Xun Ge

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Research on Industry Development Path Planning of Resource-Rich Regions in China from the Perspective of “Resources, Assets, Capital”

Sustainability

The development of industries in China’s resource-rich regions is mainly affected by resource res... more The development of industries in China’s resource-rich regions is mainly affected by resource reserves, environmental protection, and industrial structural adjustment. The development of resource-oriented industries that can’t support a high-quality regional economy is large but not well developed. This article considers China’s resource product imports and exports, carbon emissions, and industrial structure ratio factors in recent years. It is believed that China’s resource-rich regions have macro-level development bottlenecks, and the general development of a resource-based industries path is proposed based on the perspective of “resources, assets, and capital”. Taking Guangxi Zhuang Autonomous Region as an empirical case, this article analyzes the pattern of regional industrial development by using the input-output method, calculates the degree of inter-industrial correlation, and constructs a regional industrial development system. The results show the following: 1. China’s over...

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Scaffolding students' problem-solving processes on

Complex, real-world problem solving is an essential component of learning. Based on previous rese... more Complex, real-world problem solving is an essential component of learning. Based on previous research (e. g., Bransford, Brown, & Cocking, 2000; Bransford & Stein, 1993; Jonassen, 1997), engaging students in complex, ill-structured problem-solving tasks not only help them to apply knowledge in real-world situations, but also facilitate knowledge transfer. However, previous research has also pointed to students' deficiencies in problem-solving skills, for instance, failing to apply knowledge learned in one context to another, especially when solving problems on ill-structured tasks (Gick and Holyoak, 1980; Gick, 1986). While students ’ difficulties in problem solving are partly attributed to misconceptions or shallow conceptions of domain knowledge (P. J. Feltovich, Spiro, Coulson, and J. Feltovich, 1996), they are, to a greater extent, due to a lack of metacognitive knowledge (Brown, 1987). Therefore, it follows that supports should be provided to students during problem

A Fixed Point Theorem for Correspondences on Cone Metric Spaces

In this paper, we prove that if f is a contractive closed-valued correspondence on a cone metric ... more In this paper, we prove that if f is a contractive closed-valued correspondence on a cone metric space (X, d) and there is a contractive orbit {xn} for f at x0 ∈ X such that both {xni} and {xni+1} converge for some subsequence {xni} of {xn}, then f has a fixed point, which generalizes a fixed point theorem for contractive closed-valued correspondences from metric spaces to cone metric spaces.

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Yamashiro, K. A., Ge, X. & Lee, J. (1999). Applying a cost-benefits methodology to distance instruction and training, Tech Times, October 1999

Lubin, I. A., & Ge, X. (2012). Investigating the influences of a LEAPS model on preservice teachers’ problem solving, metacognition, and motivation in an educational technology course. Educational Technology Research & Development, 60(2), 239-270. DOI: 10.1007/s11423-011-9224-3

Educational Technology Research and Development

Three-Dimension Design for Mobile Learning: Pedagogical, Design, and Technological Considerations and Implications

Handbook of Mobile Learning, 2013

Definable Subsets In Covering Approximation Spaces

Covering approximation spaces is a class of important generalization of approximation spaces. For... more Covering approximation spaces is a class of important generalization of approximation spaces. For a subset X of a covering approximation space (U, C), is X definable or rough? The answer of this question is uncertain, which depends on covering approximation operators endowed on (U, C). Note that there are many various covering approximation operators, which can be endowed on covering approximation spaces. This paper investigates covering approximation spaces endowed ten covering approximation operators respectively, and establishes some relations among definable subsets, inner definable subsets and outer definable subsets in covering approximation spaces, which deepens some results on definable subsets in approximation spaces.

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Career Sustaining Competencies for Managing Disruptions and Innovative Problem Solving in a Digitized World

2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 2018

In this poster session we showcase an innovative curriculum model for engineering education by us... more In this poster session we showcase an innovative curriculum model for engineering education by using digital reflection journals, real problem scenarios and instructor's iterative feedback to develop students' 21st century skills and career sustaining non-technical competencies for managing disruptions and innovative problem solving in the emerging 21 century digitized world.

The Living Laboratory in the Context of Educational Research

Cognitive Systems Engineering, 2017

Toward a Theory of the Development of Expertise in Instructional Design

Dimensions of Social Interactions Contributing to Knowledge Construction and Building in an Online Learning Community

Cultivating Design Thinking in an Interdisciplinary Collaborative Project-Based Learning Environment

An Investigation of Technology-Supported Collaborative Problem Solving among Students of Interdisciplinary Teams

Understanding Learners’ Challenges and Scaffolding their Ill-structured Problem Solving in a Technology-Supported Self-Regulated Learning Environment

Handbook of Research in Educational Communications and Technology, 2020

The purpose of this chapter is to understand learners’ challenges in ill-structured problem solvi... more The purpose of this chapter is to understand learners’ challenges in ill-structured problem solving and identify effective strategies and tools to scaffold their problem-solving processes. The following goals serve to organize the chapter: (1) presenting an updated expert model of ill-structured problem solving based on a critical synthesis of ill-structured problem-solving literature, (2) identifying learner challenges in the ill-structured problem-solving processes by comparing their performance with the expert model, (3) proposing a scaffolding framework with strategies and tools to address various learner challenges. The scaffolding strategies and tools will be discussed in two parts: designing a learning environment with hard scaffolding strategies and tools to address key challenges encountered by learners and facilitating learners’ problem-solving processes through soft scaffolding provided by the teacher/expert and peers. It is hoped that this chapter will shed light on instructional design and classroom practice in supporting learners’ endeavor to solve ill-structured problems.

Computer-Based Learning Environments for Deeper Learning in Problem-Solving Contexts

Computers in Human Behavior, 2018

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The Role of Self‐Directed Learning in PBL

The Wiley Handbook of Problem‐Based Learning, 2019

Designing Engaging Educational Games and Assessing Engagement in Game-Based Learning

Handbook of Research on Serious Games for Educational Applications

The focus of this chapter is on designing engaging educational games for cognitive, motivational,... more The focus of this chapter is on designing engaging educational games for cognitive, motivational, and emotional benefits. The concept of engagement is defined and its relationship with motivation and cognition are discussed. Design issues with many educational games are examined in terms of factors influencing sustained motivation and engagement. A theoretical framework to design engaging digital games is presented, including three dimensions of engagement (i.e., behavioral, cognitive, and emotional). Later, the chapter considers how to harness the appealing power of engaging games for designing engaging educational games. Various motivational features of game design and learner experiences are considered. In conclusion, the chapter also discusses various methods to assess engagement in order to inform the design of educational games that motivate learners.

Development of Instructional Design Expertise in a Blended Learning Environment (D&D)

Do cognitive structure and motivation influence problem representation in game-based learning?

Aera 2013 Education and Poverty Theory Research Policy and Praxis Proceedings of the American Education Research Association 2013 Annual Meeting, 2013

A Conceptual Framework for Scaffolding Ill-Structured Problem-Solving Processes Using Question Prompts and Peer Interactions

Educational Technology Research and Development, 2004

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