Yang, J., Ding, J., An, Y. (2021). A Text mining-based analysis of Facebook group discussions on gamification. Frisco: Proceedings of Innovate Learning Summit 2021.
Reigeluth, C. M., An, Y. (2021). Merging the instructional design process with learner-centered theory: The holistic 4D model. Routledge.
An, Y., Mindrila, D. (2017). Clusters of teachers based on their perceptions of learner-centered instruction. Other. 63-85. New York, NY: Nova Science Publishers.
An, Y. (2015). Games to promote inquiry learning. Other. Thousand Oaks, CA: SAGE.
An, Y. (2013). Strategies for supporting students’ metacognitive processes in ill-structured problem solving in online environments. Other. 35-52. New York, NY: Routledge.
An, Y. (2012). Learner-centered technology integration. Other. Hersey, PA: IGI Global.
Reigeluth, C. M., An, Y. (2009). Theory building. Other. New York, NY: Routledge.
An, Y. (2019). Creating smart learning environments with virtual worlds.. Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments. Springer.
An, Y. (2022). Game design for learning and teaching. Other. Routledge.
An, Y. (2023). Seasoned scholars’ perspectives on the core competencies, programs, research, and future directions of the field of instructional design and technology. Educational Technology Research and Development.
Reigeluth, C. M., An, Y. (2023). What’s the difference between learning experience design and instructional design?. Journal of Applied Instructional Design. 12(3), 227-240.
An, Y. (2023). The impact of gamification on doctoral students’ perceptions, emotions, and learning in an online environment. TechTrends. 67, 706-717.
Yang, J., K., An, Y. (2022). A survey of the literature: How scholars use text mining in educational studies?. Education and Information Technologies. 28, 2071-2090.
Khukalenko, J., Kaplan-Rakowski, R., An, Y., Iushina, V. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies. 27, 11591–11613. Springer. https://link.springer.com/article/10.1007/s10639-022-11061-0
An, Y. (2021). A history of instructional media, instructional design, and theories. 4(1), 1-21. International Journal of Technology in Education.
An, Y. (2021). A qualitative investigation of team-based gamified learning in an online environment. Educational Process: International Journal. 10(4), 73-91.
An, Y. (2021). A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review.”. Educational Technology Research and Development.
An, Y., Zhu, M., Bonk, C., Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education. 33(1), 64-84.
An, Y., Kaplan-Rakowski, R., Yang, J., Connan, J., Kinard, W., Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic.. Educational Technology Research and Development. Springer.
An, Y. (2020). Designing effective gamified learning experiences. 3(2), 62-69. International Journal of Technology in Education.
An, Y., Mindrila, D. (2020). Strategies and tools used for learner-centered instruction. 4(2), 133-143. International Journal of Technology in Education and Science.
Yang, X., Lin, L., Wen, Y., Cheng, P., Yang, X., An, Y. (2020). Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning.. Educational Technology & Society. 23(3), 16 - 26. JSTOR. https://www.jstor.org/stable/26926423?seq=1
An, Y., Zhu, M., Bonk, C. J., Lin, L. (2020). Exploring instructors' perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs.. Journal of Computing in Higher Education. Springer. https://link.springer.com/article/10.1007/s12528-020-09256-w
Rosenberg, M. G., An, Y. (2019). Supporting science teachers’ learner-centered technology integration through situated mentoring. Educational Process: International Journal. 8(4), 248-263.
An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 66(6), 1505-1527.
An, Y., Cao, L. (2017). Examining the characteristics of digital learning games designed by in-service teachers. Other. 7(4), 73-85.
An, Y., Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. TechTrends. 61(2), 162-170.
An, Y. (2016). A case study of educational computer game design by middle school students.. Educational Technology Research and Development. 64(4), 555-571.
An, Y., Haynes, L., D'Alba, A., Chumney, F. (2016). Using educational computer games in the classroom: Science teachers' experiences, attitudes, perceptions, concerns, and support needs. Other. 16(4), 415-433.
An, Y. (2015). Book review: MOOCs and open education around the world. Indian Journal of Open Learning. 24(1-2), 69-70.
An, Y., Cao, L. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 10(4), 552-568.
An, Y. (2013). Systematic design of blended PBL: Exploring the design experiences and support needs of PBL novices in an online environment. Contemporary Issues in Technology and Teacher Education. 13(1), . http://www.citejournal.org/vol13/iss1/general/article1.cfm
An, Y., Reigeluth, C. M. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education. 28(2), 54-62.
An, Y. (2010). Scaffolding wiki-based, ill-structured problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 6(4), 723-734. http://jolt.merlot.org/vol6no4/an_1210.pdf
An, Y., Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology and Distance Learning. 7(3), article 4.
An, Y., Bonk, C. J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends. 53(3), 43-48.
An, Y., Reigeluth, C. M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education. 9(1), 1-16.
Reigeluth, C. M., An, Y. (2006). Functional contextualism: An ideal framework for theory in IDT. Educational Technology Research and Development. 54(1), 49-53.
An, Y., Frick, T. (2006). Student perceptions of asynchronous computer-mediated communication in face-to-face courses. Journal of Computer-Mediated Communication. 11(2), article 5. http://jcmc.indiana.edu/vol11/issue2/an.html
An, Y., Reigeluth, C. M. (2005). A study of organizational learning at Smalltown hospital. Performance Improvement. 44(10), 34-39.
Frick, T., Su, B., An, Y. (2005). Building a large, successful Website efficiently through inquiry-based design and content management tools. TechTrends. 49(4), 20-31.
