
Affiliation
| Faculty of Education |
| University of Macau |
Accepting applications from PhD/EdD students
XinLin@um.edu.mo
Tel
(853) 8822 4121
Fax
(853) 8822 2402
Office
Room 3006, Faculty of Education,
University of Macau, E33,
Av. da Universidade, Taipa, Macau, China
Xin LIN 林鑫
| Assistant Professor |
| Faculty of Education, University of Macau |
ACADEMIC QUALIFICATIONS
Ph.D. in Special Education, University of Texas at Austin, 2022
M.A. in Special Education, University of Nebraska-Lincoln, 2018
B.Ed. in Special Education, Southwest University, 2017
RESEARCH AREA
Understanding and supporting students with mathematics learning difficulties
Applying AI tools to personalize learning and instruction
Using meta-analysis to uncover patterns in learning
PROFESSIONAL POSITIONS
Assistant Professor of Special Education, University of Macau, 08/2022-present
SELECTED PUBLICATIONS
* indicating student co-authors
For the most up-to-date and complete list of my publications, please visit my Google Scholar profile: https://scholar.google.com/citations?user=pmEjMoUAAAAJ&hl=en.
*Li, Y.J., & Lin, X. (2026). Developing a scale for mathematics vocabulary self-efficacy: Variations among primary, middle, and high school students. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2025.106444
*Han, X.N. & Lin, X. (2025). Mathematics writing performance of students experiencing mathematics difficulties in China. Journal of Learning Disabilities. https://doi.org/10.1177/00222194251391829
Lin, X., Peng, P., *Song, X.W. & *Liu, Q.L. (2025). Examine the longitudinal association between prior and subsequent mathematics using meta-analytic structural equation modeling approach. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10030-6
Lin, X., *Zhang, J. H. *Cui, H.R., *Song, X.W. & *Han, X.N. (2025). Unique and combined effects of fraction vocabulary and arithmetic instruction. Journal of Learning Disabilities. https://doi.org/10.1177/00222194251342191
Lin, X. & Powell, S. R. (2025). Cognitive and foundational mathematics antecedents of pre-algebra: Focusing on dual-language learners with word-problem difficulty. Journal of Learning Disabilities. https://doi.org/10.1177/00222194251315197
*Han, X.N. & Lin, X. (2025). A survey of teacher beliefs of the nature, learning, and teaching of mathematics vocabulary. Teachers and Teaching. http://dx.doi.org/10.1080/13540602.2025.2450673
*Zeng, X.C. & Lin, X. (2025). Initial efficacy of a decimal vocabulary intervention for students with mathematics difficulty in grade 5. Learning Disability Quarterly
*Han, X.N. & Lin, X. (2024). Investigating the features of mathematics writing among Chinese students. Reading and Writing. http://dx.doi.org/10.1007/s11145-024-10547-2
Lin, L.J., Lin, X., Zhang, X.F., & Ginns, P. (2024). The personalized learning effect on interest, cognitive load, retention, and transfer: A meta-analysis. Educational Psychology Review. 36(3), Article 88. https://doi.org/10.1007/s10648-024-09933-7
Lin, X., & Powell, S. R. (2023). Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after intervention. Child Development, 94(6), e362–e376. https://doi.org/10.1111/cdev.13970
Lin, X. & Powell, S. R. (2023). Initial efficacy of a fraction vocabulary intervention for students experiencing mathematics difficulty in grade 4. Learning Disabilities Research & Practice, 38(4), 253–262. https://doi.org/10.1111/ldrp.12321
Lin, X. & Powell, S. R. (2023). Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model. Early Childhood Research Quarterly, 63(2), 85–97. https://doi.org/10.1016/j.ecresq.2022.12.003
Ünal, Z. E., Greene, N. R., Lin, X., & Geary, D. C. (2023). What is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-Analytic Studies. Educational Psychology Review, 35(1), Article 4. https://doi.org/10.1007/s10648-023-09717-5
Lin, X. & Powell, S. R. (2022). The roles of initial mathematics, reading, and cognitive skills in subsequent mathematics performance: A meta-analytic structural equation modeling approach. Review of Educational Research, 92(2), 288–325.
Lin, X. & Powell, S. R. (2021). Examining the relation between whole-number and fractions: A meta-analytic structural equation modeling approach. Contemporary Educational Psychology, 67(4), Article 102017. https://doi.org/10.1016/j.cedpsych.2021.102017
Lin, X., Peng, P., & Luo, H. J. (2021). The deficit profile of elementary students with computational difficulties versus word problem-solving difficulties. Learning Disability Quarterly, 44(2), 110–122. https://doi.org/10.1177/0731948719865499
Lin, X., Peng, P., & Zeng, J. G. (2021). Understanding the relation between mathematics vocabulary and mathematics performance: A meta-analysis. The Elementary School Journal, 121(3), 504–540. https://doi.org/10.1086/712504
Peng, P., Lin, X., Ünal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634. https://doi.org/10.1037/bul0000231
Namkung, J., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 1–38. https://doi.org/10.3102%2F0034654319843494
Peng, P., & Lin, X. (2019). The relation between mathematics vocabulary and mathematics performance among fourth graders. Learning and Individual Differences, 69(1), 11–21. https://doi.org/10.1016/j.lindif.2018.11.006
Peng, P., Wang, T. F., Wang, C.C. & Lin, X. (2019). A meta-analysis on the relation between fluid intelligence and reading/mathematics: Effects of tasks, age, and social economics status. Psychological Bulletin, 145(2), 189–236. https://doi.org/10.1037/bul0000182.
SELECTED HONORS / AWARDS / SCHOLARSHIPS
- Best Paper Award, 2023, Faculty of Education, University of Macau
- University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
1 student per department receive the fellowship (maximum amount) - Doctoral Student Scholars 2021, Council for Exceptional Children, Division for Research
- University Graduate Continuing Fellowship 2021-2022, University of Texas at Austin
1 student per department receive the fellowship (maximum amount) - Recruitment Fellowship 2018-2019, University of Texas at Austin
SERVICE TO PROFESSION
| Journal Reviewer | |
| Review of Educational Research | |
| Educational Psychology Review | |
| Scientific Studies of Reading | |
| Learning and Instruction | |
| Journal of Learning Disabilities | |
| Learning and Individual Difference | |
| Presentations at Local Schools | |
| Escola Lin Fong Pou Chai, Macau (2024, April 12) | |
| Inclusive Education: IEP and Students with Learning Disabilities | |
| Fukien School, Macau (2024, January) | |
| Promoting Students’ Mental Well-Being & Addressing Disruptive and Noncompliant Behaviors | |
Si, J. J., Lin, X., Cui, H., Zhou, X., & Wang, K. Y. (2025, October). Digital Safety for Children with Intellectual Disabilities When Using Mobile Devices from Parents’ and Teachers’ Perspectives. In Proceedings of the 2025 on ACM SIGSAC Conference on Computer and Communications Security.
Lin, X., Cui, H., Lu, N. S., & Wang, K. Y. (2025, April). Exploring the Impact of Chatbot Design on Student Engagement and Cognitive Load: A Case Study on Error-Analysis Chatbots. In Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (pp. 1-7).
Lin, X., Han, X., & Qiu, J. (2025, April). Generative AI in Special Education: Teachers’ Insights on Instructional Enrichment vs. Accommodations. In Proceedings of the Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (pp. 1-6).
GRANTS RECEIVED
Lin, X. (2026-2027) Generative AI-Driven Intelligent Assessment and Intervention System for Mathematical Writing. The Science and Technology Development Fund (FDCT), Award: MOP377,000. Co-PI: Wang, Y. Ref No. FDCT/0090/2025/ITP2
Lin, X. (2025-2028) Smart Tourism and Career-Oriented Cultural Heritage Tours for Special Customer Segments through Technology. Asia-Pacific Academy of Economics and Management, University of Macau, Award: MOP285,000. Co-PI: Huang, H.L. Ref No. APAEM/SG/00016/2024
Lin, X. (2025-2026) Learning How to Solve Mathematical Word Problems With an AI-Based Chatbot: Designing and Evaluating its Effectiveness for Students With or At Risk for Mathematics Disabilities. University of Macau, Award: MOP280,000. Ref No. MYRG-GRG2024-00195-FED
Lin, X. (2024-2025) Enhancing Travel Accessibility: AI-driven Personalization for Individuals with Disabilities. Asia-Pacific Academy of Economics and Management, University of Macau, Award: MOP70,000. Co-PI: Wang, Y. Ref No. APAEM/SG/00016/2024
Lin, X. (2023-2025) Develop and Implement Mathematics Vocabulary Intervention for Students Experiencing Mathematics Learning Difficulties. University of Macau, Award: MOP150,000. Ref No. SRG2023-00002-FED
CURRENT COURSES
Introduction to Special Education (EDUC3003)
Research Methods in Education (EDUC7001)