Joseph Wong
Doctoral Candidate, NSF GRFP Fellow
School of Education
Email: joseph.wong@uci.edu
Website: https://sites.uci.edu/jttwong/
Doctoral Candidate, NSF GRFP Fellow
School of Education
Email: joseph.wong@uci.edu
Website: https://sites.uci.edu/jttwong/
Biography
Joseph Wong is a doctoral candidate at the University of California, Irvine who conducts cross-functional research in cognitive science, digital learning, and educational technology with a major focus on STEM learning experiences under his advisors, Dr. Lindsey Richland and Dr. Bradley Hughes.
As a Learning Experience Designer (LXD) and design-based researcher, his research delves into the integration of evidence-based cognitive techniques with pedagogical learning design (LD) and user experience (UX) design. This exploration revolves around how educational media technologies, including online learning, generative A, virtual, augmented, and mixed reality, offer distinct opportunities to enhance student motivation, boost engagement, and cultivate transferable skills. This foundational research provides the groundwork for sustainably scaling the effectiveness and design of STEM courses across a broad spectrum of age groups firmly rooted in the Learning Experience Design (LXD) paradigm, spanning from elementary to middle school, undergraduate, and teacher preparation programs. His ultimate aim is to create digital learning experiences in STEM fields that prioritize equity, scalability, and a human-centered approach.
To explore Joseph’s recent publications, please check out his Google Scholar Profile. If you would like to review examples of his teaching and research, please use the following links below:
As an NSF GRFP Intern fellow (see article), Joseph works as a learning and user experience researcher at Immerse, a virtual reality Edtech company that specializes in immersive language education. Immerse has developed a first-of-kind VR language teaching and learning platform, allowing language lessons to be delivered using immersive simulations through the Oculus headset. At Immerse, he conducts research alongside a cross-functional team of software engineers, game designers, and language learning experts to develop VR products from concept to market. This internship has enabled Joseph to facilitate communication with industry educational developers, designers, and stakeholders; design assessments in VR to support transferable skills; and take pedagogical learning design, student, and teacher needs into account when designing educational platforms for STEM teaching and learning in the Metaverse.
Prior to joining the doctoral program, Joseph worked at UC Irvine as the Director of Videography for Science Education Media on the National Science Foundation-funded project Equitable Science Curriculum Integrating Arts in Public Education (ESCAPE). Here, he oversaw the 4K Ultra HD pre-production, production, and post-production digital media workflows for online teacher professional development training that integrates arts with science education. Hundreds of third, fourth, and fifth-grade teachers currently implement this curriculum, impacting thousands of students in Title I elementary schools across Los Angeles and Orange County school districts.
Before ESCAPE, Joseph worked as an informal science educator at the California Academy of Sciences. Working alongside the visualization team in the Morrison Planetarium, he recorded, edited, and produced original full-dome and portable dome productions for both museum guests and Title I middle school students. He also worked as a planetarium host and museum exhibitor, teaching the Academy’s guests about various scientific phenomena from planetary sciences to marine habitats.
“As a first-generation Burmese American student and NSF GRFP research fellow, my career goal is to bridge together my passion for digital media technologies with human cognition to design and facilitate transformative learning experiences representative of today’s 21st-century student learning behaviors.”
Publications Under Review
Wong, J., Richland, L. E., & Hughes, B. S. (Under Review, 2023). Implementing Learning Experience Design to Support Students’ Knowledge Outcomes, Self-regulation, and Critical Thinking through Embedded Video Questions. International Journal of Educational Technology in Higher Education.
Wong, J., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (Under Review, 2023). Fostering Engaging Online Learning Experiences: Investigating Situational Interest and Mind-Wandering as Mediators through Learning Experience Design. Journal of Education and Information Technologies.
Wong, J., Richland, L. (Under Review, 2023). Supporting Children’s Engagement through Learning Experience Design, Situational Interest, and User Experience: Implementing a Blended Learning Math Experience in the Classroom. Journal of Educational Technology Research and Development.
Zhao, H., Vollman, E., Wong, J., Lerner, B., Yeung, N., Richland, L. (Under Review, 2023). Individual Differences in Attention to Analogical Relations. Journal of Experimental Child Psychology
Corrigan, M. W., Wong, J. T. Grove, D., Andersen, S. B., & Hughes, B. S. (Under Review, 2023). STEAM-first or STEM-first for Emerging Bilingual and English Fluent Students? Exploring Misconceptions & Order Effects on Elementary Life Science Conceptual Change. International Journal of Science and Math Education.
Selected Publications
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/1046560X.2022.2112552
Hughes, B. S., Corrigan, M. W., Grove, D., Andersen, S. B., & Wong, J. T. (2022). Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States. International Journal of STEM Education, 9(1), 1-19. https://doi.org/10.1186/s40594-022-00375-7
Wong, J. T., & Hughes, B. S. (2022). Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 1-38. https://doi.org/10.1007/s12528-022-09342-1
Wong, J., Chen, E., Au-Yeung, N., Lerner, B., & Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children's Online Engagement. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 472-479. International Society of the Learning Sciences. https://dx.doi.org/10.22318/icls2022.472
Corrigan, M. W., Grove, D., Andersen, S., Wong, J. T., & Hughes, B. S. (2022). Sometimes Finding Nothing Is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point). International Journal of Educational Methodology, 8(1), 11-27. https://doi.org/10.12973/ijem.8.1.11
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. Aera Open, 7, 23328584211065721. https://doi.org/10.1177/23328584211065721
Wong, J., Yeung, N. A., Lerner, B., & Richland, L. (2021). Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. International Society of the Learning Sciences. https://doi.dx.org/10.22318/icls2021.521
Selected Presentations
Wong, J., Hughes, B. (2023). The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students’ Knowledge Outcomes. ISLS (International Society of the Learning Sciences) Annual Conference. Montreal, Quebec, Canada
Wong, J., Hughes, B. (2023). Asynchronous Online or Blended/ Hybrid: Implementing Learning Experience Design to Support Students Learning Behaviors. NARST (National Association for Research in Science Teaching) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Learner, B., Lee, J., Abestilla, J., Kwong, M., Richland, L. (2023). Supporting Children’s Online Math Engagement through Learning Experience Design and Higher-Order-Thinking. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Hughes, B., Cai, J., Richland, L., Wong, J. (2023). Implementing Learning Experience Design to Support Undergraduate Teaching and Learning through Online Embedded Video Questions. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Decker, D., Wilson, M., Davila, S., Richland, L., Hughes, B. (2023). Leveraging Learning Experience Design to Support Virtual Reality Language Learning in the Metaverse. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J.T., Chen, E., Au Yeung, N, Lerner, L, Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement. ISLS (International Society of the Learning Sciences) Annual Conference. Hiroshima, Japan.
Wong, J.T., Au Yeung, N., Lerner, L., Richland, L. (2022). Instructional Design, Situational Interest, and User Experience: Promoting Children's Online Engagement Through Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Au Yeung, N., Richland, L., Hughes, B. (2022). Leveraging Learning Experience Design to Deploy Embedded Video Questions to Support Students' Online Learning Experience. NARST (National Association for Research in Science Teaching) Annual Conference. Vancouver, British Columbia, Canada
Hughes, B., Wong, J.T. (2022). Leveraging Learning Experience Design to Support Student Learning Behaviors in Online Undergraduate Courses. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Bui, E., Fields, D., Hughes, B. (2022). Online Teacher Professional Development: Leveraging Instructional Design to Support Teachers’ Science Content Knowledge, STEAM Perceptions, and Self-efficacy to Improve NGSS Elementary Science Instruction through Digital Media. ILS (Innovate Learning Summit) Association for the Advancement of Computing in Education (AACE) Annual Conference.
Bui, E., Wong, J.T., Fields, D., Hughes, B. (2022). Improving Next Generation Science Standards Elementary Science Teacher Self-Efficacy Through Online Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Feng, J, Farias, L, Wong, J.T., Au Yeung, N, Richland, L (2021). The Relationship Between Mathematics Anxiety and Performance in an Elementary Student Context. WPA (Western Psychological Association) Annual Conference.
Wong, J.T., Mesghina, A, Au Yeung, N, Richland, L (2021). Pandemic Teaching and Learning: The Influences of Undergraduate Motivation and Stress on Online Engagement while Distance Learning AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Learning Experience and Instructional Design Efforts Promoting Self-efficacy and Task-value in Undergraduate Science Online Courses. NARST (National Association for Research in Science Teaching) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Teacher Professional Development: The Influence of Teacher Self-Efficacy and Perceptions to Improve Elementary Science Instruction through Digital Media. ATE (Association of Teacher Educators Annual Meeting) Annual Conference. Anaheim, California
Wong, J.T., Hughes, B. (2021). Quality Matters: Instructional Design Efforts for Online Teacher Professional Development in Elementary Science Instruction AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Professional Development: The Effects of Teaching Efficacy and Perceptions on Teaching Science through Arts and Technology AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Effectiveness of Online Professional Development for Teaching Science through Arts and Digital Media: An Evaluation of Teachers’ Self-Efficacy and Perceptions. WMSCI (World Multi-Conference on Systemics, Cybernetics, and Informatics)
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Designing Quality Online Professional Development: A Mixed Methods Review and Analysis of Efforts and Outcomes. AERA (American Educational Research Association) Annual Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Improving Science Instruction and Perceptions through Increased Science Knowledge: An Examination of Teaching Efficacy and Perceptions. AERA (American Educational Research Association) Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration to Reverse Misconceptions. Paper presented at the American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration for Misconception Reversal. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Andersen, S., Wong, J.T. Hughes, B. (2019, April). Arts Before Inquiry Leads to Higher Learning Gains in Arts-Integrated Elementary Science Curriculum. Paper presented at American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Andersen, S., Wong, J.T., Hughes, B. (2019, April). Integrating Arts Prior to Inquiry Methods Leads to Higher Learning Gains in Elementary Science. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Wong, J.T., Hughes, B. S. (2018, March). “Fly-Over Videos” Digital Media in Higher Education. Presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), Atlanta, GA, USA.
Wong, J.T., Hughes, B. S. (2017, November). Student Opinions on Digital Art Media: “Fly-Over Videos” in Higher Education. Proceedings, pg. 3123-3132. Poster presented at the 10th Annual International Conference of Education, Research, and Innovation (iCERi), Seville, Spain. doi:10.21125/iceri.2017.0869
Joseph Wong is a doctoral candidate at the University of California, Irvine who conducts cross-functional research in cognitive science, digital learning, and educational technology with a major focus on STEM learning experiences under his advisors, Dr. Lindsey Richland and Dr. Bradley Hughes.
As a Learning Experience Designer (LXD) and design-based researcher, his research delves into the integration of evidence-based cognitive techniques with pedagogical learning design (LD) and user experience (UX) design. This exploration revolves around how educational media technologies, including online learning, generative A, virtual, augmented, and mixed reality, offer distinct opportunities to enhance student motivation, boost engagement, and cultivate transferable skills. This foundational research provides the groundwork for sustainably scaling the effectiveness and design of STEM courses across a broad spectrum of age groups firmly rooted in the Learning Experience Design (LXD) paradigm, spanning from elementary to middle school, undergraduate, and teacher preparation programs. His ultimate aim is to create digital learning experiences in STEM fields that prioritize equity, scalability, and a human-centered approach.
To explore Joseph’s recent publications, please check out his Google Scholar Profile. If you would like to review examples of his teaching and research, please use the following links below:
As an NSF GRFP Intern fellow (see article), Joseph works as a learning and user experience researcher at Immerse, a virtual reality Edtech company that specializes in immersive language education. Immerse has developed a first-of-kind VR language teaching and learning platform, allowing language lessons to be delivered using immersive simulations through the Oculus headset. At Immerse, he conducts research alongside a cross-functional team of software engineers, game designers, and language learning experts to develop VR products from concept to market. This internship has enabled Joseph to facilitate communication with industry educational developers, designers, and stakeholders; design assessments in VR to support transferable skills; and take pedagogical learning design, student, and teacher needs into account when designing educational platforms for STEM teaching and learning in the Metaverse.
Prior to joining the doctoral program, Joseph worked at UC Irvine as the Director of Videography for Science Education Media on the National Science Foundation-funded project Equitable Science Curriculum Integrating Arts in Public Education (ESCAPE). Here, he oversaw the 4K Ultra HD pre-production, production, and post-production digital media workflows for online teacher professional development training that integrates arts with science education. Hundreds of third, fourth, and fifth-grade teachers currently implement this curriculum, impacting thousands of students in Title I elementary schools across Los Angeles and Orange County school districts.
Before ESCAPE, Joseph worked as an informal science educator at the California Academy of Sciences. Working alongside the visualization team in the Morrison Planetarium, he recorded, edited, and produced original full-dome and portable dome productions for both museum guests and Title I middle school students. He also worked as a planetarium host and museum exhibitor, teaching the Academy’s guests about various scientific phenomena from planetary sciences to marine habitats.
“As a first-generation Burmese American student and NSF GRFP research fellow, my career goal is to bridge together my passion for digital media technologies with human cognition to design and facilitate transformative learning experiences representative of today’s 21st-century student learning behaviors.”
Publications Under Review
Wong, J., Richland, L. E., & Hughes, B. S. (Under Review, 2023). Implementing Learning Experience Design to Support Students’ Knowledge Outcomes, Self-regulation, and Critical Thinking through Embedded Video Questions. International Journal of Educational Technology in Higher Education.
Wong, J., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (Under Review, 2023). Fostering Engaging Online Learning Experiences: Investigating Situational Interest and Mind-Wandering as Mediators through Learning Experience Design. Journal of Education and Information Technologies.
Wong, J., Richland, L. (Under Review, 2023). Supporting Children’s Engagement through Learning Experience Design, Situational Interest, and User Experience: Implementing a Blended Learning Math Experience in the Classroom. Journal of Educational Technology Research and Development.
Zhao, H., Vollman, E., Wong, J., Lerner, B., Yeung, N., Richland, L. (Under Review, 2023). Individual Differences in Attention to Analogical Relations. Journal of Experimental Child Psychology
Corrigan, M. W., Wong, J. T. Grove, D., Andersen, S. B., & Hughes, B. S. (Under Review, 2023). STEAM-first or STEM-first for Emerging Bilingual and English Fluent Students? Exploring Misconceptions & Order Effects on Elementary Life Science Conceptual Change. International Journal of Science and Math Education.
Selected Publications
Wong, J. T., Mesghina, A., Chen, E., Yeung, N. A., Lerner, B. S., & Richland, L. E. (2023). Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering. Computers and Education Open, 4, 100118. https://doi.org/10.1016/j.caeo.2022.100118
Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593-623. https://doi.org/10.1080/1046560X.2022.2112552
Hughes, B. S., Corrigan, M. W., Grove, D., Andersen, S. B., & Wong, J. T. (2022). Integrating arts with STEM and leading with STEAM to increase science learning with equity for emerging bilingual learners in the United States. International Journal of STEM Education, 9(1), 1-19. https://doi.org/10.1186/s40594-022-00375-7
Wong, J. T., & Hughes, B. S. (2022). Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. Journal of Computing in Higher Education, 1-38. https://doi.org/10.1007/s12528-022-09342-1
Wong, J., Chen, E., Au-Yeung, N., Lerner, B., & Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children's Online Engagement. In Proceedings of the 16th International Conference of the Learning Sciences-ICLS 2022, pp. 472-479. International Society of the Learning Sciences. https://dx.doi.org/10.22318/icls2022.472
Corrigan, M. W., Grove, D., Andersen, S., Wong, J. T., & Hughes, B. S. (2022). Sometimes Finding Nothing Is Something: Shrinking the Gap between Emerging Bilingual Learners and English Fluent Students (Case in Point). International Journal of Educational Methodology, 8(1), 11-27. https://doi.org/10.12973/ijem.8.1.11
Mesghina, A., Wong, J. T., Davis, E. L., Lerner, B. S., Jackson-Green, B. J., & Richland, L. E. (2021). Distressed to Distracted: Examining Undergraduate Learning and Stress Regulation During the COVID-19 Pandemic. Aera Open, 7, 23328584211065721. https://doi.org/10.1177/23328584211065721
Wong, J., Yeung, N. A., Lerner, B., & Richland, L. (2021). Instructional Design, Situational Interest, and User Experience: Applications of Learning Experience Design to Promote Children’s Online Engagement. In Proceedings of the 15th International Conference of the Learning Sciences-ICLS 2021. International Society of the Learning Sciences. https://doi.dx.org/10.22318/icls2021.521
Selected Presentations
Wong, J., Hughes, B. (2023). The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students’ Knowledge Outcomes. ISLS (International Society of the Learning Sciences) Annual Conference. Montreal, Quebec, Canada
Wong, J., Hughes, B. (2023). Asynchronous Online or Blended/ Hybrid: Implementing Learning Experience Design to Support Students Learning Behaviors. NARST (National Association for Research in Science Teaching) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Learner, B., Lee, J., Abestilla, J., Kwong, M., Richland, L. (2023). Supporting Children’s Online Math Engagement through Learning Experience Design and Higher-Order-Thinking. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Hughes, B., Cai, J., Richland, L., Wong, J. (2023). Implementing Learning Experience Design to Support Undergraduate Teaching and Learning through Online Embedded Video Questions. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J., Cai, J., Decker, D., Wilson, M., Davila, S., Richland, L., Hughes, B. (2023). Leveraging Learning Experience Design to Support Virtual Reality Language Learning in the Metaverse. AERA (American Educational Research Association) Annual Conference. Chicago, Illinois, USA
Wong, J.T., Chen, E., Au Yeung, N, Lerner, L, Richland, L. (2022). A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children’s Online Engagement. ISLS (International Society of the Learning Sciences) Annual Conference. Hiroshima, Japan.
Wong, J.T., Au Yeung, N., Lerner, L., Richland, L. (2022). Instructional Design, Situational Interest, and User Experience: Promoting Children's Online Engagement Through Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Au Yeung, N., Richland, L., Hughes, B. (2022). Leveraging Learning Experience Design to Deploy Embedded Video Questions to Support Students' Online Learning Experience. NARST (National Association for Research in Science Teaching) Annual Conference. Vancouver, British Columbia, Canada
Hughes, B., Wong, J.T. (2022). Leveraging Learning Experience Design to Support Student Learning Behaviors in Online Undergraduate Courses. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Wong, J.T., Bui, E., Fields, D., Hughes, B. (2022). Online Teacher Professional Development: Leveraging Instructional Design to Support Teachers’ Science Content Knowledge, STEAM Perceptions, and Self-efficacy to Improve NGSS Elementary Science Instruction through Digital Media. ILS (Innovate Learning Summit) Association for the Advancement of Computing in Education (AACE) Annual Conference.
Bui, E., Wong, J.T., Fields, D., Hughes, B. (2022). Improving Next Generation Science Standards Elementary Science Teacher Self-Efficacy Through Online Learning Experience Design. AERA (American Educational Research Association) Annual Conference. San Diego, California, USA
Feng, J, Farias, L, Wong, J.T., Au Yeung, N, Richland, L (2021). The Relationship Between Mathematics Anxiety and Performance in an Elementary Student Context. WPA (Western Psychological Association) Annual Conference.
Wong, J.T., Mesghina, A, Au Yeung, N, Richland, L (2021). Pandemic Teaching and Learning: The Influences of Undergraduate Motivation and Stress on Online Engagement while Distance Learning AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Learning Experience and Instructional Design Efforts Promoting Self-efficacy and Task-value in Undergraduate Science Online Courses. NARST (National Association for Research in Science Teaching) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Teacher Professional Development: The Influence of Teacher Self-Efficacy and Perceptions to Improve Elementary Science Instruction through Digital Media. ATE (Association of Teacher Educators Annual Meeting) Annual Conference. Anaheim, California
Wong, J.T., Hughes, B. (2021). Quality Matters: Instructional Design Efforts for Online Teacher Professional Development in Elementary Science Instruction AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Online Professional Development: The Effects of Teaching Efficacy and Perceptions on Teaching Science through Arts and Technology AERA (American Educational Research Association) Annual Conference. Orlando, Florida
Wong, J.T., Hughes, B. (2021). Effectiveness of Online Professional Development for Teaching Science through Arts and Digital Media: An Evaluation of Teachers’ Self-Efficacy and Perceptions. WMSCI (World Multi-Conference on Systemics, Cybernetics, and Informatics)
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Designing Quality Online Professional Development: A Mixed Methods Review and Analysis of Efforts and Outcomes. AERA (American Educational Research Association) Annual Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Corrigan, M., Grove, D., Hughes, B. (2020). Improving Science Instruction and Perceptions through Increased Science Knowledge: An Examination of Teaching Efficacy and Perceptions. AERA (American Educational Research Association) Conference. San Francisco, CA.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration to Reverse Misconceptions. Paper presented at the American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Wong, J.T., Andersen, S., Hughes, B. (2019, April). Ordering of Arts and Science Integration for Misconception Reversal. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Andersen, S., Wong, J.T. Hughes, B. (2019, April). Arts Before Inquiry Leads to Higher Learning Gains in Arts-Integrated Elementary Science Curriculum. Paper presented at American Educational Research Association (AERA) Annual Conference. Toronto, Canada.
Andersen, S., Wong, J.T., Hughes, B. (2019, April). Integrating Arts Prior to Inquiry Methods Leads to Higher Learning Gains in Elementary Science. Paper presented at National Association for Research in Science Teaching (NARST) Annual Conference. Baltimore, Maryland.
Wong, J.T., Hughes, B. S. (2018, March). “Fly-Over Videos” Digital Media in Higher Education. Presented at the Annual Conference of the National Association for Research in Science Teaching (NARST), Atlanta, GA, USA.
Wong, J.T., Hughes, B. S. (2017, November). Student Opinions on Digital Art Media: “Fly-Over Videos” in Higher Education. Proceedings, pg. 3123-3132. Poster presented at the 10th Annual International Conference of Education, Research, and Innovation (iCERi), Seville, Spain. doi:10.21125/iceri.2017.0869
