姓名：柳晨晨

博士、硕士生导师

学科：教育技术学、现代教育技术

电子邮箱：lcc5424548@126.com      

通信地址：浙江省温州市瓯海区茶山街道温州大学教育学院（瓯8-414）

研究方向：人工智能教育应用、智能语言教育

教育及工作经历

哈尔滨师范大学，本科（管理学）

哈尔滨工业大学，硕士（管理学）

台湾科技大学 （学术访问）

法国斯特拉斯堡大学，博士  （教育学）

学术成果

一、主持科研项目

1、国家社科基金项目-重塑主体性：人工智能赋能语言学习研究（24FYYB027）

2、省哲社重大项目-人机智能融合下语言学习认知状态的多模态识别和动态调控 （26QNYC024ZD）

3、省哲社规划青年项目-人工智能时代多模态数字阅读实证研究（22NDQN271YB）

4、温州市瓯江青年社科学者专项课题项目：“人工智能时代深度数字阅读实证研究”（21QN08）

5、浙江省教育科学规划项目-数字时代浙江数字阅读鸿沟现状与治理（GH2020694）

二、学术论文发表

Liu, C. C., Wang, D., Wang, H. J., Wang, Y., & Tu, Y. F. (2026). The effect of peer assessment-based collaborative concept mapping on pre-service teachers’ perceptions on smart learning environments. Journal of Research on Technology in Education, 58(4), 742–764.

Liu, C. C., Wang, H. J., Hwang, G. J., Tu, Y. F., Wang, Y., & Chen, K. (2025). Effects of Structural Reflection‐Promoting Mechanism‐Based Peer Assessment on Students' Vocal Music Learning Performance and Perceptions. Journal of Computer Assisted Learning, 41(3), e70036.

Liu, C. C., Wang, D., Gu, X., Hwang, G. J., Tu, Y. F., & Wang, Y. (2026). Facilitating pre-service teachers’ instructional design and higher-order thinking with generative AI: an integrated approach with the peer assessment and concept map. Journal of Research on Technology in Education, 58(4), 880–905.

Liu, C. C., Wang, H. J., & Gu, X. Q. (2025). From access to mastery: Integrating AI in blended learning for equitable, inclusive, and accessible music theory educations. The Internet and Higher Education, 66, 101018.

Wang, H. J., Chen, K., Wang, Y., & Liu, C. C.* (2025). From the Performer to the Evaluator: Exploring the Effects of the Evaluation‐Explanation‐Comparison‐Based SVVR on Students' Vocal Music Appreciation and Singing Skills. Journal of Computer Assisted Learning, 41(6), e70145.

Wang, H. J., Zou, D., Liu, C. C.*, Wang, Y., & Li, W. (2025). Prompts matter in virtual reality environments? A progressive prompt approach to enhance English-speaking performance in students from low socioeconomic status. Innovation in Language Learning and Teaching, 1–24.

Liu, C. C., Wang, D., Hwang, G. J., Tu, Y. F., Wang, Y., & Su, Y. (2025). Promoting communication skills in virtual reality-based professional training contexts: a concept mapping-based inquiry communication framework. Interactive Learning Environments, 1–26.

Liu, C. C., Hwang, G. J., Yu, P., Tu, Y. F., & Wang, Y. (2025). Effects of an automated corrective feedback-based peer assessment approach on students’ learning achievement, motivation, and self-regulated learning conceptions in foreign language pronunciation. Educational technology research and development, 73(4), 2403-2424.

Liu, C. C., Wang, H. J., Wang, D., Tu, Y. F., Hwang, G. J., & Wang, Y.* (2024). An interactive technological solution to foster preservice teachers’ theoretical knowledge and instructional design skills: A chatbot-based 5E learning approach. Interactive Learning Environments, 32(10), 6698-6716.

Liu, C. C., Wang, D., Hwang, G. J., Tu, Y. F., Li, N. Y., & Wang, Y.* (2024). Improving information discernment skills: through a concept mapping-based information evaluating framework in a gamified learning context. Interactive Learning Environments, 32(9), 4766-4788.

Liu, C. C., Wan, P., Hwang, G. J., Tu, Y. F., & Wang, Y.* (2023). From competition to social interaction: A mobile team-based competition approach to promoting students’ professional identity and perceptions. Interactive Learning Environments, 31(2), 1158-1172.

Liu, C. C., Liu, S. J., Hwang, G. J., Tu, Y. F., Wang, Y., & Wang, N.*(2023). Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies, 1- 26.

Liu, C. C., Wan, P., Hwang, G. J., Tu, Y. F., & Wang, Y.* (2023). From competition to social

interaction: A mobile team-based competition approach to promoting students’ professional identity and perceptions. Interactive Learning Environments, 31(2), 1158- 1172.

Liu, C. C., Lai, C., Hwang, G. J., & Tu, Y. F.* (2022). Effects of ASQE-based learning on the

information literacy, problem-solving and critical thinking of students with different growth mindsets. The Electronic Library, 40(3), 269-290.

Wang, Y., Luo, X., Liu, C. C. Tu, Y. F., & Wang, N.* (2022). An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance. Sustainability, 14(18), 11586.

Liu, C. C., Wan, P., Tu, Y. F., Chen, K., & Wang, Y. *(2021). AWSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions. Australasian Journal of Educational Technology, 37(6), 1- 17.

Liu, C. C., Hwang, G. J., Tu, Y. F., Yin, Y., & Wang, Y. *(2021). Research advancement and foci of mobile technology-supported music education: A systematic review and social network analysis on 2008-2019 academic publications. Interactive Learning Environments, 1-20.

Liu, C. C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. *(2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 1- 19.

Wang, Z., Guo, Y., Wang, Y., Tu, Y. F., & Liu, C. C.* (2021). Technological solutions for sustainable development: Effects of a visual prompt scaffolding-based virtual reality approach on EFL learners’ reading comprehension, learning attitude, motivation, and anxiety. Sustainability, 13(24), 13977.

Wang, Y., Liu, C. C., & Tu, Y. F.* (2021). Factors affecting the adoption of AI-based applications in higher education. Educational Technology & Society, 24(3), 116- 129.

Liu, C. C., He, J., Ding, C., Fan, X., Hwang, G. J., & Zhang, Y.* (2021). Self-oriented learning

perfectionism and English learning burnout among EFL learners using mobile applications: The

mediating roles of English learning anxiety and grit. Learning and individual Differences, 88, 102011.

Liu, C. C., & Hwang, G. J. *(2020). Roles and research trends of touchscreen mobile devices in early childhood education: Review of journal publications from 2010 to 2019 based on the technology-enhanced learning model. Interactive learning environments, 1-20.

Liu, C., Sands-Meyer, S., & Audran, J. (2019). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments, 27(8), 1178-1191.

柳晨晨,王欣颖,倚杨莹,等.GenAI教育落地的多案例溯因分析——基于教师愿景、学生参与和课堂技术集成的三维分析框架[J].现代教育技术,2025,35(2):35-45.

柳晨晨,陈倩,沈苑,等.多智能体何以赋能教育治理：应用场景与实施路径[J].现代远程教育研究,2026,38(2):24-31+41.

柳晨晨,宛平,王佑镁,等.智能机器人及其教学应用：创新意蕴与现实挑战[J].远程教育杂志,2020,38(2):27-36.

柳晨晨,于澎,侯洁蕊,等.在线学习中互动讨论模式如何影响学习者的批判性思维[J].电化教育研究,2021,42(3):48-54.

柳晨晨,李运娇,王佑镁.智能向善:国外教育领域生成怯人工智能应用的治理方略[J].中国教育信息化,2024,30(10):54-62.

王佑镁,王欣颖,柳晨晨.教育领域生成式人工智能应用的伦理风险管理框架研究[J].电化教育研究,2024,45(10):28-34+42.

王佑镁,房斯萌,柳晨晨.风险社会视角下教育人工智能伦理风险分类框架研究[J].现代远距离教育,2024,(03):28-37.

王佑镁,王海洁,柳晨晨,等.绿色职业教育:数字时代职业教育发展新趋势——解读《奥斯纳布吕克宣言》及启示[J].职业技术教育,2023,44(31):75-79.

王佑镁,南希烜,李宁宇,等.编程韧性:数字时代计算思维培养的新议题[J].现代教育技

术,2023,33(02):14-23.

王佑镁,王旦,柳晨晨.从科技向善到人的向善:教育人工智能伦理规范核心原则[J].开放教育研究,2022,28(05):68-78.

尹以晴,李宁宇,柳晨晨,等.人工智能时代计算思维培养的七种教学策略[J].中小学数字化教学,2021,(04):23-27.

王佑镁,宛平,柳晨晨.培养负责任的数字公民一一国际数字公民教育政策文本的多维比较[J].比较教育研究,2021,43(03):8-14+23.

奖励荣誉

（一）温州大学首届教师教学大赛：一等奖

（二）2021年度青年教师教学竞赛暨浙江省第十二届高校青年教师教学竞赛：二等奖

（三）英国剑桥国际会议ICEIT Best Oral Presentation Award 2017

人才工程 /学术兼职

（一）浙江省高校领军人才培养计划——青年优秀人才2020年

（二）温州市“海外精英引进计划——创新长期项目” 2020年

（三）温州市瓯江社科青年学者2021年

（四）温州大学2021年度“新湖青年学者” 2021