| An exploratory study of student engagement in gamified online discussions L Ding, E Er, M Orey Computers & Education 120, 213-226, 2018 | 248 | 2018 |
| Studies of student engagement in gamified online discussions L Ding, CM Kim, M Orey Computers & Education 115, 126-142, 2017 | 224 | 2017 |
| Applying gamifications to asynchronous online discussions: a mixed methods study L Ding Computers in Human Behavior 91, 1-11, 2019 | 139 | 2019 |
| Teaching technology integration to K-12 educators: a ‘gamified’ approach TJ Kopcha, L Ding, KL Neumann, I Choi TechTrends 60 (1), 62-69, 2016 | 79 | 2016 |
| Towards understanding the effective design of automated formative feedback for programming assignments Q Hao, DH Smith IV, L Ding, A Ko, C Ottaway, J Wilson, KH Arakawa, ... Computer Science Education 32 (1), 105-127, 2022 | 32 | 2022 |
| Determinants of college students' use of online collaborative help-seeking tools L Ding, E Er Journal of Computer Assisted Learning 34 (2), 129-139, 2018 | 30 | 2018 |
| Design of gamified asynchronous online discussions L Ding, CM Kim, M Orey Technology, Pedagogy and Education 29 (5), 631-647, 2020 | 22 | 2020 |
| Professional learning networks to support school librarians’ development of instructional technology expertise CH Deissler, L Ding, KL Neumann, TJ Kopcha TechTrends 59, 27-40, 2015 | 22 | 2015 |
| In situ identification of student self-regulated learning struggles in programming assignments K Arakawa, Q Hao, T Greer, L Ding, CD Hundhausen, A Peterson Proceedings of the 52nd ACM Technical Symposium on Computer Science …, 2021 | 21 | 2021 |
| A course-embedded comparison of instructor-generated videos of either an instructor alone or an instructor and a student K Cooper, L Ding, M Stephens, MTH Chi, SE Brownell CBE-Life Sciences Education, 2018 | 18 | 2018 |
| The motivational effects of involving students in rubric development on animation instruction H Zheng, L Ding, Z Lu, RM Branch TechTrends, 1-13, 2019 | 9 | 2019 |
| Learning from error episodes in dialogue-videos: The influence of prior knowledge L Ding, KM Cooper, MD Stephens, MTH Chi, SE Brownell Australasian Journal of Educational Technology 37 (4), 20-32, 2021 | 7 | 2021 |
| Students’ perceptions of using ChatGPT in a physics class as a virtual tutor L Ding, T Li, S Jiang, A Gapud International Journal of Educational Technology in Higher Education 20 (1), 1-18, 2023 | 5 | 2023 |
| Failure to replicate using dialogue videos in learning: Lessons learned from an authentic course L Ding, J Adams, M Stephens, SE Brownell, MTH Chi Proceedings of the 13th International Conference of the Learning Sciences (ICLS), 2018 | 5 | 2018 |
| The combination of segmentation and self-explanation to enhance video-based learning H Zheng, RM Branch, L Ding, D Kim, E Jung, Z Lu, T Li, Z Pan, M Yoon Active Learning in Higher Education, 2022 | 2 | 2022 |
| Shifts in implicit theories of creativity among undergraduates participating in a magic program T Li, L Ding, H Zheng Thinking Skills and Creativity 101501, 2024 | | 2024 |
| Tutorial-style lecturing video instruction in an online biology course: Responding to evidence L Ding, K Hung, H Zheng American Journal of Distance Education, 1-15, 2024 | | 2024 |
| Unveiling the pedagogical advantage of tutoring-style videos in an authentic biology class L Ding, M Yoon, D Kim Journal of Computer Assisted Learning, 1-14, 2023 | | 2023 |
| Exploring Differences in Planning between Students with and without Prior Experience in Programming R Parsons, Q Hao, L Ding Proceedings of 2023 ASEE Annual Conference & Exposition, 2023 | | 2023 |
| Tracking Student Interaction with Automated Feedback for Programming Assignments in Large-scale Computer Science Courses N Rys-Recker, Q Hao, L Ding, M Tsikerdekis Proceedings of the 13th International Learning Analytics and Knowledge …, 2023 | | 2023 |
