教育背景
2020-2024 麦吉尔大学教育学院 教育学博士就读（学习科学方向）
2017-2020 清华大学教育研究 教育学硕士就读（高等教育学）
2013-2017 中国矿业大学管理学院 管理学学本科就读
现聘岗位及主要工作经历
2024- 中国人民大学教育学院讲师
开设课程
暂无
学术成果
自我调节学习（self-regulated learning）：
Wang, T., Ruiz‐Segura, A., Li, S., & Lajoie, S. P. (2024). The relationship between students’self‐regulated learning behaviours and problem‐solving efficiency in technology‐rich learning environments. Journal of Computer Assisted Learning. (IF = 5.1, SSCI, Q1)
Wang, T., & Lajoie, S. P. (2023). How does cognitive load interact with self-regulated learning? A dynamic and integrative model. Educational Psychology Review, 35(3), 69. (IF = 10.1, SSCI, Q1)
Wang, T., Li, S., Tan, C., Zhang, J., & Lajoie, S. P. (2023). Examining the relationship between cognitive load patterns and self-regulated learning within a technology-rich learning environment. Computers & Education, 104924. (IF = 12.0, SSCI, Q1)
Wang, T., Li, S., Huang, X., & Lajoie, S. P. (2023). Task complexity influences temporal characteristics of self-regulated learning behaviours in an intelligent tutoring system. Educational Technology Research and Development, 1-21. (IF = 4.8, SSCI, Q1)
Wang, T., Li, S., & Lajoie, S. P. (2023). The interplay between cognitive load and self-regulated learning in a technology-rich learning environment. Educational Technology & Society, 26 (2), 50-62. (IF = 4.74, SSCI, Q1)
多模态学习分析（multimodal learning analytics）:
Wang, T., Zheng, J., Huang, X., Ruiz-Segura, A., & Lajoie, S. P. (Accepted). Student engagement profiles in technology-rich environments: What they reveal about motivational beliefs, perceived task difficulty, and performance. Educational Technology & Society. (IF = 4.74, SSCI, Q1)
Li, S., Huang, X., Wang, T., Zheng, J., & Lajoie, S. P. (2024). Using text mining and machine learning to predict reasoning activities from think-aloud transcripts in computer assisted learning. Journal of Computing in Higher Education, 1-20. (IF = 5.2, SSCI, Q1)
Zheng, J., Li, S., Wang, T., & Lajoie, S. P. (2024). Unveiling emotion dynamics in problem-solving: a comprehensive analysis with an intelligent tutoring system using facial expressions and electrodermal activities. International Journal of Educational Technology in Higher Education, 21(1), 33. (IF = 9.9, SSCI, Q1)
Wang, T., Liu, S., Zheng, J., Ruiz-Segura, A., & Lajoie, S. (2024). Electrodermal activities during self-regulated learning relate to learning performance within a technology-rich environment. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 1406-1409. International Society of the Learning Sciences.
Wang, T., Li, S., Huang, X., Pan, Z., & Lajoie, S. P. (2022). Examining students’ cognitive load in the context of self-regulated learning with an intelligent tutoring system. Education and Information Technologies, 28(5), 5697-5715. (IF = 4.8, SSCI, Q1)
Li, S., Huang, X., Wang, T., Pan, Z., & Lajoie, S. P. (2022). Examining the interplay between self-regulated learning activities and types of knowledge within a computer-simulated environment. Journal of Learning Analytics, 9(3), 152-168.
Liu, Y., Wang, T., Wang, K., & Zhang, Y. (2021). Collaborative learning quality classification through physiological synchrony recorded by wearable biosensors. Frontiers in Psychology, 12, 674369.
技术丰富的学习环境（technology-rich learning environments）:
Wang, T., Zheng, J., Tan, C., & Lajoie, S. P. (2023). Computer‐based scaffoldings influence students’ metacognitive monitoring and problem‐solving efficiency in an intelligent tutoring system. Journal of Computer Assisted Learning, 39(5), 1652-1665. (IF = 5.1, SSCI, Q1)
Zheng, J., Lajoie, S. P., Wang, T., & Li, S. (2023). Supporting self-regulated learning in clinical problem-solving with a computer-based learning environment: the effectiveness of scaffolds. Metacognition and Learning, 1-17. (IF = 4.7, SSCI, Q1)
Huang, X., Li, S., Wang, T., Pan, Z., & Lajoie, S. P. (2023). Exploring the co‐occurrence of students’ learning behaviours and reasoning processes in an intelligent tutoring system: An epistemic network analysis. Journal of Computer Assisted Learning, 39(5), 1701-1713. (IF = 5.1, SSCI, Q1)
Huang, X., Ruiz-Segura, A., Tan, C., Wang, T., Sharma, R., & Lajoie, S. P. (2023). Social presence in technology-rich learning environments: how real we are feeling connected and how does it matter for learning? Information and Learning Sciences, 124(11/12), 396-424.
大学生心理健康（undergraduate students’well-being）:
李宗波, 王婷婷, 梁音, & 王明辉.(2017).大学生手机依赖与主观幸福感:社交焦虑的中介作用. 心理与行为研究, 15(4),562. (CSSCI)
李宗波, 梁音, & 王婷婷. (2017). 大学生手机依赖、自我控制对拖延行为的影响. 心理研究, 10(2), 7. (C扩)
其他：
Li, Z., Xue, J., Li, R., Chen, H., & Wang, T. (2020). Environmentally specific transformational leadership and employee’s pro-environmental behavior: The mediating roles of environmental passion and autonomous motivation. Frontiers in Psychology, 11, 1408.
联系方式
邮箱：tingtingwang2024@ruc.edu.cn
办公室：国学馆306
