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Ke, F., West, L., Dai, C. P., Pan, Y., & Xu, J. (2025). Teacher Learning With and 91大神 Digital Mathematical Task Design. Technology, Knowledge and Learning.
Ke, F., & Almond, R. (2025). Tracking Competency Development in Highly Interactive Digital Learning Environments. In: Pirnay-Dummer, P., Ifenthaler, D. (eds) Computer-Based Diagnostics and Systematic Analysis of Knowledge. Advances in Analytics for Learning and Teaching (pp. 141-158). Springer, Cham.
Zhang, N., Ke, F., Dai, C. P., Southerland, S. A., & Yuan, X. (2025). Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence鈥恠upported virtual simulation. British Journal of Educational Technology, 56(3), 1148-1169.
Moon, J., Ke, F., & Sokolikj, Z. (2025). Game-Based Performance Tasks for Assessing Representational Flexibility of Autistic Adolescents in a Virtual World. Technology, Knowledge and Learning, 30(1), 539-560.
Kim, C., Ke, F., & Brewer, V. (2025). Escape rooms as formative knowledge assessment: A quasi-experimental study. Nurse Education Today, 147, 106572.
Kim, C., Ke, F., Barrett, A., & Zhang, N. (2025, July). From Code to Insight: How LLMs Help and Hinder Qualitative Research. In International Conference on Artificial Intelligence in Education (pp. 28-35). Cham: Springer Nature Switzerland.
Barrett, A., Ke, F., Zhang, N., Dai, C. P., Bhowmik, S., & Yuan, X. (2025, March). Pattern analysis of ambitious science talk between preservice teachers and AI-powered student agents. In Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 761-770).
Dai, C. P., Ke, F., Zhang, N., & Barrett, A. (2025). Experiencing Teaching in Artificial Intelligence-supported Virtual Reality Simulations: Unpacking Engagement. In Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025, pp. 1414-1418. International Society of the Learning Sciences.
Wood, C., Torres-Chavarro, M., Tibi, S., Schatschneider, C., & Ke, F. (2025). Computer-Delivered Morphology-Focused Vocabulary Instruction: A Pilot Study. American Journal of Speech-Language Pathology, 34(2), 818-833.