Fengfeng Ke

Associate Professor, Department of Educational Psychology and Learning Systems

Dr. Ke's current research focuses on game-based learning, mixed-reality-based immersive learning, computer-supported collaborative learning, and inclusive design of e-learning.

Related Links

Current Research Projects

Digital Game- and Simulation-based Learning. My research focuses on using an integrative approach to design and examine a comprehensive game- and simulation-based learning system that comprises learning-oriented game mechanics, design-based pedagogy, data-driven learning assessment, and adaptive learner support. Current projects include: "EarthQuake Rebuild" - Mathematical Thinking and Learning via Architectural Design and Modeling (PI, Funded by National Science Foundation, Grant #1318784), Virtual-Reality-Based Social Skills Training for Children with High Functioning Autism (PI, Funded by Spencer Foundation, Grant #201400178), and Game-based Assessment and Support of STEM-related Competencies and Interest (Co-PI, Funded by National Science Foundation, Grant #1628937).

Inclusive and Immersive Learning Design. I design and study inclusive and immersive e-learning environments that promote engaging and effective learning interactions for a diversified learner population. The project of MILE (“Mixed-Reality-Integrated Learning Environment”) (PI, Funded by National Science Foundation, Grant #1632965) aims to study the design model and effects of a mixed reality integrated training program to provide teaching practice to STEM graduate teaching assistants (GTAs). Integrating 3D virtual reality and body sensory technology, this training program for STEM GTAs will extend the research and development of current STEM GTA training by enabling STEM GTAs to practice, observe, and reflect on teaching in a variety of instructional settings, and it will provide them with a deep understanding of teaching strategies through active experimentation and problem solving. The project of Web-based teaching and learning: Across culture and age (PI, Funded by Spencer Foundation, Grant #200800124) utilizes qualitative and quantitative techniques to explore the impact on learning and success of online pedagogies and contexts for students living in rural and urban areas.

Courses

EME5601. Introduction to Instructional Systems

EME5603. Introduction to Systematic Instructional Design

EME5614. Design of Learning Games

EME6507. Instructional Multimedia Design and Development

EDG6363. Experimental Learning Research

Recent Award

FSU University Developing Scholar Award (2017)

Selected Publications

Ke, F., & Carafano, P. (in press). Collaborative science learning in an immersive flight simulation. Computers & Education. [SSCI journal]

Ke, F., & Lee, S. (in press). Virtual reality based collaborative design by children with high-functioning autism: Design-based flexibility, identity, and norm construction. Interactive Learning Environments. [SSCI journal]

Kim, H., & Ke, F. (2017). Effects of game-based learning in an OpenSim-supported virtual environment on mathematical performance. Interactive Learning Environments, 25(4), 543-557. [SSCI journal]

Ke, F. (2016). Designing and integrating purposeful learning in game play: a systematic review. Educational Technology Research and Development, 64(2), 219-244. [SSCI journal]

Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. [SCI journal]

Ke, F., Xie, K., & Xie, Y. (2016). Game-based learning engagement: A theory- and data-driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. [SSCI journal]

Kim, H., & Ke, F. (2016). OpenSim-supported virtual learning environment: Transformative content representation, facilitation, and learning activities. Journal of Educational Computing Research, 54(2), 147-172. [SSCI journal]

Xu, X., & Ke, F. (2016). Designing a virtual-reality-based, game-like math learning environment. American Journal of Distance Education, 30(1), 27-38.

Ke, F., & Hsu, Y. (2015). Mobile Augmented-Reality Artifact Design as a Component of Mobile Computer-Supported Collaborative Learning. The Internet and Higher Education, 26, 33-41. [SSCI journal]

Ke, F., Im, T., Xue, X., Xu, X., Kim, N., & Lee, S. (2015). The experience of adult facilitators in a virtual-reality-based social interaction program for children with autism: A phenomenological Inquiry. Journal of Special Education, 48(4), 290-300. [SSCI journal]

Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67. [SSCI journal]

Xu, X., & Ke, F. (2014). From psychomotor to 'motorpsycho': Learning through gestures with body sensory technologies. Educational Technology Research and Development, 62(6), 711-741. [SSCI journal]

Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39. [SSCI journal]

Ke, F., & Im, T. (2014). A case study on collective cognition and operation in team-based computer game design by middle-school children.International Journal of Technology and Design Education, 24(2), 187-201. [SCIE journal]

Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high functioning autism. Journal of Educational Research, 106(6), 441-461. [SSCI journal]

Ke, F., & Chávez, A. F. (2013). Web-based teaching and learning across culture and age. New York, NY: Springer.

Ke, F. (2013). Computer-game-based tutoring for mathematics learning. Computers & Education, 60(1), 448-457. [SSCI journal]

Ke, F. (2013). Online interaction arrangements on quality of online interactions performed by diverse learners across disciplines. The Internet and Higher Education, 16, 14-22. [SSCI journal]

Ke, F., & Abras, T. (2013). Games for engaged learning of middle school children with special learning needs. British Journal of Educational Technology, 44(2), 225-242. [SSCI journal]

Ke, F., & Kawk, D. (2013). Constructs of student-centered online learning on learning satisfaction of a diverse online student body: A structural equation modeling approach. Journal of Educational Computing Research, 48(1), 97-122. [SSCI journal]

Ke, F., & Kwak, D. (2013). Online learning across ethnicity and age: A study on learning interaction participation, perception, and learning satisfaction. Computers & Education, 61, 43-51. [SSCI journal]

Lee, W. J., & Ke, F. (2013). The design of authentic inquiry for online knowledge-constructive interaction and self-regulated learning processes. International Journal of Online Pedagogy and Course Design, 3(2), 25-39.

Ke, F., Yildirim, N., & Enfield, J. (2012). Exploring the design of game enjoyment through the perspectives of novice game developers. International Journal of Gaming and Computer-Mediated Simulations, 4(4), 45-63.

Chávez, A. F., Ke, F., & Herrera, F. (2012). Clan, Sage, and Sky: Indigenous, Hispano, and Mestizo epistemologies of learning in New Mexico context. American Educational Research Journal, 49(4), 775-806. [SSCI journal]

Shute, V. J., & Ke, F. (2012). Games, learning, and assessment. In D. Ifenthaler, D. Eseryel, & Ge, X. (Eds.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 43-58). New York, NY: Springer.

Pachman, M., & Ke, F. (2012). Environmental support hypothesis in designing multimedia training for older adults: Is less always more? Computers & Education, 58(1), 100-110. [SSCI journal]

Ke, F., Chávez, A. F., Causarano, P. L., & Causarano, A. (2011). Identity presence and knowledge building: Joint emergence in online learning environments? International Journal of Computer Supported Collaborative Learning, 6(3), 349-370. [SSCI journal]

Xie, K., & Ke, F. (2011). The role of students’ motivation in peer-moderated asynchronous online discussions. British Journal of Educational Technology, 42(6), 916-930. [SSCI journal]

Ke, F. (2010). Examining online teaching, cognitive, and social presence for students. Computers and Education, 55(2), 808-820. [SSCI journal]

Xie, Y. Ke. F. & Sharma, P. (2010). The effect of peer-interaction styles in team blogging on students’ cognitive thinking and blog participation. Journal of Educational Computing Research, 42(4). 459-479. [SSCI journal]

Ke, F. & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487-410. [SSCI journal]

Ke, F., & Xie, K. (2009). Toward deep learning in adult-oriented online courses: The impact of course design strategies. The Internet and Higher Education , 12(3-4), 136-145. [SSCI journal]

Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620. [SSCI journal]

Ke, F. (2008). Computer games application within alternative classroom goal structures: Cognitive, metacognitive, and affective evaluation and interpretation. Educational Technology Research and Development, 56, 539-556. [SSCI journal]

Ke, F. (2008) Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3, 429-445. [SSCI journal]

Ke, F. (2008). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-32), New York: IGI Global.

Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for journaling on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18-25. [SSCI journal]

Ke, F. & Grabowski, B. (2007). Game playing for math learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249-259. [SSCI journal]

Ke, F. & Carr-Chellman, A. (2006). Solitary learner in online collaborative learning: A disappointing experience? Quarterly Review of Distance Education, 7(3), 249-265.

Ke, F., Ching, Y., Lin, H., & Dwyer, F. (2006). Effects of Animation on Multi-Level Learning Outcomes for Learners with Different Characteristics: A Meta-Analytic Assessment and Interpretation. Journal of Visual Literacy, 26(1), 15-40.

Lin, H., Ching, Y., Ke, F., & Dwyer, F. (2006). Effectiveness of Various Enhancement Strategies for Animation. Journal of Educational Technology Systems, 35(2), 215-237.