ZHENG Lanqin
Professor
School of Educational Technology
Email：bnuzhenglq@bnu.edu.cn
Address：19 Xinjiekouwai Street, Haidian, Beijing, China
ABOUT ME
Prof. Lanqin Zheng serves as Deputy Dean of School of Educational Technology and Deputy Director of the Journal Center at the Faculty of Education. Her research interests include computer-supported collaborative learning, artificial intelligence in education (AIED), learning analytics, and science education. Recognized as one of the World’s Top 2% Most-Cited Scientists in both 2024 and 2025, her scholarly output includes 127 papers, 6 monographs and textbooks, and 5 ministerial/provincial-level awards. She has also received 24 international and institutional honors, secured 11 software copyrights and patents, and contributed to 5 books/textbooks and advisory reports. She has led 26 national, ministerial/provincial-level, and other research projects, while participating in over 30 additional initiatives. Her editorial roles include Associate Editor for Journal of Computer Assisted Learning (SSCI-indexed), Editorial Board Member for International Journal of Mobile Learning and Organization, and Assistant Editor for Journal of Computers in Education and Smart Learning Environments. Additionally, she serves as a reviewer for more than 20 SSCI journals and on the program committees of many international conferences.
EDUCATION
Postdoctoral fellow, School of Computing and Information Systems, Athabasca University, Canada (2014.1-2014.12)
Ph.D. in Educational Technology, School of Educational Technology, Faculty of education, Beijing Normal University, Beijing, China (2009.9-2012.6)
M.A. in Educational Technology, School of Information Science, Beijing Normal University, Beijing, China (2001.9-2004.6)
TEACHING EXPERIENCE
Algorithms and Programming (Python)
Information processing technology
Modern educational technology
Computer-supported Collaborative Learning (Teach in English)
SELECTED PUBLICATIONS
Selected Journal Articles
1.Zheng, L., Shi, Z., Gao, L., & Fan, Y. (2025). A novel group cognitive graph approach for improving
collaborative problem solving. International Journal of Educational Technology
in Higher Education, 22(1), 18 (SSCI Journal)
2.Zheng, L., Bhagat, K. K.,
Long, M., & Jha, N. K. (2025). Improving CSCL Performance: A
Quasiexperimental Study with Control and Intervention Groups Comparing
Informative and Suggestive Feedback. SAGE Open, 15(3), 21582440251363298. (SSCI Journal)
3.Zheng,
L., Huang, Z., Gao, L., & Fan, Y. (2025). An Artificial Intelligence‐Enabled Group Cognitive Diagnosis
Approach With the Goal of Promoting Online Collaborative Learning. Journal of
Computer Assisted Learning, 41(5), e70113.
(SSCI Journal)
4.Zheng,
L., Shi, Z., Fu, Z., & Liu, S. (2025). The Impacts of Intelligent Feedback on Learning Achievements and
Learning Perceptions in Inquiry‑Based Science Learning: A Meta‑Analysis of
Studies from 2013 to 2023. Journal of Science Education and Technology, 1-20. (SSCI Journal)
5.Zheng, L., Gao, L., Huang, Z.,
Shi, Z., & Zhou, Y. (2025). A systematic meta-analysis of the impacts of
group awareness tools on learning achievements, learning behaviors, and
learning perceptions from 2010–2023. Interactive Learning Environments, 1-18. (SSCI Journal)
6.Zheng, L., Fan, Y., Gao, L.,
Huang, Z., Chen, B., & Long, M. (2024). Using AI-empowered assessments and
personalized recommendations to promote online collaborative learning
performance. Journal of Research on Technology in Education, 1-27. (SSCI Journal)
7.Zheng, L., Fan, Y., Chen, B.,
Huang, Z., Gao, L., & Long, M. (2024). An AI-enabled feedback-feedforward
approach to promoting online collaborative learning. Education and Information
Technologies, 29, 11385–11406. (SSCI
Journal)
8.Zheng, L., Fan, Y., Huang, Z.,
& Gao, L. (2024). Impacts of three approaches on collaborative
knowledge building, group performance, behavioural engagement, and
socially shared regulation in online collaborative learning. Journal of
Computer Assisted Learning, 40(1), 21-36. (SSCI
Journal)
9.Zheng, L., Zhong, L., &
Fan, Y. (2023). An automated analysis of topic distributions and features
approach to promoting group performance, collaborative knowledge building and
socially shared regulation in online collaborative learning. Australasian Journal
of Educational Technology,39(3), 114-132.
(SSCI Journal)
10.Zheng, L., Fan, Y. (2023). The impact of learning analytics
interventions on learning achievements: a meta-analysis of research from 2012
to 2021. Interactive Learning Environments, 32(10), 6267–6282. (SSCI Journal)
11.Zheng, L., Long, M., Chen, B., & Fan, Y. (2023). Promoting
knowledge elaboration, socially shared regulation, and group performance in
collaborative learning: an automated assessment and feedback approach based on
knowledge graphs. International Journal of Educational Technology in Higher
Education, 20(1), 46. (SSCI Journal)
12.Zheng, L., Kinshuk, Fan, Y., & Long, M. (2023). The impacts of
the comprehensive learning analytics approach on learning performance in online
collaborative learning. Education and Information Technologies, 28,
16863–16886. (SSCI Journal)
13.Zheng, L., Long, M., Niu, J., & Zhong, L. (2023). An automated
group learning engagement analysis and feedback approach to promoting
collaborative knowledge building, group performance, and socially shared
regulation in CSCL. International Journal of Computer-Supported Collaborative
Learning, 18(1), 101-133. (SSCI Journal)
14.Zheng, L., Zhong, L., & Fan, Y. (2023). An immediate analysis
of the interaction topic approach to promoting group performance, knowledge
convergence, cognitive engagement, and coregulation in online collaborative
learning. Education and Information Technologies, 28, 9913–9934. (SSCI Journal)
15.Zheng, L., Niu, J., Long, M., & Fan, Y. (2023). An automatic
knowledge graph construction approach to promoting collaborative knowledge
building, group performance, social interaction and socially shared regulation
in CSCL. British Journal of Educational Technology, 54(3), 686-711. (SSCI Journal)
16.Zheng, L., Niu, J., Zhong, L., & Gyasi, J. F. (2023). The effectiveness of artificial intelligence on learning achievement and learning perception: A meta-analysis. Interactive Learning Environments, 31(9), 5650-5664. (SSCI Journal)
17.Zheng, L., Niu, J., Zhong, L., & Gyasi, J. F. (2023). Knowledge-building and metacognition matter: Detecting differences between high-and low-performance groups in computer-supported collaborative learning. Innovations in Education and Teaching International, 60(1), 48-58. (SSCI Journal)
18.Zheng, L., Long, M., Zhong, L., & Gyasi, J. F. (2022). The effectiveness of technology-facilitated personalized learning on learning achievements and learning perceptions: a meta-analysis. Education and Information Technologies, 27, 11807–11830. (SSCI Journal)
19.Zheng, L., Zhen, Y., Niu, J., & Zhong, L. (2022). An exploratory study on fade-in versus fade-out scaffolding for novice programmers in online collaborative programming settings. Journal of Computing in Higher Education, 34, 489–516. (SSCI Journal)
20.Zheng, L., Niu, J., & Zhong, L. (2022). Effects of a learning analytics-based real-time feedback approach on knowledge elaboration, knowledge convergence, interactive relationships and group performance in CSCL. British Journal of Educational Technology, 53, 130–149. (SSCI Journal)
21.Zheng, L., Zhong, L., & Niu, J. (2022). Effects of personalised feedback approach on knowledge building, emotions, co-regulated behavioural patterns and cognitive load in online collaborative learning. Assessment & Evaluation in Higher Education, 47(1), 109-125. (SSCI Journal)
22.Zheng, L., Zhong, L., Niu, J., Long, M., & Zhao, J. (2021). Effects of personalized intervention on collaborative knowledge building, group performance, socially shared metacognitive regulation, and cognitive load in computer-supported collaborative learning. Educational Technology & Society, 24(3), 174-193. (SSCI Journal)
23.Zheng, L., Cui, P., & Zhang, X. (2020). Does collaborative learning design align with enactment? An innovative method of evaluating the alignment in the CSCL context. International Journal of Computer-Supported Collaborative Learning, 15(2), 193-226. (SSCI Journal)
24.Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15. (SSCI Journal)
25.Zheng, L., Zhang, X., & Cui, P. (2020). The role of technology-facilitated peer assessment and supporting strategies: a meta-analysis. Assessment & Evaluation in Higher Education, 45(3), 372-386. (SSCI Journal)
26.Zheng, L., Chen, N. S., Cui, P., & Zhang, X. (2019). A Systematic Review of Technology-Supported Peer Assessment Research. The International Review of Research in Open and Distributed Learning, 20(5), 168-191. (SSCI Journal)
27.Zheng, L., Li, X., Zhang, X., & Sun, W. (2019). The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning. The Internet and Higher Education, 42, 13-24. (SSCI Journal)
28.Zheng, L., Cui, P., Li, X., & Huang, R. (2018). Synchronous discussion between assessors and assessees in web-based peer assessment: Impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy. Assessment & Evaluation in Higher Education, 43(3), 500-514. (SSCI Journal)
29.Zheng, L., Dong, Y., Huang, R., Chang, C. Y., & Bhagat, K. K. (2018). Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science. International Journal of Science Education, 40 (2), 139–158.(SSCI Journal)
30.Zheng, L., Li, X., & Chen, F. (2018). Effects of a mobile self-regulated learning approach on students’ learning achievements and self-regulated learning skills. Innovations in Education and Teaching International, 55 (6), 616–624(SSCI Journal)
31.Zheng, L., Li, X., & Huang, R. (2017). The Effect of Socially Shared Regulation Approach on Learning Performance in Computer-Supported Collaborative Learning. Educational Technology & Society, 20 (4), 35–46. (SSCI Journal)
32.Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review, 17, 187–202 (SSCI Journal)
33.Zheng, L. & Huang, R. (2016). The Effects of Sentiments and Co-regulation on Group Performance in Computer-Supported Collaborative Learning. The Internet and Higher Education, 28, 59-67 (SSCI Journal)
34.Zheng, L., Huang, R., Hwang, G. J., & Yang, K. (2015).
Measuring Knowledge Elaboration based on a Computer-assisted Knowledge Map
Analytical Approach to Collaborative Learning. Educational Technology & Society, 18(1), 321-336.(SSCI Journal)
35.Zheng, L., Huang, R., & Yu, J. (2014). Identifying Computer-Supported Collaborative Learning (CSCL) Research in Selected Journals Published from 2003 to 2012: A Content Analysis of Research Topics and Issues. Educational Technology & Society, 2014, 17(4), 335-351. (SSCI Journal)
36.Zheng, L., Yang, K., & Huang, R. (2012). Analyzing Interactions by an IIS-map-based Method in Face-to-Face Collaborative Learning: An Empirical Study. Educational Technology & Society, 2012, 15 (3), 116-132. (SSCI Journal)
37.Song, Y., Huang, L., Zheng, L. *, Fan, M., & Liu, Z. (2025). Interactions with generative AI chatbots: unveiling dialogic dynamics, students’ perceptions, and practical competencies in creative problem-solving. International Journal of Educational Technology in Higher Education, 22(1), 12. (SSCI Journal)
38.Gyasi, J. F., Zheng, L.
*, Love, S. F., & Boateng, F. O. (2025). The effects of three
different approaches to human–AI collaboration on online collaborative
learning. Educational Technology & Society, 28(2), TP07 (SSCI Journal)
39.Fosua Gyasi, J., & Zheng,
L*. (2023). Idea Improvement and Socially Shared Regulation
Matter in Cross-Cultural Online Collaborative Learning. SAGE Open, 13(1),1-17.
(SSCI Journal)
40. Fu,
Q., Zheng, Y., Zhang, M., Zheng, L.,
Zhou, J., & Xie, B. (2023). Effects of different feedback strategies on academic
achievements, learning motivations, and self-efficacy for novice programmers.
Educational technology research and development, 1-20. (SSCI
Journal)
2. Lanqin Zheng. Knowledge Building and
Regulation in Computer-Supported Collaborative Learning. Springer, 2017.
3. Lanqin Zheng. The interaction analysis
method of collaborative learning from the perspective of information flows.
Posts & Telecom Press, 2015.
SELECTED RESEARCH PROJECTS
1.The
Youth Project of the National Natural Science Foundation of China ―Research on
Key Technologies of Interaction Analysis in Online Collaborative Learning Based
on Educational Knowledge Graph. 2020-2022. (Principal Investigator: Lanqin
Zheng)
2.The
Youth Project for Humanities and Social Sciences Research of the Ministry of
Education ―An Empirical Study on the Design Methods and Optimization Strategies
of Collaborative Learning Activities Driven by Multi-source Data. 2019-2022. (Principal
Investigator: Lanqin Zheng)
3.The
Key Project of Beijing Education Science 13th Five-Year Plan ―Research on the
Design and Evaluation of Learning Activities for Artificial Intelligence
Courses in Primary and Secondary Schools in Beijing, 2018-2021. (Principal
Investigator: Lanqin Zheng) (Completed)
4.The
International Joint Research Project of the Faculty of Education, Beijing
Normal University ―An Empirical Study on Artificial Intelligence Technology
Facilitating Personalized Learning, 2021-2024. (Principal Investigator: Lanqin
Zheng )
5.Research
on the Development Strategy of Science Education in China (Sub-project Leader).
2018-2020. (Principal Investigator: Lanqin ZHENG)
6.The
youth project for pedagogy of the National Social Science Fund of China in 2014
―The empirical study on the assessment and intervention of adaptive regulation
for college students (CCA140154), 2014.12-2017.12. (Principal Investigator:
Lanqin ZHENG)
7.The
2014 Beijing youth project of the Twelfth Five-Year Plan for Educational
Science ―The empirical study on improving the self-regulated learning abilities
in smart learning environment (CJA14185), 2014.8-2017.8. (Principal
Investigator: Lanqin ZHENG)
8.The
Youth Discipline Construction Project of the Faculty of Education, Beijing
Normal University ―Research on the Classification Model and Application of
Online Learning Interaction Text Based on Deep Learning Technology. 2019-2020.
(Principal Investigator: Lanqin ZHENG)
9.The
Full-English Course Construction Project for Computer-Supported Collaborative
Learning. 2018.1-2028.12. (Principal Investigator: Lanqin ZHENG)
10. The
Online Digital Course Construction Project of the Faculty of Education, Beijing
Normal University. 2018.1-2028.12. (Principal Investigator: Lanqin ZHENG)
ACADEMIC SERVICE
1.Associate
Editor of JCAL(SSCI Journal) (since 2022)
2.The
Editorial board of International Journal of Mobile Leaning and Organization
(IJMLO)
4.Assistant
Editor of Smart Learning Environment (ESCI indexed Journal)
5.Reviewer
of Research Educational Review (SSCI Journal)
6.Reviewer
of Computers & Education (SSCI Journal)
7.Reviewer
of Interactive Learning Environments (SSCI Journal)
8.Reviewer
of British Journal of Educational Technology (SSCI Journal)
9.Reviewer
of Educational Technology & Society (SSCI Journal）
10.Reviewer
of Asia Pacific Education Review（SSCI Journal）
11.Reviewer
of Asia Pacific Education Researcher（SSCI
Journal）
12.Reviewer
of The Internet and Higher Education（SSCI
Journal）
13.Reviewer
of The International Review of Research in Open and Distance Learning（SSCI Journal）
14.Reviewer
of IEEE’s Transactions on Learning Technologies (SSCI Journal)
15.Reviewer
of Learning and Individual Differences (SSCI Journal)
16.Reviewer
of Computer Assisted Language Learning (SSCI Journal)
17.Reviewer
of IJCSCL (SSCI Journal)
18.Reviewer
of JCAL (SSCI Journal)
19.Reviewer
of Instructional science (SSCI Journal)
20.Reviewer
of Innovations in Education and Teaching International (SSCI Journal)
21.Reviewer
of Interactive Learning Environments (SSCI Journal)
22.Reviewer
of EIT (SSCI Journal)
23.Reviewer
of Sage Open (SSCI Journal)
24.Reviewer
of ETS (SSCI Journal)
25.Reviewer
of ETRD (SSCI Journal)
26.Reviewer
of Journal of Computers in Education (Springer Journal)
27.Reviewer
of International Journal of Mobile Leaning and Organization
28.Reviewer
of International Workshop on Learning Analytics (IWLA 2013)
29.Reviewer
of International Workshop on Smart Learning Environments 2013 at The 9th
International Conference on Signal Image Technology & Internet Based
Systems 2013
30.International
Scientific Committee Member of the 2014 International Conference on Smart
Learning Environments Conference (SLE2014)
31.International
Scientific Committee Member of the 2015 International Conference on Smart
Learning Environments Conference (SLE2015)
32.International
Scientific Committee Member of the 2015 International Conference on Smart
Learning Environments Conference (SLE2016)
33.Scientific
Committee Member of International Workshop on Learning Analytics (IWLA 2013)
34.Program
committee member of T4E 2013
35.Program
committee member of T4E 2014
36.Program
committee member of T4E 2015
37.Program
committee member of T4E 2016
38.Program
Committee of ICALT 2013
39.Program
Committee of ICALT 2014
40.Program
Committee of ICALT 2015
41.Program
committee of ICALT 2016 (16th IEEE International Conference on Advancing Learning Technologies)
42.Program
committee of ICALT 2017 (17th IEEE International Conference on Advancing Learning Technologies)
43. Program
committee and Track chair of ICALT 2018、2019、2020、2021、2022
Copyright @ Faculty of Education Beijing Normal University. All rights reserved.
Yingdong Buidling, Beijing Normal University 技术支持:北京师科阳光信息技术有限公司
Email：jiaoyuxuebu@bnu.edu.cn
