Staff Profile

Teaching Areas & Research Interests

• Transdisciplinary STEM
• AI in Education
• Gamification
• Motivation in E-learning Settings
• Teacher Professional Development

Selected Publications

Journal Articles

• Huang, B., Jong, M. S. Y.*, Tsai C-C., & Shang, J. (2025). Unlocking students' creative potential in designing technological-enriched design solutions. Journal of Research on Technology in Education. 57(5), 1044–1060. https://doi.org/10.1080/15391523.2024.2342915
• Huang B., Jong, M. S. Y.*, Tu Y-F., Hwang G-J., Chai C. S., & Jiang M. Y. C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education,189(1). https://doi.org/10.1016/j.compedu.2022.104577
• Huang B., Jong, M. S. Y.*, King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary students' twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.903252
• Huang, B.*, Jong, M. S. Y., & Chai, C. S. (2022). The design and implementation of a video-facilitated transdisciplinary STEM curriculum in the context of COVID-19 pandemic. Educational Technology & Society, 25(1), 108-123.
• Huang, B.*, & Hew, K. F. (2021). Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology & Society, 24(1), 44-63.
• Huang, B., Hwang, G-J.*, Hew, K. F., Warning, P. (2019). Effects of gamification on students' online interactive patterns and peer-feedback. Distance Education. 40(3), 350-379. https://doi.org/10.1080/01587919.2019.1632168
• Huang, B.*, Hew, K. F. & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students' behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126. https://doi.org/10.1080/10494820.2018.1495653
• Huang, B.*, & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. https://doi.org/10.1016/j.compedu.2018.06.018

Further Information

Link to Google Scholar page

Modified Date: 17 Oct, 2025
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