Wenli Chen

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Associate Professor

Nanyang Technological University (NTU)

Singapore

Research Interests

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About

Wenli Chen is an Associate Professor at Nanyang Technological University in Singapore. His research primarily focuses on collaborative learning, peer feedback, and argumentation in educational settings, as illustrated by his recent articles on affective rhetorical moves and cognitive load in collaborative environments. Chen's work integrates innovative methodologies, including machine learning and eye-tracking, to enhance student engagement and performance in learning outcomes.

Recent Grants

Grant: Close

Mandarin eBook App and Singaporean Children’s Home Reading Quantity, Quality, and Emergent Literacy Outcomes

Open Date: 2019-11-01

Close Date: 2022-10-01

Grant: Close

Computer-Supported Collaborative Argumentation in Social Studies and History Classrooms

Open Date: 2019-10-01

Close Date: 2022-09-01

Grant: Close

Towards Responsive Professional Development for Singapore Music Teachers. Phase 3: Investigating Efficacy of Video-Based Professional Development

Open Date: 2018-04-01

Close Date: 2019-10-01

Grant: Close

Assessment and Visualization of Collaborative Argumentation in Science Classroom

Open Date: 2017-08-01

Close Date: 2021-02-01

Grant: Close

LI-nterChange: Towards a Contextual- and Social-mediated Seamless Language Learning Practice with Multiple Learning Pathways

Open Date: 2015-01-01

Close Date: 2016-12-01

Articles (20)

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Collaborators (2)

Wei-Peng Teo

Assistant Professor in Motor Behavior

Nanyang Technological University (NTU)

SINGAPORE

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Qiyun Wang

Associate Professor

Nanyang Technological University National Institute of Education

SINGAPORE

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Wenli Chen

Research Interests

Contact this professor

About

Recent Grants

Articles (20)

From emotion to action: investigating the role of affective rhetorical moves in peer feedback implementation in university classrooms

How bodily engagement support design in groups: an exploratory study of hand gesture patterns in higher and lower-performing groups in design tasks

The scripted computer-supported collaborative argumentation in a secondary school classroom: an exploratory study

The impact of peer feedback features on feedback receivers' implementation in university classrooms

Machine Learning Models to Predict Individual Cognitive Load in Collaborative Learning: Combining fNIRS and Eye-Tracking Data

Hands-on Consensus Building: Leveraging Deep Learning Models to Unveil Hand Gestures in Consensus-Building Discourses

Applying Argumentation-Driven Inquiry (ADI) to Promote Students’ Argumentation Performance in Blended Synchronous Learning Environment: a Quasi-experimental Study

How more-improvement and less-improvement groups differ in peer feedback giving and receiving practice-an exploratory study

Exploring students' computer‐supported collaborative argumentation with socio‐scientific issues

Using peer feedback to improve critical thinking in computer‐supported collaborative argumentation: An exploratory study

The mechanism and effect of class-wide peer feedback on conceptual knowledge improvement: Does different feedback type matter?

AppleTree system for effective computer-supported collaborative argumentation: an exploratory study

Reframing and redesigning learning, assessment, and teacher professional development in a post-pandemic era

Impacts of interactions between peer assessment and learning styles on students' mobile learning achievements and motivations in vocational design certification courses

Preparing pre-service teachers for instructional innovation with ICT via co-design practice

Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?

Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry

Categorizing teachers' gestures in classroom teaching: from the perspective of multiple representations

Supporting digitally enhanced learning through measurement in higher education: Development and validation of a university students' digital competence scale

The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load

Collaborators (2)

Wei-Peng Teo

Qiyun Wang

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