个人简介

邓文博，博士，副教授，硕士生导师，扬州大学教育技术系专任教师。研究方向为教育媒体与心理，AI4STEM 教育等领域研究。近年来主持国家级课题1项，参与国家级课题1项，参与省部级课题5项，在SCI、SSCI、CSSCI 收录期刊发表论文十余篇。

主持参与项目

青少年网络亲社会参与的形成机理及培育路径研究，主持人，国家社会科学基金教育学青年课题，编号：CEA240266.

初中生学业增值评价的模型构建与监测研究，参与人，国家社会科学基金教育学一般课题，编号：BHA220133.

中学生计算思维能力的测量及培养，主持人，中央高校基本科研业务费专项资金自由探索项目，编号：2018TS011.

中小学生科学实践能力测评研究，参与人，中国基础教育质量监测协同创新中心重大成果培育性项目，项目编号：2019-05-028-BZPK01.

高校混合教改背景下教师信息化教学能力评价标准与测评工作研究，参与人，教育部全国教育科学“十三五”规划教育重点课题，项目编号：DCA200305.

陕西省基础教育质量提升工程，参与人，陕西省教育事业发展“十四五”规划和教育重大问题研究课题，项目编号：SJGH145-01.

教师非语言行为影响视频学习的认知神经机制及教学实践研究，参与人，陕西省社会科学基金项目，项目编号：2020P021.

主要成果

Deng, W., Pi, Z., Lei,   W., Zhou, Q., Zhang, W. Pencil Code improves learners’ computational thinking   and computer learning attitude. Computer Applications in Engineering   Education. 2020; 28: 90–104.

Deng, W., Lei, W.,   Guo, X., Li, X., Ge, W., & Hu, W.  Effects of regulatory focus on   online learning engagement of high school students: The mediating role of   self-efficacy and academic emotions. Journal of Computer Assisted Learning,  2022; 38(3), 707–718.

Deng, W., Guo, X., Cheng,   W., Zhang, W. Embodied Design: A Framework for Teaching Practices   Focused on the Early Development of Computational Thinking. Computer   Applications in Engineering Education. 2022; (11), DOI: 10.1002/cae.22588.  

Deng, W., Shen, X., Hao, Y., Zhang, H. Designing integrated STEM curriculum to enhance STEM literacy among middle school students: insights from Chinese context. International Journal Of Technology and Design Education (2025).

Tang, Q., Deng, W. (co-first author), Huang, Y., Wang, S. and Zhang, H. Can Generative Artificial Intelligence be a Good Teaching Assistant? — An Empirical Analysis Based on Generative AI-Assisted Teaching. Journal of Computer Assisted Learning, 2025; 41: e70027.

Lei,   W., Deng, W., Zhu, R., Runco, M.A., Dai, D.Y. and Hu, W.  Does   Cognitive Style Moderate Expected Evaluation and Adolescents’ Creative   Performance: An Empirical Study. Journal Creation Behaver, 2021; 55: 120-129.

Guo, X., Deng, W., Hu, K., Lei, W., Xiang, S., Hu, W. The effect of metacognition on students’ chemistry   identity: the chain mediating role of chemistry learning burnout and   chemistry learning flow. Chemistry   Education Research and Practice, 2022; 23,  408-421.