1. Lai, P. H., Chang, M. H., Cheng, C. H. *, Wen, C. T., Fan Chiang, S. H., Hwang, F. K., & Liu, C. C. (2025). The learning analytics of students’ performance in computational science modeling and modeling strategies. Contemporary Journal of Science Education. 33(4), 315-343.
  2. Bhagat, K. K., Cheng, C. H., Koneru, I., Fook, F. S., & Chang, C. Y. (2023). Students’ Blended Learning Course Experience Scale (BLCES): development and validation. Interactive Learning Environments, 31(6), 3971-3981.
  3. Liu, C. C., Lin, T. W., Cheng, C. H., Wen, C. T., Chang, M. H., Fan Chiang, S. H., Tsai, M. J., Lin, H. M., Hwang, F. K. (2021). The Impact of Functional Interdependencies of Computer Simulations on Collaborative Learning: Evidence from Multiple Sources. Journal of Computer Assisted Learning, 38(2), 455-469.
  4. Cheng, C. H., & Yang, F. Y. (2022). Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components. International Journal of Science Education, 44(8), 1336-1355.
  5. Bhagat, K. K., Yang, F. Y., Cheng, C. H., Zhang, Y., & Liou, W. K. (2021). Tracking the process and motivation of math learning with Augmented Reality. Educational Technology Research and Development, 69(6), 3153-3178.
  6. Cheng, C. H., Bråten, I., Yang, F. Y., Brandmo, C. (2021). Investigating structural relationships among upper-secondary school students' beliefs about knowledge, justification for knowing, and Internet-specific justification in the domain of science. Journal of Research in Science Teaching, 58(7), 980-1009.
  7. Yang, F. Y., Bhagat, K. K., & Cheng, C. H. (2019). Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education, 41(10), 1347-1365.
  8. 鄭嘉惠、楊芳瑩、連筱萍、洪逸文。(2019)。科學課室教學之教師提問模式分析：以地球科學課室為例。科學教育學刊，27(3)，167-184。
  9. Cheng, C. H., Yang, F. Y., Bhagat, K. K., Liou, W. K., Chang, C. Y., & Zhang, Y. (2018). Investigating the learning performance toward geometry learning in an augmented reality system. In 26th International Conference on Computers in Education, ICCE 2018. 337-339.

  1. 黃威凱，鄭嘉惠 (2025年12月)。初探不同職前教師對包含科學科目的跨領域課程理論理解與實踐表現。第四十一屆科學教育國際研討會(ASET 2025)，彰化，臺灣。
  2. Linh, Cao Nu Thuy, Cheng, C. H., & Chang, C. Y. The role of motivation in STEM pathway intentions: Evidence from Vietnamese eighth graders. Paper presented at the 41st Annual International Conference of Science Education in Taiwan, December 11-13, Changhua, Taiwan.
  3. Cheng, C. H., Yang, F. Y. (2025). An Investigation of a Digital Inquiry Platform's Impact on Biology Learning and the Role of Self-Efficacy. Paper presented at the 17th Asian Conference on Education, November 23-28, Tokyo, Japan.
  4. Cheng, C. H. (2024). Investigating Students’ Inquiry Learning Performance in an Online Biology Inquiry Learning Environment. Paper presented at the 2024 International Conference on Science Education in the Infosphere, November 27-29, Seoul, South Korea.
  5. 吳一平，鄭嘉惠，劉晨鐘（2023年03月）。教育元宇宙之合作與學習行為分析。第十八屆台灣數位學習發展研討會(TWELF 2023)，屏東，臺灣。
  6. 陳俊豪，温采婷，張銘華，劉晨鐘，鄭嘉惠，張貴雲，戴宏明，蔡宇翔（2023年03月）。透明顯示器於合作科學探究學習之影響與限制。第十八屆台灣數位學習發展研討會(TWELF 2023)，屏東，臺灣。
  7. 曾鉉閎，鄭嘉惠，温采婷，劉晨鐘（2023年03月）。探討漸進式學習方式對學生於計算建模平台學習之影響。第十八屆台灣數位學習發展研討會(TWELF 2023)，屏東，臺灣。
  8. 周彥丞，劉晨鐘，鄭嘉惠，溫采婷 (2022年03月)。開發觀察鷹架輔助學生使用視覺化程式工具進行計算建模之分析。第十七屆台灣數位學習發展研討會(TWELF 2022)，臺東，臺灣。
  9. 賴柏翰，劉晨鐘，鄭嘉惠，溫采婷 (2021年03月)。學生應用視覺化建模與程式工具進行計算建模之分析。第十六屆台灣數位學習發展研討會(TWELF 2021)，宜蘭，臺灣。
  10. Cheng, C. H., Bråten, I., Yang, F. Y., & Brandmo, C. (2020). Investigating relationships among epistemic beliefs, visual attention during argument identification training, and performance on an argument identification task. Poster presented at the Workshop on Multiple Document Literacy, January 15-17, Valencia, Spain.
  11. Yang, F. Y., Cheng, C. H., Bhagat, K. K., Liou, W. K., Tsai, M. L. (2019). Tracking geometry learning in the AR environment. Poster presented at the biannual conference of European Association of Research on Learning and Instruction, August 12-16, Aachen, Germany.
  12. Cheng, C. H., Yang, F. Y., Liang, J. C. (2019) Associations of scientific epistemic beliefs, justification for knowing, and Internet-specific epistemic justification in Taiwanese high school students. Paper presented at the International Learning Sciences Forum: International Trends for AI and Big Data in Learning Sciences, July 11-13, Taipei, Taiwan
  13. Cheng, C. H., Yang, F. Y., Bhagat, K. K., Liou, W. K., Chang, C. Y., & Zhang, Y. (2018). Investigating the learning performance and learning motivation toward geometry learning in an augmented reality system. Poster presented at the annual international conference of the 26th International Conference on Computers in Education, November 26-30, Manila, Philippines.
  14. Cheng, C. H., & Yang, F. Y. (2017). Analyzing teacher questioning behaviors in the Earth Science classrooms. Paper presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 18-21, Hokkaido, Japan.
  15. Yang, F. Y., Ohno, E., & Cheng, C. H. (2017). Tracking the process of solving physics problems and a preliminary cross-country comparison. Poster presented at the biannual conference of the European Science Education Research Association, August 21-25, Dublin, Ireland.
  16. Cheng, C. H., Yang, F. Y. (2017). Investigating the interaction between science reading and note taking. Paper presented at the at the biannual conference of the European Science Education Research Association, August 21-25, Dublin, Ireland.
  17. Cheng, C. H., & Yang, F. Y. (2016). 探究科學認識信念與生物學文本閱讀歷程之關係. Paper presented at the Second International Conference for Personal Epistemology and Learning, December 13-15, Taipei, Taiwan.
  18. Cheng, C. H., & Yang, F. Y. (2016). Using the eye tracking method to investigate the relationships between text reading, comprehension and information integration. Poster presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 7-10, Seoul, South Korea.
  19. Yang, F. Y., & Cheng, C. H. (2016). Examining the process of solving physics problems. Invited speech presented at the HU-SNU-NTNU-KU Joint Symposium for Science Education, December 7-10, Seoul, South Korea.
  20. Cheng, C. H., & Yang, F. Y. (2016). Using the eye tracking method to reveal students’ cognitive conflicts. Paper presented at the at the annual international conference of the National Association for Research in Science Teaching, April 14-17, Baltimore, MD, USA.

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