ZHANG Peng
	Postdoctoral Associate
	Singapore-MIT Alliance for Research and Technology (SMART)

Peng Zhang is a Postdoctoral Associate at the Singapore-MIT Alliance for Research and Technology (SMART). She holds a Ph.D. in Educational Technology from Peking University and was previously a visiting researcher at the University of California, Berkeley. Her research interests lie at the intersection of the learning sciences, game-based learning, artificial intelligence in education, and augmented and virtual reality. Her recent work investigates how AI-supported and game-based virtual inquiry environments can foster students’ scientific understanding, learning motivation, and engagement, as well as how teachers translate learning-sciences principles into educational practice. She has published in international and Chinese journals, including British Journal of Educational Technology, Educational Technology Research and Development, and Asia Pacific Journal of Education, and has contributed book chapters on the learning sciences and learning analytics. She has received national and university honors and has participated in research projects funded by the Ministry of Education of China.

· Learning Sciences

· Game-Based Learning

· Artificial Intelligence in Education

Xia, Q., Zhang, P., Huang, W., & Chiu, T. K. F. (2025). The impact of generative AI on university students’ learning outcomes via Bloom’s taxonomy: A meta-analysis and pattern mining approach. Asia Pacific Journal of Education, 1–31. https://doi.org/10.1080/02188791.2025.2530503

Zeng, J., Zhang, P., Zhou, J., Shang, J., & Black, J. B. (2025). The impact of embodied scaffolding sequences on STEM conceptual learning. Educational Technology Research and Development, 73(2), 767–792. https://doi.org/10.1007/s11423-024-10438-x

Zhang, P., Hu, Q., & Shang, J. (2023). How can teachers facilitate computer-supported collaborative learning? A literature review of teacher intervention in CSCL. In C. Li, S. K. S. Cheung, F. L. Wang, A. Lu, & L. F. Kwok (Eds.), Blended learning: Lessons learned and ways forward (pp. 202–213). Springer Nature. https://doi.org/10.1007/978-3-031-35731-2_18

Zhang, P., Li, J., & Cai, S. (2025). Timing matters: Effects of augmented reality game on students’ learning achievement, satisfaction and acceptance. British Journal of Educational Technology, 56(3), 1273–1293. https://doi.org/10.1111/bjet.13524

Zhang, P., Su, H., Zeng, J., Zhang, Y., & Shang, J. (2024). Teach or not teach? Impacts of objective explanation in game-based learning: Insights from Gaussian hidden Markov analysis. In Proceedings of the 18th International Conference of the Learning Sciences—ICLS 2024 (pp. 2491–2492). International Society of the Learning Sciences. https://doi.org/10.22318/icls2024.997303

Zhang, X., Zhang, P., Shen, Y., Liu, M., Wang, Q., Gašević, D., & Fan, Y. (2024). A systematic literature review of empirical research on applying generative artificial intelligence in education. Frontiers of Digital Education, 1(3), 223–245. https://doi.org/10.1007/s44366-024-0028-5

[1] LIU Y, ZHANG P, SHANG J J. Construction of a teacher learning sciences literacy framework based on the Delphi method[J]. Modern Educational Technology, 2025, 35(4): 91–101. (in Chinese)

[2] SHANG J J, ZHANG P. Making learning more scientific, enjoyable, and effective: The core objectives of new joyful education[J]. Shanghai Education, 2025(3): 54–55. (in Chinese)

[3] SHANG J J, ZHANG P, LIU Y. Teachers’ learning sciences literacy: Conceptual connotations, theoretical framework, and improvement strategies[J]. E-Education Research, 2024, 45(8): 87–96. (in Chinese)

[4] ZHANG P, WU X M, ZENG J L, SHANG J J. The joy of learning: A study from philosophical, psychological, and neuroscientific perspectives[J]. Global Education, 2025, 54(3): 91–104. (in Chinese)

[5] ZHANG P, WANG Y, SHANG J J. Generative artificial intelligence and educational transformation: Values, challenges, and strategies[J]. Modern Educational Technology, 2024, 34(6): 14–24. (in Chinese)

[6] ZHANG P, SU H Y, ZHANG Y Y, SHANG J J. Hidden Markov models from a learning sciences perspective: A learning-process analysis method connecting theory and data[J]. Research in Teaching, 2025, 48(1): 1–10. (in Chinese)

[7] ZENG J L, ZHANG P, SHANG J J. Design-based research and its application to educational game design[J]. China Educational Technology, 2022(8): 32–40. (in Chinese)

[8] LI S S, WU X M, ZHANG P, FAN Y Z. Differences in the effectiveness of human and intelligent tutors: An affordance perspective based on dynamic interaction[J]. Open Education Research, 2025, 31(2): 98–107. (in Chinese)