2025-10-27T18:19:41+08:00

Affiliation

Faculty of Education
University of Macau

Accepting applications from PhD/EdD students

Email

fuchen@um.edu.mo

Tel

(853) 8822 8787

Fax

(853) 8822 2402

Office

Room 1022, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

Fu CHEN 陳孚

Head of AI Education Lab
Assistant Professor
Faculty of Education, University of Macau

Academic Qualifications

  • Ph.D. in Measurement, Evaluation, and Data Science, University of Alberta, 2021
  • M.Ed. in Educational Measurement, Beijing Normal University, 2017
  • B.S. in Psychology, Beijing Normal University, 2014

Research Area

  • Educational Data Mining
  • Learning Analytics
  • Computer-Based Assessments for Learning
  • Data Science in Education

Professional Positions

  • Assistant Professor, University of Macau, 09/2021-present

Publications

For an updated list of publications, please visit my Google Scholar profile at https://scholar.google.com/citations?user=thZfGfEAAAAJ&hl=en

 

Referred Journal Articles

†: Student as Coauthor; *: Chen as Corresponding Author.
38. Huang, Y., †Bao, Y., Ho, H. C., Lin, M., Tao, Y., Liu, Y., & *Chen, F. (2025). Measurement of hopelessness in parents of children with autism spectrum disorder: Dimensionality and measurement invariance of the Beck Hopelessness Scale. Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829251317252
37. †Liu, F., *Chen, F., Li, G., & Li, X. (2025). Factors influencing body image among Chinese secondary school students: A mixed methods approach. Psychology in the Schools. https://doi.org/10.1002/pits.23383
36. Cui, Y., Liu, X., Chen, F., Lutsyk, A., Leighton, J. P., & Cutumisu, M. (in press). Assessing critical thinking skills in data literacy: A digital performance assessment. Zeitschrift für Pädagogik.
35. Roduta Roberts, M., Alves, C. B., Chen, F. & St Jean, C. R. (2024). Associations between an open-response situational judgment test and performance on OSCEs and fieldwork: Implications for admissions decisions and matriculant diversity in an occupational therapy program. BMC Medical Education, 24, 1146. https://doi.org/10.1186/s12909-024-06071-0
34. Wang, C., Lu, C., Chen, F., Liu, X., Zhao, Q., & Wang, S. (2024). Growth mindset mediates the relationship between programming self-efficacy and computational thinking. Education and Information Technologies, 29, 21331–21354. https://doi.org/10.1007/s10639-024-12735-7
33. Li, S., Huang, X., Lin, L., & Chen, F. (2024). Exploring influential factors in peer upvoting within social annotation. British Journal of Educational Technology, 55(5), 2212–2225. https://doi.org/10.1111/bjet.13455
32. †Tan, L., Chen, F., & Wei, B. (2024). Examining key capitals contributing to students’ science-related career expectations and their relationship patterns: A machine learning approach. Journal of Research in Science Teaching, 61(8), 1975–2010. https://doi.org/10.1002/tea.21939
31. †Li, C., & *Chen, F. (2024). Impacts of ICT-related factors on students’ digital reading literacy: Evidence from high-performing Asian countries and regions. Education and Information Technologies, 29, 16717–16747. https://doi.org/10.1007/s10639-024-12501-9
30. He, S., Epp, C. D., Chen, F., & Cui, Y. (2024). Examining change in students’ self-regulated learning patterns after a formative assessment using process mining techniques. Computers in Human Behavior, 152, 10806. https://doi.org/10.1016/j.chb.2023.108061
29. *Chen, F., Li, S., Lin, L., & Huang, X. (2024). Identifying temporal trajectories of student engagement in social annotation during online collaborative reading. Education and Information Technologies, 29, 16101–16124. https://doi.org/10.1007/s10639-024-12494-5
28. *Chen, F., Lu, C., & Cui, Y. (2024). Using learners’ problem-solving processes in computer-based assessments for enhanced learner modeling: A deep learning approach. Education and Information Technologies, 29, 13713–13733.  https://doi.org/10.1007/s10639-023-12389-x
27. Lin, L., Li, S., Huang, X., & Chen, F. (2024). Longitudinal changes of student engagement in social annotation: A growth modeling approach. Distance Education, 45(1), 103–121. https://doi.org/10.1080/01587919.2024.2303488
26. †Bu, Y., & *Chen, F. (2023). What key contextual factors contribute to students’ reading literacy among top-performing countries and economies? Statistical and machine learning analyses. International Journal of Educational Research, 122, 102267. https://doi.org/10.1016/j.ijer.2023.102267
25. *Chen, F., Cui, Y., Lutsyk-King, A., Gao, Y., Liu, X., Cutumisu, M., & Leighton, J. P. (2024). Validating a novel digital performance-based assessment of data literacy: Psychometric and eye-tracking analyses. Education and Information Technologies, 29(8), 9417–9444. https://doi.org/10.1007/s10639-023-12177-7
24. *Chen, F., Lu, C., Cui, Y., & Gao, Y. (2023). Learning outcome modeling in computer-based assessments for learning: A sequential deep collaborative filtering approach. IEEE Transactions on Learning Technologies, 16(2), 243–255. https://doi.org/10.1109/TLT.2022.3224075
23. Cui, Y., Chen, F., Lutsyk, A., Leighton, J. P., & Cutumisu, M. (2023). Data literacy assessments: A systematic literature review. Assessment in Education: Principles, Policy & Practice, 30(1), 76–96. https://doi.org/10.1080/0969594X.2023.2182737
22. *Chen, F., Sakyi, A., & Cui, Y. (2022). Identifying key contextual factors of top performers in digital reading through a machine learning approach. Journal of Educational Computing Research, 60(7), 1763–1795. https://doi.org/10.1177/07356331221083215
21. Gao, Y., Cui, Y., Bulut, O., Zhai, X., & Chen, F. (2022). Examining adults’ web navigation patterns in multi-layered hypertext environments. Computers in Human Behavior, 129, 107142. https://doi.org/10.1016/j.chb.2021.107142
20. Zhao, J. L., Chen, F., & Jia, X. M. (2021). The development and validation of the doctoral student identity scale. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.688948
19. *Chen, F., Sakyi, A., & Cui, Y. (2021). Linking student, home, and school factors to reading achievement: The mediating role of reading self-efficacy. Educational Psychology, 41(10), 1260–1279. https://doi.org/10.1080/01443410.2021.1953445
18. Shin, J., Chen, F., Lu, C., & Bulut, O. (2021). Analyzing students’ performance in computerized formative assessments to optimize teacher’s test administration decisions using deep learning frameworks. Journal of Computers in Education. https://doi.org/10.1007/s40692-021-00196-7
17. *Chen, F., & Cui, Y. (2020). LogCF: Deep collaborative filtering with process data for enhanced learning outcome modeling. Journal of Educational Data Mining, 12(4), 66–99. https://doi.org/10.5281/zenodo.4399685
16. *Chen, F., Cui, Y., & Chu, M-W. (2020). Utilizing game analytics to inform and validate digital game-based assessment with evidence-centered game design: A case study. International Journal of Artificial Intelligence in Education, 30, 481–503. https://doi.org/10.1007/s40593-020-00202-6
15. *Chen, F., & Cui, Y. (2020). Utilizing student time series behaviour in learning management systems for early prediction of course performance. Journal of Learning Analytics, 7(2), 1–17. https://doi.org/10.18608/jla.2020.72.1
14. Cui, Y., Chen, F., & Shiri, A. (2020). Scale up predictive models for early detection of at-risk students: A feasibility study. Information and Learning Sciences, 121(3/4), 97–116. https://doi.org/10.1108/ILS-05-2019-0041
13. *Chen, F., & Cui, Y. (2020). Investigating the relation of perceived teacher unfairness to science achievement by hierarchical linear modeling in 52 countries and economies. Educational Psychology, 40(3), 273–295. https://doi.org/10.1080/01443410.2019.1652248
12. Chen, F., Yang, H., Bulut, O., Cui, Y., & Xin, T. (2019). Examining the relation of personality factors to substance use disorder by explanatory item response modeling of DSM-5 symptoms. PLoS ONE, 14(6), e0217630. https://doi.org/10.1371/journal.pone.0217630
11. Cui, Y., Chen, F., Shiri, A., & Fan, Y. (2019). Predictive analytic models of student success in higher education: A review of methodology. Information and Learning Sciences, 120(3/4), 208–227. https://doi.org/10.1108/ILS-10-2018-0104
10. Cui, Y., Chu, M-W., & Chen, F. (2019). Analyzing student process data in game-based assessments with Bayesian knowledge tracing and dynamic Bayesian network. Journal of Educational Data Mining, 11(1), 80–100. https://doi.org/10.5281/zenodo.3554751
09. Yang, H., Chen, F., Liu, X., & Xin, T. (2019). An item response theory analysis of DSM-5 heroin use disorder in a clinical sample of Chinese adolescents. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.02209
08. Chen, F., Liu, Y., Xin, T., & Cui, Y. (2018). Applying the M2 statistic to evaluate the fit of diagnostic classification models in the presence of attribute hierarchies. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01875
07. Chen, F., Yan, Y., & Xin, T. (2017). Developing a learning progression for number sense based on the rule space model in China. Educational Psychology, 37, 128–144. https://doi.org/10.1080/01443410.2016.1239817
06. Chen, F., Zhang, S., Guo, Y., & Xin, T. (2017). Applying the rule space model to develop a learning progression for thermochemistry. Research in Science Education, 47, 1357–1378. https://doi.org/10.1007/s11165-016-9553-7
05. Zhang, S., Du, J., Chen, P., Xin, T., & Chen, F. (2017). Using procedure based on item response theory to evaluate classification consistency indices in the practice of large-scale assessment. Frontiers in Psychology. https://doi.org/10.3389/ fpsyg.2017.01676
04. Ouyang, X., Xin, T., & Chen, F. (2016). Construct validity of the children’s coping strategies scale (CCSS): A bifactor model approach. Psychological Reports, 118, 199–218. https://doi.org/10.1177/0033294116628362
03. Chen, F., Xin, T., Liu, Y., Liu, T., & Tian, W. (2016). Model-data fit test methods and statistics for cognitive diagnostic models. Advances in Psychological Sciences, 24, 1946–1960. https://doi.org/10.3724/SP.J.1042.2016.01946 (in Chinese)
02. Gao, Y., Chen, F., Xin, T., Zhan, P., & Jiang Y. (2017). Applying psychometric models in learning progressions studies: Theory, method and breakthrough. Advances in Psychological Sciences, 25, 1623–1630. https://doi.org/10.3724/SP.J.1042.2017.01623 (in Chinese)
01. Xu, J., Zhou, H., Li, W., Chen, F., & Zhang, W. (2014). Interviewer’s rating and influencing factors in structural interviews. Advances in Psychological Sciences, 22, 357–368. https://doi.org/10.3724/SP.J.1042.2014.00357 (in Chinese)

Selected Honors / Awards / Scholarships

  • Alberta Innovates Graduate Student Scholarship, Alberta Innovates, 2020
  • Alberta Graduate Excellence Scholarship, University of Alberta, 2020
  • Chinese Government Award for Outstanding Graduate Students Studying Abroad, China Scholarship Council, 2020
  • Professor Mian Muhammad Afzal International Graduate Scholarship in Education, University of Alberta, 2018
  • University of Alberta Doctoral Recruitment Scholarship, University of Alberta, 2017
  • Honor of Outstanding Graduates, Beijing Normal University, 2017
  • China National Scholarship, Ministry of Education, China, 2016
  • Liyun Rank 1 Graduate Scholarship, Beijing Normal University, 2016
  • Huawei Graduate Scholarship, Huawei Technologies Co., Ltd., 2016

Service to Profession

  • Journal Reviewer
    • Computers & Education
    • Learning and Instruction
    • International Journal of Educational Technology in Higher Education
    • Studies in Educational Evaluation
    • IEEE Transactions on Learning Technologies
    • Journal of Educational Data Mining
    • Journal of Educational Computing Research
    • Contemporary Educational Psychology
    • British Journal of Educational Psychology
    • Journal for Research in Mathematics Education
    • Research and Practice in Technology Enhanced Learning
    • Education and Information Technologies
    • European Journal of Psychological Assessment
    • Journal of Computational Social Science
    • Computers and Education Open
    • The Asia-Pacific Education Researcher
    • Compare
  • Conference Reviewer
    • American Educational Research Association Annual Meeting