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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. (2020). Game design for learning and teaching. Other. Routledge. https://education.routledgeresearchencyclopedias.com/educational-technology
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., 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.
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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.