論文發表 Paper Presentation
期刊論文發表
英文著作
Lee*, S. W.-Y., Tu, H. Y., Chen, G. L., & Lin, H. M. (2023). Exploring the multifaceted roles of mathematics learning in predicting students' computational thinking competency. International Journal of STEM Education, 10(1), 64. https://doi.org/10.1186/s40594-023-00455-2 (SSCI Journal) (first author,corresponding author)
Lee, S. W.-Y., Liang, J.‐C., Hsu*, C.-Y., Chien, F.-P., & Tsai, M.-J. (2023). Exploring potential factors to students‘ computational thinking: Interactions between gender and ICT-resource differences in Taiwanese junior high schools. Educational Technology & Society, 26(3), 176-189. https://doi.org/10.30191/ETS.202307_26(3).0013 (SSCI Journal) (first author)
Cheng*, K. -H., Lee*, S. W.-Y., & Hsu, Y.-T. (2023). The roles of epistemic curiosity and situational interest in students' attitudinal learning in immersive virtual reality environments. Journal of Educational Computing Research, 61(2), 494-519. https://doi.org/10.1177/07356331221121284 (SSCI Journal) (corresponding author)
Lee, S. W.-Y., Liang, J.‐C., Hsu*, C.-Y., & Tsai, M.-J. (2023). Students’ beliefs about computer programming predict their computational thinking and computer programming self-efficacy. Interactive Learning Environments, 1-21. https://doi.org/10.1080/10494820.2023.2194929 (SSCI Journal) (first author)
Lee*, S. W.‐Y. (2022). Investigating the effects of explicit instructional approaches on students’ understanding of scientific models and modeling. Research in Science & Technological Education, 1-17. https://doi.org/10.1080/02635143.2022.2153244 (SSCI Journal) (first author, corresponding author)
Chang, H. -Y., Binali, T., Liang, J.-C., Chiou, G. -L., Cheng, K. -H., Lee, S. W.‐Y., & Tsai, C. -C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact.Computer & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641 (SSCI Journal)
Cheng, K. -H., Lee*, S. W.-Y., & Hsu, Y.-T. (2022). The roles of epistemic curiosity and situational interest in students‘ attitudinal learning in immersive virtual reality environments.Journal of Educational Computing Research, 1-26. https://doi.org/10.1177/07356331221121284(SSCI Journal) (corresponding author)
Lee*, S. W.-Y., Hsu, Y.‐T., & Cheng, K.‐H. (2022). Do curious students learn more science in an immersive virtual reality environment? Exploring the impact of advance organizers and epistemic curiosity. Computers & Education, 182, 104456. https://doi.org/10.1016/j.compedu.2022.104456 (SSCI Journal)(first author)
Tsai, M.-J., Chien, F.-P., Lee, S. W.-Y., Hsu, C.-Y., & Liang, J.-C. (2022). Development and Validation of the Computational Thinking Test for Elementary School Students (CTT-ES): Correlate CT Competency with CT Disposition. Journal of Educational Computing Research, 60 (1), 110-1129. https://doi.org/10.1177/07356331211051043 (SSCI Journal)
Lee*, S. W.-Y., Luan, H., Lee, M.‐H., Chang, H.‐Y., Liang, J.‐C., Lee, Y.‐H., Lin, T.‐J., Wu, A.‐H., Chiu, Y.‐J., & Tsai, C.‐C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105, 880–907. https://doi.org/10.1002/sce.21663 (SSCI Journal)(first author, corresponding author)
Tsai, M.-J., Liang, J. C., Lee, S. W.-Y., & Hsu, C. Y. (2022). Structural validation for the developmental model of computational thinking. Journal of Educational Computing Research, 60 (1), 56-73. https://doi.org/10.1177/07356331211017794 (SSCI Journal)
Wang, Y.-J., Lee*, S. W.-Y., Liu, C.-C., Lin, P.-C., & Wen, C.-T. (2021). Investigating the links between students’ learning engagement and modeling competence in computer-supported modeling-based activities. Journal of Science Education and Technology, 30(6), 751-765. https://doi.org/10.1007/s10956-021-09916-1 (SSCI Journal)(corresponding author)
Lee*, S. W.-Y., Shih, M., Liang, J.-C., & Tseng, Y.-C. (2021). Investigating learners' engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3), 1197–1214. https://doi.org/10.1111/bjet.13067 (SSCI Journal)(first author, corresponding author) *下載全文(Fulltext)
Lee*, S. W.-Y., Wu, H.-K., & Chang, H.-Y. (2021). Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology. Instructional Science, 49(2), 223-248. https://doi.org/10.1007/s11251-021-09534-9(SSCI Journal)(first author, corresponding author) *下載全文(Fulltext)
Chang, H.-Y., Lin,T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., Tan, A.-L, & Tsai*, C.-C. (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56(1), 77-110. https://doi.org/10.1080/03057267.2020.1735822 (SSCI Journal)
Lee*, S. W.-Y. (2018). Identifying the item hierarchy and charting the progression across grade levels: Surveying Taiwanese students’ understanding of scientific models and modeling. International Journal of Science and Mathematics Education, 16(8), 1409-1430. https://doi.org/10.1007/s10763-017-9854-y (SSCI Journal)(first author, corresponding author)
Yang*, F. Y., Tsai, M. L., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (2018). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Journal of Educational Technology & Society, 21(2), 28-45. (SSCI Journal) https://www.jstor.org/stable/26388377
Yang, F. Y., Liu, Ｓ.-Y., Hsu, C.-Y., Chiou*, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S.-F., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, C.-L., Chu, R.-J., Tsai, C.-C. (2018). Highschool students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48(2), 325–344. https://doi.org/10.1007/s11165-016-9570-6 (SSCI Journal)
Lee*, S. W.-Y., Chang, H.-Y., Wu, H.-K. (2017). Students’ views of scientific models and modeling: Do representational characteristics of models and students’ educational levels matter? Research in Science Education, 47(2), 305-328. https://doi.org/10.1007/s11165-015-9502-x (SSCI Journal)(first author, corresponding author)
Lee*, S. W.-Y., Liang, J.-C., & Tsai, C.-C. (2016). Do sophisticated epistemic beliefs predict meaningful learning? Findings from a structural equation model of undergraduate biology learning. International Journal of Science Education, 38(15), 2327–2345. https://doi.org/10.1080/09500693.2016.1240384 (SSCI Journal)(first author, corresponding author)
Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W.-Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., Hsu, C.-Y., Wu, Y.-T., Chen, S., Hwang, F.-K., Tsai*, C.-C. (2015). A review of features of technology-supported learning environments based on participants' perceptions. Computers in Human Behavior, 53, 223-237. (SSCI Journal) https://doi.org/10.1016/j.chb.2015.06.042
Wang*, C.-Y., Wu, H.-K., Lee, S W.-Y., Hwang, F.-K., Chang, H.-Y., Wu, Y.-T., Chiou, G.-L., Chen, S., Liang, J.-C., Lin, J.-W., Lo, H.-C., & Tsai, C.-C. (2014). A review of research on technology-assisted school science laboratories. Journal of Educational Technology & Society, 17(2), 307–320. (SSCI Journal) https://www.jstor.org/stable/10.2307/jeductechsoci.17.2.307
Lee*, S. W.-Y. (2013). Investigating students' learning approaches, perceptions of online discussions, and students' online and academic performance. Computers & Education, 68, 345–352. https://doi.org/10.1016/j.compedu.2013.05.019 (SSCI Journal)(first author, corresponding author)
Wu*, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024 (SSCI Journal)
Lee*, S. W.-Y. & Tsai, C.-C. (2013). Technology-supported learning in secondary and undergraduate biological education: Observations from literature review. Journal of Science Education & Technology, 22(2), 226-233. https://doi.org/10.1007/s10956-012-9388-6 (SSCI Journal)(first author, corresponding author)
Lai, M.-L., Tsai, M.-J., Yang*, F.-Y., Hsu, C.-Y., Liu, T.-C., Lee, S. W.-Y., Lee, M.-H., Chiou, G.-L., Liang, J.-C., Tsai, C.-C. (2013). A Review of Using Eye-Tracking Technology in Exploring Learning from 2000 to 2012. Educational Research Review, 10, 90-115. (SSCI Journal) https://doi.org/10.1016/j.edurev.2013.10.001
Wu, Y.-T., Hou, H.-T., Hwang, F.-K., Lee, M.-H., Lai, C.-H., Chiou, G.-L., Lee, S. W.-Y., Hsu, Y.-C., Liang, J.-C., Chen, N.-S., & Tsai*, C.-C. (2013). A review of intervention studies on technology-assisted instruction from 2005-2010. Journal of Educational Technology & Society, 16(3), 191–203. https://www.jstor.org/stable/10.2307/jeductechsoci.16.3.191 (SSCI Journal)
Chen, S., Lo, H.-C., Lin, J.-W., Liang, J.-C., Chang, H.-Y., Huang, F.-K., Chiou, G.-L., Wu, Y.-T., Lee, S. W.-Y., Wu, H.-K., Wang, C.-Y., & Tsai*, C.-C. (2012). Development and implications of technology in reform-based physics laboratories. Physical Review Special Topics-Physics Education Research, 8, 020113. https://doi.org/10.1103/PhysRevSTPER.8.020113 (SSCI Journal)
Lee, S. W.-Y., Lai, Y.-C., Yu, H.-T. A., & Lin*, Y. K. (2012). Impact of biology laboratory courses on students’ science performance and views about laboratory courses in general: Innovative measurements and analyses. Journal of Biological Education, 46(3), 173-179. https://doi.org/10.1080/00219266.2011.634017 (SSCI/SCI Journal)(first author)
Lee*, S. W.-Y., & Tsai, C.-C. (2012). Students’ domain-specific scientific epistemological beliefs: A comparison between biology and physics. Asia-Pacific Education Researcher, 21(2), 215-229. https://doi.org/10.1007/s11251-010-9131-8 (SSCI Journal)(first author, corresponding author)
Lee*, S. W.-Y., & Tsai, C.-C. (2011). Identifying patterns of collaborative knowledge exploration in online asynchronous discussions. Instructional Science, 39, 321-347. https://doi.org/10.1007/s11251-010-9131-8 (SSCI Journal)(first author, corresponding author)
Lee*, S. W.-Y., & Tsai, C.-C. (2011). Students' perception of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27, 905-914. https://doi.org/10.1016/j.chb.2010.11.016 (SSCI Journal)(first author, corresponding author)
Lee, S. W.-Y., Tsai*, C.-C., Wu, Y.-T., Tsai, M.-J., Liu, T.-C., Hwang, F.-K., Lai, C.-H., Liang, J.-C., Wu, H.-C., & Chang, C.-Y. (2011). Internet-based science learning: a review of journal publications. International Journal of Science Education, 33(14), 1893-1925. https://doi.org/10.1080/09500693.2010.536998 (SSCI Journal)(first author, corresponding author)
Walker, D. S., Lee, W.-Y., Skov, N. M., Berger, C. F., & Athey, B. D. (2002). Investigating users' requirements: Computer-based anatomy modules for multiple-user test beds. Journal of the American Medical Informatics Association, 9(4), 311-319. https://doi.org/10.1197/jamia.M0976 (SSCI Journal)
中文著作
林英杰、李文瑜*、莊秋蘭（2022）。系統思考能力的分析架構、評量與教學：科學教育相關實徵性研究之文獻回顧。師資培育與教師專業發展期刊，15(1)，57-90。 https://doi.org/10.53106/207136492022041501003
莊秋蘭、李文瑜*（2020）。探討建模教學對國小學童環境素養之影響。師資培育與教師專業發展期刊，13(2)，115-143。 https://doi.org/10.3966/207136492020081302005
徐瑛黛、李文瑜*（2020）。電腦輔助環境融入科學建模教學對學生模型建立之影響。數位學習科技期刊，12(2)，25-53。 https://doi.org/10.3966/2071260X2020041202002 (TSSCI)
莊秋蘭、李文瑜*、蕭淳浩、曾一偵、黃耀萱（2018）。以建模導向課程促進海洋永續觀點發展之初探。環境教育研究，14(1)，117-158。 https://doi.org/10.6555/JEER.14.1.117
專書章節
李文瑜*、王亞喬（2024）。電腦輔助科學建模教學：發展現況與研究。載於邱美虹（主編），科學探究與實作之理念與實踐（頁149-176）。臺灣師大出版社。
Lee, S. W.-Y. (2006). Constructing anatomy literacy: Intertextual knowledge building with computer-based learning media. In L.A.Rex (Ed.), Discourse of Opportunity: How Talk in Learning Situations Creates and Constrains. Cresskill, NJ: Hampton Press.
國際會議論文
Tu, H.-Y., Lee*, S. W.-Y., & Hsu, T.-Y. (2023). Examining different affective factors in learning with virtual reality. Paper presented at The 31th International Conference on Computers in Education (ICCE 2023). Shimane, Japan.
Lee*, S. W.-Y., Hsu, Y.-T., & Chang, P. (2023). Exploring the impact of design elements for self-regulated learning in immersive virtual reality–A quasi-experimental design. Paper presented at The 16th annual International Conference of Education, Research and Innovation (ICERI 2023). Seville, Spain.
Lee*, S. W.-Y. (2023). Modeling students’ learning in an immersive virtual reality environment with self-regulated learning strategies. Paper presented at 2023 EdMedia + Innovate Learning Summit Highlights. Vienna, Austria.
Lee*, S. W.-Y. (2023). The roles of gender and programming self-efficacy in predicting students’ intention to learn robotics. Paper presented at 2023 11th International Conference on Information and Education Technology (ICIET 2023). Fujisawa, Japan.
Wang*, Y.-C.& Lee, S. W.-Y. (2022). The Effects of Meta-cognitive Guidance and Scientific Inquiry Self-efficacy on Students’ Understanding of Models and Force Concepts.Paper presented at The 38th Annual International Conference of Science Education (ASET 2022). Hsinchu, Taiwan.
Tu, H.-Y., Lee*, S. W.-Y. (2022). The role of epistemic curiosity in 3D virtual game for science learning.Paper presented at The 30th International Conference on Computers in Education (ICCE 2022). Kuala Lumpur, Malaysia.
Hsu, Y.-T., Lee*, S. W.-Y., & Cheng K.-H. (2021). Investigating the impact of immersive virtual reality environment on science learning. Paper presented at 2021 International Conference of East-Asian Association for Science Education. Shizuoka, Japan.
Wang, Y.-J., Lee*, S. W.-Y ., Lin, P.-C., & Liu, C.-C. (2019). Linking the learning processes to learning engagement and learning outcomes: How well did the students learn in modeling-based computer simulation activities. Paper presented at The 27th International Conference on Computers in Education (ICCE 2019). Kenting, Taiwan.
Lee*, S. W.-Y. & Lin, H,-M. (2019). Validating an instrument for epistemic awareness of scientific model and modeling and investigating its relationship to scientific epistemic beliefs. Paper presented at Personal Epistemology and Learning conference. Taipei, Taiwan.
Lee*, S. W.-Y. (2019). Assessing ninth grade students’ understanding of force and motion models and investigating its relationship to the conception of learning Science. Paper presented at The 13th Biennial Conference of the European Science Education Research Association. Bologna, Italy.
Li, D.-R., Wu, Y.-B., Tsai, M.-J., & Lee, S. W.-Y. (2019). Gifted students’ visual behaviors of reading scratch programs: the role of computational thinking.. Paper presented at The 18th Biennial EARLI Conference. Aachen, Germany.
Wang*, Y.-C. & Lee*, S. W.-Y. (2019). The impact of modeling activity incorporating computer simulation on students’ understanding of models and modeling performance. Paper presented at The 23rd Global Chinese Conference on Computers in Education. Wuhan, China.
Lee*, S. W.-Y. (2019). Does model construction lead to better learning outcomes? A comparison of two model-based curricula. Paper will be presented at The 2019 Annual International Conference of the American Education Research Association. Toronto, Canada.
Wang, Y.-C. & Lee*, S. W.-Y. (2018). Developing a modeling-oriented test items based on force concepts in physics. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Hualien, Taiwan.
Hsu, Y.-T. & Lee*, S. W.-Y. (2018). Evaluating elementary school students’ understanding of the evaporation and condensation through model-oriented questions. Paper presented at 2018 International Conference of East-Asian Association for Science Education. Hualien, Taiwan.
Lee*, S. W.-Y., Liang, J.-C., & Tsai, C.-C. (2018). A comparison of the students’ engagement in participatory and non-participatory simulations. Paper presented at The 4th International Symposium on Educational Technology. Osaka, Japan
Shih, M.-L., Huang, Y.-N., Liang, J.-C., Lee, M.-H. & Lee, S. W.-Y. (2017). The relationships of Taiwanese college students’ conceptions, approaches, and self- efficacy to learning civil engineering in a flipped classroom. Paper presented at The 25th International Conference on Computers in Education. Christchurch, New Zealand.
Lee*, S. W.-Y. (2017). Advancing students’ understanding of models and modeling through different curriculum design. Paper presented at The 12th Conference of the European Science Education Research Association. Dublin, Ireland.
Lee*, S. W.-Y. (2016). Experiences of designing and implementing model-based instruction in Taiwan. Paper presented at 2016 International Conference of East-Asian Association for Science Education. Tokyo, Japan.
Lee*, S. W.-Y. (2016). Rasch validation and measurement of students' understanding of the nature of models: A new computer-based questionnaire. Paper presented at The 2016 Annual International Conference of the National Association for Research in Science Teaching. Baltimore, USA.
Tseng, Y.-C., Lee*, S. W.-Y. & Wang, A. (2015). Comparison of students’ perceptions of small group discussion in online and face-to-face environments. Paper presented at The 23nd International Conference on Computers in Education. Hangzhou, China.
Liao, M.-T. & Lee, S. W.-Y. (2015). Investigating the Effect of Intergration of Computer Simulation and Model-Based Teaching in Eighth Grade Science Class. Paper presented at The Fifth Asian Conference on Technology in the Classroom 2015. Kobe, Japan.
Lee*, S. W.-Y., Wu, H.-K., Chang, H.-Y. (2015). Students' views of model evaluation and change of models in different science context. Paper presented at The 2015 Annual International Conference of the National Association for Research in Science Teaching. Chicago, USA.
Rosenberg, J. M., Schwarz, C. V., Lee, S. W.-Y., & Akcaoglu, M. (2015). A comparative longitudinal case study of the use of scientific modeling in the pedagogical practice of two fifth-grade science teachers. Paper presented at The 2015 Annual International Conference of the National Association for Research in Science Teaching. Chicago, USA.
Lee* , S. W.-Y., Wu, H.-K., Chang, H.-Y. (2014). Understanding middle and high school students' views of model evaluation and model change. Paper presented at The 22nd International Conference on Computers in Education. Nara, Japan.
Rosenberg, J. M., Schwarz, C. V., Akcaoglu, M., & Lee*, S. W.-Y. (2014). Comparative longitudinal case studies of two middle school teachers’ use of scientific modeling. Poster presented at 2014 Advances in Educational Psychology Conference. Alexandria, VA, USA.
Liang, J.-C., Lee*, S. W.-Y., Shih, M.-L., & Chiou, G.-L. (2013). Epistemic beliefs, conceptions of and approaches to learning biology among college students. Paper presented at The 15th Biennal Conference of the European Association for Research in Learning and Instruction. Munich, Germany.
Lee*, S. W.-Y., Liang, J.-C., Chai, C.-S., & Tsai, C.-C. (2013). Young scholars’ epistemic beliefs of biology. Paper presented at The International Conference for Science Educators and Teachers. Pattaya, Thailand.
Chou, T.-C. & Lee,* S. W.-Y. (2013). A survey Research of high school students’ epistemological believes and learning approaches to different topics of biology. Paper presented at 2013 International Conference of East-Asian Association for Science Education. Hong Kong, China.
Kuo, Y.-C., Lai, M.-L., & Lee*, S. W.-Y. (2013). An eye-movement study on solving arithmetic word problems that contain irrelevant information. Paper presented at 2013 International Conference of East-Asian Association for Science Education. Hong Kong, China.
Shih, M.-K., Lee*, S. W.-Y., & Chen, C.-T. (2012). Integrating simulations in teaching of science argumentation. Paper presented at The 20th International Conference on Computers in Education. Singapore.
Lee*, S. W.-Y., Chang, H.-Y., & Wu, H.-K. (2012). Relationships between Representational Characteristics, Students’ Education Levels, and Beliefs of Models. Paper presented at International Conference of the Learning Sciences. Sydney, Australia.
Yang, Y.-F. & Lee*, S. W.-Y. (2011). Adult Learners’ attitudes toward web-based professional development and Internet self-efficacy in Taiwan. Paper presented at The 19th International Conference on Computers in Education. ChiangMai, Thailand.
Lee*, S. W.-Y. (2011). Relationships between students’ learning approaches, views of nature of science, and performances in online discussions. Paper presented at 42nd Annual ASERA Conference of the Australasian Science Education Research Association. Adelaide, South Australia.
Lee*, S. W.-Y., Shih, M., & Tsai, C.-C. (2010). Students’ conception of and approach to blended learning. Paper presented at Asia-Pacific Conference on Technology Enhanced Learning. Osaka, Japan.
Lee*, S. W.-Y., Lin, W.-T., & Yu, H.-T. (2009). Impact of laboratory on students’ academic achievement and investigation planning. Paper presented at European Science Research Education Association (ESERA) Conference. Istanbul, Turkey.
Lee*, S. W.-Y. & Tsai, C.-C. (2009). College students' domain-specific epistemological beliefs of sciences: A comparison of students' conception of biology and physics. Paper presented at the National Association of Research in Science Teaching . Garden Grove, CA.
Yoon, K.-S., Duncan, T., Lee*, S. W.-Y., Shapley, K. (2008). Review of Evidence on the Effects of Teacher Professional Development on Student Achievement: Findings and Suggestions for Future Evaluation Designs. Paper presented at the American Education Research Association. New York, NY.
Bootel, J., Holland-Coviello, R., & Lee*, S. W.-Y. (2007). Student Progress Monitoring in a Response to Intervention World: Helping Classrooms to Implement Best Practices. Paper presented at the Annual Conference of Council for Exceptional Children. Louisville, Kentucky.
Lee*, W.-Y. (2006). The Interplay between Self-Directed Learning and Social Interactions: Collaborative Knowledge Building in Online Problem-Based Discussions. In proceedings of the International Conference of Learning Sciences. Bloomington, IN.
Lee*, W.-Y. (2004). Problem-Centered Online Asynchronous Discussions. Paper presented at the Learning Sciences Doctoral Consortium, University of Michigan, Ann Arbor
Lee*, W.-Y. (2003). Community as a framework for analyzing distance learning education. Paper presented at the International Conference on Communities and Technologies in the workshop of Ubiquitous and Mobile Computing for Educational Communities, Amsterdam, Netherlands.
Lee*, W.-Y. (2003). Interactional discourse analysis for asynchronous online discussions. Paper presented at the Third Annual Interdisciplinary Conference on Qualitative Research, Ann Arbor, MI.
Lee*, W.-Y. , Skov, N., Walker, D. S., & Berger, C. (2003). Characterizing anatomy learning through design research: Formative evaluation of computer-based image browsers. Paper presented at the Annual Conference of American Education Research Association, Chicago, IL.
國內會議論文
林依婷、李文瑜*（2023年3月9-10日）。探討心智圖融入程式編輯和性別對國中生運算思維傾向與程式自 我效能之影響。第十八屆台灣數位學習發展研討會，屏東縣：臺灣。
李文瑜*、李秉諺（2022年3月25-26日）。STEM機器人活動與性別差異：知識觀、學習參與、自我效能間的關係。第十七屆台灣數位學習發展研討會，臺東縣：臺灣。
洪于涵、李文瑜*（2021年3月25-26日）。探討虛擬實境學習環境下國小高年級生之VR可用性、學習情意面向以及科學學習成效之相關。第十六屆台灣數位學習發展研討會，宜蘭縣：臺灣。
陳光臨、李文瑜*（2020年12月17-19日）。探討國中學生運算思維與數學素養、數學學習信念關係之研究。第三十六屆科學教育國際研討會，高雄市：臺灣。
郭雅儒、李文瑜*（2019年3月21-22日）。探討電腦輔助建模教學對於七年級學生生態永續模型建立之影響。第十四屆台灣數位學習發展研討會，雲林縣：臺灣。
林栢川、李文瑜*（2018年11月29日-12月2日）。探討建模歷程活動融入電腦模擬對國中生力學概念理解與建模能力之影響。第三十四屆科學教育國際研討會，花蓮縣：臺灣。
徐瑛黛、李文瑜*（2018年3月23-24日）。探討建模課程中融入電腦輔助環境對學生建模表現的影響。第十三屆台灣數位學習發展研討會，臺中市：臺灣。
林英杰、李文瑜*（2018年3月23-24日）。使用數位模擬實驗對於國小學童科學參與與科學過程技能影響之研究。第十三屆台灣數位學習發展研討會，臺中市：臺灣。
蕭淳浩、李文瑜*（2016年2月19日）。七年級學生生物系統化思考能力之初探研究。2016研究生STEM教育學術交流研討會，臺北市：臺灣。
張耕銓、李文瑜* （2016年2月19日）。國中八年級自然與生活科技課程建模能力試題發展與設計。2016研究生STEM教育學術交流研討會，臺北市：臺灣。
許雅潔、李文瑜*（2015年12月10-12日）。探討建模教學對於促進國中學生的科學概念、模型觀點以及科學高階思考能力之影響。第三十一屆科學教育國際研討會，高雄市：臺灣。
莊秋蘭、李文瑜*（2014年12月5-6日）。國中學生對於海洋魚群保育模型建立之初探。第三十屆科學教育學術研討會，臺北市：臺灣。
陳京材、李文瑜*（2013年12月12-14日）。利用繪圖探討國一學生在植物水分運輸的另有概念與概念改變。2013第二十九屆科學教育國際研討會，彰化市：臺灣。
楊舒晴、許慧玉、李文瑜*（2013年11月27-28日）。動態幾何軟體融入高中探究數學之初探。2013 TWELF 第九屆臺灣數位學習發展研討會，臺中市，臺灣。
黃子昊、李文瑜*（2013年5月9-10日）。數學教師的知識信念、教學信念、與教學知識的關係之探討。2013教育高階論壇「數位時代之教育議題與發展」學術研討會，臺南市，臺灣。
周亭君、李文瑜*（2012年12月21-22日）。高中生對於基礎生物「生命的特性」、「遺傳」、「演化與生物多樣性」、「生物體的構造與功能」學習方法、知識觀差異之調查研究。2012 台灣教育研究學會學術研討會，高雄市，臺灣。
郭怡均、李文瑜*、賴孟龍（2012年12月13-15日）。以眼動技術探討多餘訊息對解題之影響。第二十八屆科學教育國際研討會，臺北市，臺灣。
國外技術報告
Yoon, K. S., Duncan, T., Lee, S. W.-Y. , Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=70.
Shami, M., Kim, K., Villenas, C., Holland-Coviello, R., Lee, S. W.-Y., Short, S., et al. (2006). National Center on Student Progress Monitoring: Year Three Evaluation Report. Washington DC: Office of Special Education Programs U.S. Department of Education.
Lee, S. W. Y., Lampron, S., Tepfer, T. (2006). Performance Tracking System technical report 3. Seattle, WA: Bill & Melinda Gates Foundation. [Due to a confidentiality agreement with the client, the title of this report cannot be disclosed.]