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ORCIDXin Zhao 0019
Person information
- affiliation: University of Sheffield, Information School, UK
Other persons with the same name
- Xin Zhao — disambiguation page
- Xin Zhao 0001 — Georgia Institute of Technology, Atlanta, GA, USA
- Xin Zhao 0002 — University of New South Wales, Sydney, Australia
- Xin Zhao 0003
![[0000-0003-3610-1519]](https://dblp.dagstuhl.de/img/orcid-mark.12x12.png "0000-0003-3610-1519")
— Tencent, Palo Alto, CA, USA (and 2 more) - Xin Zhao 0004 — Xi'an University of Technology, School of Economics and Management, China (and 1 more)
- Xin Zhao 0005 — University of Hanover, Geodetic Institute, Hannover, Germany
- Xin Zhao 0006 — Tianjin University, School of Electronic and Information Engineering, China
- Xin Zhao 0007 — Dalian University of Technology, School of Software, China
- Xin Zhao 0008 — Wuhan University, State Key Laboratory of Water Resources and Hydropower Engineering Science, Wuhan, China
- Xin Zhao 0009 — Southeast University, School of Electrical Engineering, Nanjing, China
- Xin Zhao 0010 — Nankai University, Tianjin, China
- Xin Zhao 0011 — KTH Royal Institute of Technology, School of Electrical Engineering and Computer Science, Stockholm, Sweden
- Xin Zhao 0012 — Chinese Academy of Sciences, Institute of Automation, Center for Research on Intelligent System and Engineering, Beijing, China (and 2 more)
- Xin Zhao 0013 — University of Queensland, Brisbane, Australia
- Xin Zhao 0014 — Beijing Institute of Technology, School of Information and Electronics, China
- Xin Zhao 0015 — Stony Brook University, Computer Science Department, NY, USA
- Xin Zhao 0016 — University of Michigan, USA
- Xin Zhao 0017 — University of Lille, France
- Wayne Xin Zhao (aka: Xin Zhao 0018) — Renmin University of China, Beijing, China (and 1 more)
- Xin Zhao 0020 — Tsinghua University, School of Software, BNRist, Beijing, China
- Xin Zhao 0021
- Xin Zhao 0022
- Xin Zhao 0023
- Xin Zhao 0024
- Xin Zhao 0025
- Xin Zhao 0026
- Xin Zhao 0027
- Xin Zhao 0028
- Xin Zhao 0029
- Xin Zhao 0030
- Xin Zhao 0031
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- Xin Zhao 0033
- Xin Zhao 0034
- Xin Zhao 0035
- Xin Zhao 0036
- Xin Zhao 0037
- Xin Zhao 0038
- Xin Zhao 0039
- Xin Zhao 0040
- Xin Zhao 0041
- Xin Zhao 0042
- Xin Zhao 0043
- Xin Zhao 0044
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2020 – today
- 2025
[j9]Zhongling Pi, Xuemei Huang, Yun Wen, Qin Wang, Xin Zhao, Xiying Li:
Happy facial expressions and mouse pointing enhance EFL vocabulary learning from instructional videos. Br. J. Educ. Technol. 56(1): 388-409 (2025)- [j8]Xiying Li, Huixin Chai, Wanru Cao, Xin Zhao, Zhongling Pi:
The importance of aligning instructor age with learning content in designing instructional videos for older adults. Educ. Inf. Technol. 30(5): 5701-5726 (2025) - [j7]Zhongling Pi, Xuemei Huang, Yujing Yuan, Yuan Yang, Xin Zhao, Xiying Li:
Intermittent mouse pointing enhances students' learning from instructional videos. Educ. Inf. Technol. 30(6): 7863-7876 (2025) - [j6]Xin Zhao, Andrew Cox, Xuanning Chen:
The use of generative AI by students with disabilities in higher education. Internet High. Educ. 66: 101014 (2025) - [j5]Zhongling Pi, Xuran Li, Mengjie Tong, Xin Zhao, Jiayu Wang, Xiying Li, Xiangchao Guo:
Instructors' Continuous Happy Facial Expressions Enhance Learning in Instructional Videos. J. Comput. Assist. Learn. 41(4) (2025) - [c11]Xin Zhao, Xuanning Chen, Andrew Cox:
Exploring the Affordances of Generative AI in Academic Writing for Disabled Student. HICSS 2025: 1-8 - [c10]Xin Zhao, Xuanning Chen, Lei Vincent Huang, Minna Rollins, Marco Carratù, Irida Shallari:
Students' Use and Attitudes Toward Generative Artificial Intelligence: A Comparative Study Between the UK and China. HICSS 2025: 1-8 - [c9]Xin Zhao, Marco Carratù, Irida Shallari, Minna Rollins:
Introduction to the Minitrack on Generative Artificial Intelligence in Higher Education. HICSS 2025: 1 - 2024
- [j4]Zhongling Pi, Li Zhang, Xin Zhao, Xiying Li:
Peers turning on cameras promotes learning in video conferencing. Comput. Educ. 212: 104986 (2024) - [j3]Zhongling Pi, Yuan Yang, Xin Zhao, Qiuyi Guo, Xiying Li:
Investigating behavioral and cognitive patterns among high-performers and low-performers in Co-viewing video lectures. Comput. Educ. 219: 105110 (2024) - [c8]Xin Zhao, Jiahong Xu, Andrew Cox:
Incorporating Artificial Intelligence into Student Academic Writing in Higher Education: The Use of Wordtune by Chinese international students. HICSS 2024: 2726-2735 - [c7]Xin Zhao, Haoyu Xie, Alec Roberts, Laura Sbaffi:
Promoting Academic Integrity Through Gamification: Testing the Effectiveness of a 3D Immersive Video Game. iConference (3) 2024: 65-76 - 2023
- [j2]Rumeng Yan, Xin Zhao, Suvodeep Mazumdar:
Chatbots in libraries: A systematic literature review. Educ. Inf. 39(4): 431-449 (2023) - [j1]Xin Zhao:
Hybrid Learning through Lecture Capture: Exploring Perspectives and Overcoming Challenges with Blackboard Encore Technology. Int. J. Emerg. Technol. Learn. 18(16): 210-221 (2023) - [c6]Chen Cao, Laura Sbaffi, Xin Zhao, Frank Hopfgartner:
Using a Narrative-based Gamified Teaching Approach to Improve International Students' Sense of Belonging. SIGCSE (2) 2023: 1417 - 2022
- [c5]Chen Cao, Xin Zhao, Frank Hopfgartner:
Enhancing Chinese International Students' Motivation and Engagement in a STEM Subject in UK Higher Education: A Case of Gamification in Programming. ICETC 2022: 6-11 - 2021
- [c4]Tayyeb Ahmed Khan, Xin Zhao:
Perceptions of Students for a Gamification Approach: Cities Skylines as a Pedagogical Tool in Urban Planning Education. I3E 2021: 763-773 - 2020
- [c3]Anas Alsuhaibani, Andrew M. Cox, Frank Hopfgartner, Xin Zhao:
Saudi International Students' Perceptions of Their Transition to the UK and the Impact of Social Media. iConference 2020: 198-208 - [c2]Hui Bao, Xin Zhao:
Integrating MOOCs in Blended-Learning Courses: Perspectives of Teachers and Students. ICWL/SETE 2020: 82-93 - [c1]Xin Zhao, Michael Kung, Liang Cai:
How Instructors Initially Viewed Teaching Online in Higher Education in the UK During the COVID-19 Pandemic. ICWL/SETE 2020: 277-286
Coauthor Index
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