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Accepted: 3 June 2024

First Online: 27 June 2024

Declarations

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: The author(s) declared no potential conflicts of interest concerning the research, authorship, and/or publication of this article.

: Xiaoshan Huang is a PhD candidate in the Department of Educational and Counselling Psychology (ECP) at McGill University, and a member of the ATLAS (Advanced Technologies for Learning in Authentic Settings) Lab. Her areas of research interests include investigating learners’ cognition, motivation, and emotion regulation in both academia and the workplace using intelligent tutoring systems, as well as socially shared regulation in collaborative learning.

: Huang, X., Wu, H., Liu, X., & Lajoie, S. (2024, May). Examining the Role of Peer Acknowledgements on Social Annotations: Unraveling the Psychological Underpinnings. <i>Proceedings of the CHI Conference on Human Factors in Computing Systems,</i> 1–9.  Huang, X., Li, S., Wang, T., Pan, Z., & Lajoie, S. P. (2023). Exploring the co‐occurrence of students' learning behaviours and reasoning processes in an intelligent tutoring system: An epistemic network analysis. <i>Journal of Computer Assisted Learning</i>, <i>39</i>(5), 1701–1713. Huang, X., Li, S., & Lajoie, S. P. (2023, May). The Relative Importance of Cognitive and Behavioral Engagement to Task Performance in Self-regulated Learning with an Intelligent Tutoring System. In <i>International Conference on Intelligent Tutoring Systems</i> (pp. 430–441). Cham: Springer Nature Switzerland.Huang, X., & Lajoie, S. P. (2023). Social emotional interaction in collaborative learning: why it matters and how can we measure it? <i>Social Sciences & Humanities Open</i>, <i>7</i>(1), 100447. Huang, X., Huang, L., & Lajoie, S. P. (2022). Exploring teachers’ emotional experience in a TPACK development task. <i>Educational technology research and development</i>, <i>70</i>(4), 1283–1303.