Name:

QIAN Yizhou

Email:

yqian@jiangnan.edu.cn

Research direction:

Computing Education, Novice Programming, STEM Education

Personal introduction: (text description about 500 words)

Yizhou Qian is an associate professor of educational technology at Jiangnan University, China. He received his Ph.D. in Learning Design and Technology from Purdue University in 2018. His research focuses on computing education, professional development for computer science teachers, student misconceptions in introductory programming, and data-driven programming learning systems.

Learning Experience:

Purdue University, West Lafayette, Indiana

Doctor of Philosophy, Learning Design and Technology, 2018

Nanjing University, Nanjing, China

Master of Education, Educational Technology, 2011

Nanjing University, Nanjing, China

Bachelor of Science, Educational Technology, 2008

Research projects conducted in the last five years (Max. 5 items)

1. 2022-2024, Designing STEM Instructional Activities using Apple Devices, Ministry of Education funded project, Grant No. 220801710013338, 50, 000 RMB;

2. 2019-2022, An Investigation on the Design and Application of AI-Driven Interactive Programming Learning Environment, Social Science Foundation of Jiangsu Province funded project, Grant No. 19JYC008, 50, 000 RMB.

Representative academic papers (Max. 5 papers)

1. Qian, Y., Lehman, J. (2022). Using an automated assessment tool to explore difficulties of middle school students in introductory programming. Journal of Research on Technology in Education, 54(3), 375-391.

2. Zhou, Z., Wang, S., & Qian, Y. (2021). Learning From Errors: Exploring the Effectiveness of Enhanced Error Messages in Learning to Program. Frontiers in Psychology, 12, 5686.

3. Qian, Y., Lehman, J. (2020). An investigation of high school students’ errors in introductory programming: A data-driven approach. Journal of Educational Computing Research, 58(5), 919-945.

4. Qian, Y., Hambrusch, S., Yadav, A., Gretter, S., & Li, Y. (2020). Teachers’ perceptions of student misconceptions in introductory programming. Journal of Educational Computing Research, 58(2), 364-397.

5. Qian, Y. & Lehman, J. D. (2017). Students’ misconceptions and other difficulties in introductory programming. ACM Transactions on Computing Education (TOCE), 18(1), 1-24.