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Li Cheng

Title: Assistant Professor

Department: Learning Technologies

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • MA, University of Florida, 2022
    Major: Education - Curriculum and Instruction
  • PhD, University of Florida, 2019
    Major: Curriculum and Instruction

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

LTEC 2600.003Digital Tools in EducationSpring 8W2 2025 Syllabus SPOT
LTEC 6210.001Theory and Design of Interactive Multimedia SystemsFall 2024 SPOT
LTEC 6210.430Theory and Design of Interactive Multimedia SystemsFall 2024 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Conference Proceeding

  • Alqahtani, R., Cheng, L. (2025). A Systematic Review on the Impact of Educational Videos on Mathematics Learning Outcomes. 72-81. Orlando, FL, Proceedings of Society for Information Technology & Teacher Education International Conference. https://www.learntechlib.org/primary/p/225502/

    • Journal Article

  • Cheng, L., Croteau, E., Baral, S., Heffernan, C., Heffernan, N. (2024). Facilitating Student Learning With a Chatbot in an Online Math Learning Platform. Journal of Educational Computing Research. 62 (4) 907--937. https://doi.org/10.1177/07356331241226592
  • Cheng, L., Hampton, J., Kumar, S. (2024). Engaging students via synchronous peer feedback in a technology-enhanced learning environment. Journal of Research on Technology in Education. 56 (3) 347--371. https://www.tandfonline.com/doi/full/10.1080/15391523.2022.2142874
  • Cheng, L., Antonenko, P.D., Ritzhaupt, A.D. (2024). The impact of teachers’ pedagogical beliefs, self-efficacy, and technology value beliefs on 3D printing integration in K-12 science classrooms. Educational Technology Research and Development. 72 (1) 181--208. https://doi.org/10.1007/s11423-023-10276-3
  • Cheng, L., Umapathy, K., Rehman, M., Ritzhaupt, A., Antonyan, K., Shidfar, P., Nichols, J., Lee, M., Abramowitz, B. (2023). Designing, Developing, and Validating a Measure of Undergraduate Students’ Conceptions of Artificial Intelligence in Education. Journal of Interactive Learning Research. 34 (2) 275--311. https://www.learntechlib.org/primary/p/222246/
  • Schmidt, M.M., Lee, M., Francois, M., Lu, J., Huang, R., Cheng, L., Weng, Y. (2023). Learning Experience Design of Project PHoENIX: Addressing the Lack of Autistic Representation in Extended Reality Design and Development. Other. 7 (1) 27--45. https://doi.org/10.1007/s41686-023-00077-5
  • Cheng, L., Wang, X., Ritzhaupt, A.D. (2023). The Effects of Computational Thinking Integration in STEM on Students’ Learning Performance in K-12 Education: A Meta-analysis. Journal of Educational Computing Research. 61 (2) 416--443. https://journals.sagepub.com/doi/10.1177/07356331221114183
  • Schmidt, M., Lu, J., Luo, W., Cheng, L., Lee, M., Huang, R., Weng, Y., Kichler, J.C., Corathers, S.D., Jacobsen, L.M., Albanese-O′Neill, Anastasia, Smith, L., Westen, S., Gutierrez-Colina, A.M., Heckaman, L., Wetter, S.E., Driscoll, K.A., Modi, A. (2022). Learning experience design of an mHealth self-management intervention for adolescents with type 1 diabetes. Educational Technology Research and Development. 70 (6) 2171--2209. https://link.springer.com/10.1007/s11423-022-10160-6
  • Cheng, L., Antonenko, Pavlo “Pasha”, Ritzhaupt, A.D., MacFadden, B. (2021). Exploring the role of 3D printing and STEM integration levels in students' STEM career interest. British Journal of Educational Technology. 52 (3) 1262--1278. https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13077
  • Cheng, L., Pastore, R., Ritzhaupt, A.D. (2021). Examining the Accelerated Playback Hypothesis of Time-Compression in Multimedia Learning Environments: A Meta-Analysis Study. Journal of Educational Computing Research. 07356331211043535. https://doi.org/10.1177/07356331211043535
  • Cheng, L., Antonenko, P.D., Ritzhaupt, A.D., Dawson, K., Miller, D., MacFadden, B.J., Grant, C., Sheppard, T.D., Ziegler, M. (2020). Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation. Other. 158 103983. https://www.sciencedirect.com/science/article/pii/S0360131520301810
  • Schmidt, M., Cheng, L., Raj, S., Wade, S. (2020). Formative Design and Evaluation of a Responsive eHealth/mHealth Intervention for Positive Family Adaptation Following Pediatric Traumatic Brain Injury. Other. 4 (2) 88--106. https://doi.org/10.1007/s41686-020-00049-z
  • Wilson, M.L., Ritzhaupt, A.D., Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Other. 156 103941. https://www.sciencedirect.com/science/article/pii/S0360131520301391
  • Valle, N., Antonenko, P., Soltis, P.S., Soltis, D.E., Folk, R.A., Guralnick, R.P., Oliverio, J.C., Difato, T.T., Xu, Z., Cheng, L. (2020). Informal multimedia biodiversity awareness event as a digital ecology for promoting culture of science. Education and Information Technologies. 25 (4) 3275--3297. https://doi.org/10.1007/s10639-020-10121-7
  • Rosenblum, L.P., Cheng, L., Zebehazy, K., Emerson, R.W., Beal, C.R. (2020). Teachers’ Descriptions of Mathematics Graphics for Students with Visual Impairments: A Preliminary Investigation. Other. 114 (3) 231--236. https://doi.org/10.1177/0145482X20923442
  • Cheng, L., Beal, C.R. (2020). Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment. Educational Technology Research and Development. 68 (1) 225--247. https://doi.org/10.1007/s11423-019-09684-1
  • Cheng, L., Ritzhaupt, A.D., Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development. 67 (4) 793--824. http://link.springer.com/10.1007/s11423-018-9633-7
  • Wang, J., Dawson, K., Saunders, K., Ritzhaupt, A.D., Antonenko, Pavlo “Pasha”, Lombardino, L., Keil, A., Agacli-Dogan, N., Luo, W., Cheng, L., Davis, R.O. (2018). Investigating the Effects of Modality and Multimedia on the Learning Performance of College Students With Dyslexia. Journal of Special Education Technology. 33 (3) 182--193. https://doi.org/10.1177/0162643418754530
  • Rosenblum, L.P., Cheng, L., Beal, C.R. (2018). Teachers of Students with Visual Impairments Share Experiences and Advice for Supporting Students in Understanding Graphics. Other. 112 (5) 475--487. https://doi.org/10.1177/0145482X1811200505
  • Luo, T., Sickel, J., Cheng, L. (2017). Preservice Teachers’ Participation and Perceptions of Twitter Live Chats as Personal Learning Networks. TechTrends. 61 (3) 226--235. https://doi.org/10.1007/s11528-016-0137-1
  • Luo, T., Dani, e.E., Cheng, L. (2016). Viability of using Twitter to support peer instruction in teacher education. International Journal of Social Media and Interactive Learning Environments. 4 (4) 287. http://www.inderscience.com/link.php?id=81280
  • Cheng, L. (2014). The Use of Web-Based Self-Directed Learning for Mandarin Study. Other. 3 (1) 46--94. https://eric.ed.gov/?id=EJ1210200

Contracts, Grants and Sponsored Research

    Grant - Research

  • Cheng, L. (Principal), "Talking Math: Improving Math Performance and Engagement Through AI-Enabled Conversational Tutoring," sponsored by Department of Education, Federal, $42777 Funded. (2024 - 2027).
  • Cheng, L. (Principal), "Building a mathematical problem-solving environment to prepare K-5 students for success in STEM and health careers," sponsored by National Institutes of Health, Federal, $13840 Funded. (2024 - 2025).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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