Instructor’s direct gaze not body orientation affects learning. Journal of Computers Assisted Learning, 40(2), 731–741. https://doi.org/10.1111/jcal.12917 (IF₂₀₂₂ = 5, Q1,中科院二区top; 23/269, Education & Educational Research)

4.       Kuang, Z., Wang, F., Xie, H., Mayer, R. E., Hu, X. (2023). Effect of the Instructor's Eye Gaze on Student Learning from Video Lectures: Evidence from Two Three-level Meta-analyses. Educational Psychology Review, 35, 109. https://doi.org/10.1007/s10648-023-09820-7 (IF₂₀₂₂ = 10.1, Q1,中科院一区top; 2/60, Psychology, Educational)

5.       匡子翌, 祝婉玲, 成美霞, 王福兴, 胡祥恩. (2023). 动作化学习的有效性及其影响机制. 心理科学进展, 31(10), 1924–1936.

6.       成美霞, 匡子翌, 冷晓雪, 张洋, 王福兴. (2023). 以教促学：学习者自我生成教学对学习的影响. 心理科学进展, 31(5), 769–782.

7.       王福兴，黄宇，冷晓雪，匡子翌. (2023). 自我生成教学促进多媒体学习:绘图的作用. 苏州大学学报(教育科学版), 11(3), 97–106. 

8.       Zheng, Q., Guo, Y., Wang, Z., Andrasik, F., Kuang, Z., Xu, S., & Hu, X. (2023). Status quo and predictors of Weibo users’ attitudes toward lesbians and gay men in 31 provinces in the Chinese mainland: Analysis based on supervised machine learning and provincial panel data. Frontiers in Psychology, 14, 1069589.

9.       匡子翌, 成美霞, 李文静, 王福兴, 胡祥恩. (2022). 视频教学中教师的眼神注视能否促进学习？心理科学进展, 30(10), 2291–2302.

10.    郭君君, 杨磊, 匡子翌, 赵庆柏, 胡祥恩. (2022). 情绪效价的记忆增强效应:存储或提取优势? 心理学探新, 42(1), 59–68.

11.    Zheng, Q., Guo, Y., Wang, Z., Andrasik, F., Kuang, Z., Li, J., . . . Hu, X. (2022). Exploring weibo users’ attitudes toward lesbians and gays in mainland china: A natural language processing and machine learning approach. Computers in human behavior, 127, 107021.

12.    匡子翌, 张洋, 王福兴, 杨晓梦, 胡祥恩. (2021). 教师的存在能否促进视频学习? 心理科学进展, 29(12), 2184–2194.（中国人民大学书报资料中心《心理学》全文转载，2022年第4期；《教育文摘周报》部分转载，2022年第5期）

13.    匡子翌, 王效广, 彭顺, 杨磊, 胡祥恩. (2021). 多项式加工树模型在再认启发式中的应用. 心理科学, 44(2), 496–503.

14.    杨磊, 高红丽, 郭君君, 匡子翌, 胡祥恩. (2021). 多项式加工树模型偏序约束的量化分析及其应用. 心理科学, 44(3), 720–727.

15.    胡祥恩, 匡子翌, 彭霁, 徐雯慧. (2019). GIFT——通用智能导学系统框架. 人工智能, 3, 22–28.

 

会议论文：

      

1.      Zhang, L., Lin, J., Kuang, Z.(通讯作者), Xu, S., Yeasin, M., & Hu, X. (2024). SPL: A Socratic Playground for Learning Powered by Large Language Mode. 2024 Educational Data Mining Workshop: Leveraging Large Language Models for Next Generation Educational Technologies. https://arxiv.org/abs/2406.13919 

2.      匡子翌, 王福兴，胡祥恩（2023）. 生成演示对学习效果的影响. 中国心理学会学习心理专业委员会第二届学术年会. 口头报告. 中国上海

3.      匡子翌, 王福兴，胡祥恩（2021）. 教学视频中教师注视和手势对学习效果的影响：来自眼动的证据. 第二十三届全国心理学学术会议. 口头报告. 中国呼和浩特

4.      Kuang,Z., Hu, X. (2021). The effect of question presentation on learning. 2021 ALTTAI Annual Consortium Meeting.