Yuan-Hsuan Lee

Previous Scheduled Teaching

No previous courses scheduled.

Published Intellectual Contributions

Abstracts and Proceedings

• HO, Y., Lee, Y., WU, J. (2024). Galvanic skin responses and flow: Insights from multimodal learning analytics in personal learning environment. Other. Asia-Pacific Society for Computers in Education. https://doi.org/10.58459/icce.2024.5000
• HSU, Y., NIAN, M., YANG, C., Lee, Y., WU, J. (2019). Influence of financial course on eighth grade students’ financial concepts, math motivation, math anxiety in Taiwan. Other. Asia-Pacific Society for Computers in Education. https://doi.org/10.58459/icce.2019.479

Journal Article

• Lee, Y., Chang, J., Hong, H. (2024). Becoming epistemically active in online reading: Facilitating elementary school students’ multimodal multiple document reading via sourcing organizers. Computers & Education. 216 105048.
• Lee, Y., Hong, H. (2024). Preservice teachers’ intention for constructivist ICT integration: implications from their Internet epistemic beliefs and internet-based learning self-Efficacy. Interactive Learning Environments. 32 (1) 102-114. Informa UK Limited. https://doi.org/10.1080/10494820.2022.2078986
• Lee, Y., Hong, H. (2023). Examining university students’ multimodal multiple text comprehension: individual differences and epistemic prompting. Interactive Learning Environments. 31 (9)
• Lin, H., Wu, J., Liang, J., Lee, Y., Huang, P., Kwok, O., Tsai, C. (2023). A review of using multilevel modeling in e-learning research. Other. 198 104762. Elsevier BV. https://doi.org/10.1016/j.compedu.2023.104762
• Lee, Y. (2023). Achieving success in English medium instruction using computer‐mediated terminology pretraining under the problem‐based learning pedagogy. Journal of Computer Assisted Learning. 39 (3) 921-934. Wiley. https://doi.org/10.1111/jcal.12777
• Hong, H., Lee, Y. (2023). Computer‐supported knowledge building to enhance reading motivation and comprehension. British Journal of Educational Technology. 54 (1) 375-393. Wiley. https://doi.org/10.1111/bjet.13248
• Chou, C., Lee, Y. (2022). The development of a literacy-based research integrity assessment framework for graduate students in Taiwan. Science and Engineering Ethics. 28 (66)
• Lee, Y. (2022). Beyond online search strategies: The effects of internet epistemic beliefs and different note-taking formats on online multiple document reading comprehension. Journal of Computer Assisted Learning. 38 1102–1114.
• Lee, S.W., Luan, H., Lee, M., Chang, H., Liang, J., Lee, Y., Lin, T., Wu, A., Chiu, Y., Tsai, C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education. 105 (5) 880-907. Wiley. https://doi.org/10.1002/sce.21663
• Lee, Y. (2021). Scaffolding university students' epistemic cognition during multimodal multiple-document reading: The effects of the epistemic prompting and the automated reflection report. The Internet and Higher Education. 49 100777. Elsevier BV. https://doi.org/10.1016/j.iheduc.2020.100777
• Hong, H., Ma, L., Lin, P., Lee, Y. (2020). Advancing third graders’ reading comprehension through collaborative Knowledge Building: A comparative study in Taiwan. Computers & Education. 157 103962.
• Hong, H., Lin, P., Lee, Y. (2019). Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan. Learning and Individual Differences. 76 101787. Elsevier BV. https://doi.org/10.1016/j.lindif.2019.101787
• Wu, J., Lee, Y., Lin, J. (2018). Using iMCFA to perform the CFA, multilevel CFA, and maximum model for analyzing complex survey data. Frontiers in Psychology. 9
• Lee, Y. (2018). Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers. Australasian Journal of Educational Technology. 34 (5) Australasian Society for Computers in Learning in Tertiary Education. https://doi.org/10.14742/ajet.3747
• Lee, Y. (2018). Scripting to enhance university students’ critical thinking in flipped learning: implications of the delayed effect on science reading literacy. Interactive Learning Environments. 26 (5) 569-582. Informa UK Limited. https://doi.org/10.1080/10494820.2017.1372483
• Chou, C., Lee, Y. (2017). The moderating effects of Internet parenting styles on the relationship between Internet parenting behavior, Internet expectancy, and Internet addiction tendency. Other. 26 (3-4) 137-146. Springer Science and Business Media LLC. https://doi.org/10.1007/s40299-017-0334-5
• Lin, J., Lee, Y., Wang, D., Lin, S. (2016). Reading subtitles and taking enotes while learning scientific materials in a multimedia environment: Cognitive load perspectives on EFL students. Educational Technology & Society. Educational Technology and Society. 19 (4) 47-58.
• Burke, M.D., Rispoli, M., Clemens, N.H., Lee, Y., Sanchez, L., Hatton, H. (2016). Integrating Universal Behavioral Screening Within Program-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions. 18 (1) 5-16. SAGE Publications. https://doi.org/10.1177/1098300715580993
• Lee, Y. (2015). Facilitating critical thinking using the C-QRAC collaboration script: Enhancing science reading literacy in a computer-supported collaborative learning environment. Other. 88 182-191. Elsevier BV. https://doi.org/10.1016/j.compedu.2015.05.004
• Lee, Y., Ko, C., Chou, C. (2015). Re-visiting Internet addiction among Taiwanese students: A cross-sectional comparison of students’ expectations, online gaming, and online social interaction. Journal of Abnormal Child Psychology. 43 (3) 589-599. Springer Science and Business Media LLC. https://doi.org/10.1007/s10802-014-9915-4
• Lee, Y., Cheng, C., Lin, S. (2014). A latent profile analysis of self-control and self-esteem and the grouping effect on the adolescent quality of life across two consecutive years. Social Indicators Research. 117 (2) 523-539.
• Padrón, Y.N., Waxman, H.C., Lee, Y. (2014). Classroom learning environment differences between resilient, average, and nonresilient middle school students in reading. Education and Urban Society. 46 (2) 264-283. SAGE Publications. https://doi.org/10.1177/0013124512446217
• Burke, M.D., Davis, J.L., Hagan-Burke, S., Lee, Y., Fogarty, M.S. (2014). Using SWPBS Expectations as a Screening Tool to Predict Behavioral Risk in Middle School. Journal of Positive Behavior Interventions. 16 (1) 5-17. SAGE Publications. https://doi.org/10.1177/1098300712461147
• Lee, Y., Waxman, H., Wu, J., Michko, G., Lin, M. (2013). Revisit the effect of teaching and learning with technology on student outcomes. Educational Technology and Society. 16 (1) 133-146.
• Lee, Y., Wu, J. (2013). The indirect effects of online social entertainment and information seeking activities on reading literacy. Other. 67 168-177. Elsevier BV. https://doi.org/10.1016/j.compedu.2013.03.001
• Waxman, H.C., Boriack, A.W., Lee, Y., MacNeil, A. (2013). Principals' Perceptions of the Importance of Technology in Schools. Contemporary Educational Technology. 4 (3) Bastas Publications. https://doi.org/10.30935/cedtech/6102
• Padron, Y., Waxman, H., Lee, Y., Lin, M., Michko, G. (2012). Classroom observations of teaching and learning with technology in urban elementary school mathematics classrooms serving English language learners. International Journal of Instructional Media. 39 (1) 45-53.
• Burke, M., Davis, J., Lee, Y., Hagan-Burke, S., Kwok, O., Sugai, G. (2012). Universal screening for behavioral risk in elementary schools using SWPBS expectations. Journal of Emotional and Behavioral Disorders. 20 (1) 38-54.
• Lee, Y., Wu, J. (2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences. 22 (3) 336-342. Elsevier BV. https://doi.org/10.1016/j.lindif.2012.01.007
• Waxman, H., Padrón, Y., Lee, Y. (2010). Accelerating the pedagogy of poverty in urban schools: Unanticipated consequences of the No Child Left Behind (NCLB) Act. Other. 28 (2) 37-43.
• Waxman, H., Lee, Y., MacNeil, A. (2008). Principals' strategies for successfully closing the achievement gaps in their schools. Other. 6 (3) 140-142..