ZENG Chengze
	Research Assistant
	The Education University of Hong Kong

Chengze Zeng is a Research Assistant at The Education University of Hong Kong. He received his Master’s degree in Educational Technology from the Graduate School of Education, Peking University. His research interests include learning sciences and educational technology. He has been involved in multiple research projects and has published several SSCI/SCIE journal articles and international conference papers.

Journals

李姗姗, 林易, 曾诚则, 等. 中小学校长数字化转型领导力的测评与应用[J]. 中国电化教育, 2026. (Accepted)

Huang, C. L., Zeng, C.*, & Yang, S. C.* (2025). How can internet-specific epistemic beliefs be cultivated? The role of information searching, the study process and online academic help-seeking. Journal of Computing in Higher Education, 1-37. (Co-corresponding author)

Zeng, C. (2025). The role of growth mindset, self-efficacy, and environmental support in ICT practices for creative thinking development. International Journal of Educational Research, 132, 102631.

Zeng, C. (2025). Exploring the roles of online learning engagement, achievement goals, and self-efficacy in internet-specific epistemic justification. European Journal of Psychology of Education, 40(1), 2.

Li, S., Zeng, C., Liu, H., Jia, J., Liang, M., Cha, Y., Lim, C. P., & Wu, X. (2025). A meta-analysis of AI-enabled personalized STEM education in schools. International Journal of STEM Education, 12(1), 58.

Zeng, C. (2024). The effects of students’ backgrounds, attitudes, and ICT familiarity on mathematical literacy: latent profile analysis and lasso regression. Education and Information Technologies, 30(5), 5451-5475.

Zeng, C., Zhou, H., Ye, W., & Gu, X. (2022). iArm: Design an educational robotic arm kit for inspiring students’ computational thinking. Sensors, 22(8), 2957.

Conferences

Zeng, C., Zhao, Y., & Wu, B. (2025). From the perspective of educational equity: Can virtual reality videos improve students’ empathy? American Educational Research Association (AERA).

Huang, C. L., Zeng, C., & Yang, S. C. (2025). Transforming learners’ Internet-specific epistemic beliefs: The influence of study process and online academic help-seeking. American Educational Research Association (AERA).

Li, S., Zeng, C., Shang, J., Liu, Y., & Wu, X. (2025). Interpersonal communication skills training platform for teachers: Using generative AI to simulate educational conflict resolution. The IEEE International Conference on Advanced Learning Technologies (ICALT).

Zeng, C., & Wu, X. (2025). How do college students’ technology usage attitudes and academic buoyancy influence online academic help-seeking? The moderating roles of gender and major. The Global Chinese Conference on Computers in Education (GCCCE).

Zeng, C. (2024). Changing students by osmosis: A literature review of nudge theory in educational technology. The Asian Conference on Education (ACE).

Zeng, C., Zhao, Y., Chang, X., & Wu, B. (2021). Effects of immersive virtual reality-based microteaching on preservice teachers' self-efficacy, anxiety and teaching skills. The Global Chinese Conference on Computers in Education (GCCCE).