World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
65
Citations
23273
World Ranking
1014
National Ranking
13

Overview

Khe Foon Hew is affiliated with the University of Hong Kong in China. Their research spans across multiple fields of study including Social Sciences, Computer Science, and Psychology, with a primary focus on Education and its intersections with technology.

The scientist has published extensively on topics related to innovative teaching and learning methods, as well as the application of digital tools in educational environments. Main areas of work include:

  • Innovative Teaching Methods
  • Online Learning and Analytics
  • Online and Blended Learning
  • Innovative Teaching and Learning Methods
  • Educational Games and Gamification
  • Impact of Technology on Adolescents
  • Motivation and Self-Concept in Sports

Khe Foon Hew's research frequently appears in academic venues focused on educational technology and learning analytics. Prominent publication venues include:

  • International Journal of Educational Technology in Higher Education
  • Computers & Education
  • Computer Assisted Language Learning
  • Journal of Computer Assisted Learning
  • Educational Research Review

Collaborations are a significant part of their work, with frequent coauthors being:

  • Chengyuan Jia
  • Jiahui Du
  • Chung Kwan Lo
  • Shurui Bai
  • Ying Tang

Representative recent papers by Khe Foon Hew include:

  • "Transitioning to the 'new normal' of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms," 2020, International Journal of Educational Technology in Higher Education
  • "Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions," 2022, Journal of Computing in Higher Education

Other notable related works from their research network include studies on chatbots and gamification in learning contexts, such as:

  • "Chatbots for language learning-Are they really useful? A systematic review of chatbot-supported language learning," 2021, Journal of Computer Assisted Learning
  • "Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts," 2020, Educational Research Review
  • "The influence of ChatGPT on student engagement: A systematic review and future research agenda," 2024, Computers & Education

Best Publications

  • Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

    Khe Foon Hew;Thomas Brush

  • Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges

    Khe Foon Hew;Wing Sum Cheung

  • Flipped classroom improves student learning in health professions education: a meta-analysis

    Khe Foon Hew;Chung Kwan Lo

  • Review: Students' and teachers' use of Facebook

    Khe Foon Hew

  • Use of three‐dimensional (3‐D) immersive virtual worlds in K‐12 and higher education settings: A review of the research

    Khe Foon Hew;Wing Sum Cheung

  • A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research

    Chung Kwan Lo;Khe Foon Hew

  • Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning

    Weijiao Huang;Khe Foon Hew;Luke K. Fryer

  • Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS

    Khe Foon Hew

  • Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts

    Shurui Bai;Khe Foon Hew;Biyun Huang

  • Use of Web 2.0 technologies in K-12 and higher education: The search for evidence-based practice

    Khe Foon Hew;Wing Sum Cheung

  • Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies.

    Khe Foon Hew

  • Investigating the Effects of Gamification-Enhanced Flipped Learning on Undergraduate Students' Behavioral and Cognitive Engagement.

    Biyun Huang;Khe Foon Hew;Chung Kwan Lo

  • Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education

    Chung Kwan Lo;Khe Foon Hew;Gaowei Chen

  • Student contribution in asynchronous online discussion: a review of the research and empirical exploration

    Khe Foon Hew;Wing Sum Cheung;Connie Siew Ling Ng

  • What predicts student satisfaction with MOOCs: A gradient boosting trees supervised machine learning and sentiment analysis approach

    Khe Foon Hew;Xiang Hu;Chen Qiao;Ying Tang

  • Attracting student participation in asynchronous online discussions: A case study of peer facilitation

    Khe Foon Hew;Wing Sum Cheung

  • Empirical Study of Motivators and Barriers of Teacher Online Knowledge Sharing

    Khe Foon Hew;Noriko Hara

  • Using Twitter for education: Beneficial or simply a waste of time?

    Ying Tang;Khe Foon Hew

  • The use of weblogs in higher education settings: A review of empirical research

    Jeffrey Wee Sing Sim;Khe Foon Hew

  • Knowledge‐sharing in an online community of health‐care professionals

    Noriko Hara;Khe Foon Hew

Frequent Co-Authors

Curtis J. Bonk
Curtis J. Bonk Indiana University
Joyce Hwee Ling Koh
Joyce Hwee Ling Koh University of Otago
Gwo-Jen Hwang
Gwo-Jen Hwang National Taiwan University of Science and Technology

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