Chiu, T. (2024). Using self-determination theory (SDT) to explain student STEM interest and identity development. Instructional Science, 52, 89-107. doi: 10.1007/s11251-023-09642-8
Chiu, T., Ismailov, M., Zhou, X-Y., Xia, Q., Au, D., & Chai, C. S. (2023). Using self-determination theory to explain how community-based learning fosters student interest and identity in integrated STEM education. International Journal of Science and Mathematics Education, 21, 109 -130. doi: 10.1007/s10763-023-10382-x
Xia, Q., Chiu, T., & Chai, C. S. (2023). The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI). Education and Information Technologies, 28, 8691-8713. doi: https://doi.org/10.1007/s10639-022-11547-x
Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Jeno, L. M., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M., Bartholomew, K., Chiu, T., Curren, R., & Erturan, G., Flunger, B. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176. doi: 10.1037/edu0000783
Chiu, T., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher Support and Student Motivation to Learn with Artificial Intelligence (AI) based Chatbot. Interactive Learning Environments, Advance Online doi: 10.1080/10494820.2023.2172044
Xia, Q., Chiu, T., Lee, M., Temitayo, I., Dai, Y., & Chai, C. S. (2022). A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189, 104582. doi: 10.1016/j.compedu.2022.104582
Chiu, T. (2022). School learning support for teacher technology integration from a Self-Determination Theory perspective. Educational Technology Research and Development, 70, 931–949. doi: 10.1007/s11423-022-10096-x
Ismailov, M., & Chiu, T. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective. Frontiers in Psychology, 13, 819884. doi: 10.3389/fpsyg.2021.800569
Chiu, T., Sun, J. C-Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, 42(10), 1263-1282. doi: 10.1080/01443410.2022.2074966
Weng, X., Chiu, T., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities. Frontiers in Psychology, 12, 800569. doi: 10.3389/fpsyg.2021.800569
Chiu, T. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 4, 1-17. doi: 10.1080/15391523.2021.1891998
Chiu, T. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments doi: 10.1080/10494820.2021.1926289
Chiu, T. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. doi: 10.1016/j.chb.2021.106909
Chiu, T., Chai, C. S., Williams, P. J., & Lin, T-J. (2021). Teacher professional development on Self-Determination Theory–Based design thinking in STEM education. Educational Technology & Society, 24(4), 153–165.
Chiu, T., Jong, M. S-Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?. Educational Technology Research and Development, 68(5), 2305–2320. doi: 10.1007/s11423-020-09775-4
