S
Shuai Wang
Researcher at SRI International
Publications - 17
Citations - 517
Shuai Wang is an academic researcher from SRI International. The author has contributed to research in topics: Adaptive learning & Confirmatory factor analysis. The author has an hindex of 6, co-authored 15 publications receiving 348 citations. Previous affiliations of Shuai Wang include University of Illinois at Urbana–Champaign.
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Enhancing learning and engagement through embodied interaction within a mixed reality simulation
TL;DR: Results of the study indicate that enacting concepts and experiencing critical ideas in physics through whole-body activity leads to significant learning gains, higher levels of engagement, and more positive attitudes towards science.
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Attitudes toward science among grades 3 through 12 Arab students in Qatar: findings from a cross-sectional national study
TL;DR: In this article, a cross-sectional, nationwide probability sample representing all students enrolled in grades 3 through 12 in the various types of schools in Qatar completed the "Arabic Speaking Students' Attitudes toward Science Survey" (ASSASS).
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A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency, and gender
TL;DR: The authors used multilevel modeling to examine the effects of three video game-enhanced life science units on the performance of 366 adolescent students from three middle schools in the central and western United States.
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Development and Large-Scale Validation of an Instrument to Assess Arabic-Speaking Students' Attitudes toward Science.
TL;DR: Ajzen et al. as discussed by the authors developed and validated an Arabic-speaking students' attitudes toward science survey (ASSASS), which was specifically developed for the purposes of the QIAS project.
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Why the bully/victim relationship is so pernicious: a gendered perspective on power and animosity among bullies and their victims.
TL;DR: Most effects with respect to aggression, popularity, and relationships were moderated by the gender composition of the bully/victim dyad, and implications for a developmental psychopathology perspective on peer bullying and victimization are highlighted.