Assistant Professor, Beijing Language and Culture University, China
Xiaoran (Ella) Li is a researcher specializing in educational technology and learning sciences. She holds a Ph.D. in Educational Technology from Beijing Normal University, where she focused on unpacking and promoting metacognitive processes in computer-supported collaborative learning (CSCL) using multimodal data and adaptive support. Her research has contributed to theoretical frameworks and technological advancements in multimodal learning analysis, including physiological data integration, intelligent feedback systems, and learning analytics.
During Xiaoran Li’s visit at EDRL, she will collaborate with Dor and EDRL researchers to analyze embodied learning processes using multimodal data. By leveraging techniques such as process mining, sequential pattern analysis, and physiological signal interpretation, her work aims to deepen the understanding of how students learn through embodied experiences and help refine instructional design.
Recent publication:
Li, X. R., Hu, W. Q., Li, Y.Y., et al. (2023).Exploring what synchronized physiological arousal can reveal about the social regulatory process in a collaborative argumentation activity. Frontiers in Psychology, 13.104297018.
Li, X. R., Li, Y.Y., Hu, W. Q., et al. (2022). More socio‐emotional regulation, more effective? Exploring social regulation of learning in collaborative argumentation among the high and low performing groups. Metacognition and Learning, 18, 261–293. https://doi.org/10.1007/s11409-022-09329-4
Li, Y.Y., Li, X. R.*, Zhang, Y., et al. (2021). The effects of a group awareness tool on knowledge construction in computer-supported collaborative learning. British Journal of Educational Technology, 52(3), 1178-1196.
Mao. Z. Q., Li, X. R., et al. (2025). Capturing patterns of argumentation elements, encountered challenges, and social regulation in collaborative argumentation: an epistemic network analysis study. Interactive Learning Environments, 1–14. https://www.tandfonline.com/doi/full/10.1080/10494820.2025.2460583
Wang, R. Y., Li, X. R., et al. (2025). Exploring the differences in response characteristics to teacher scaffolding between the high- and low-performing groups during collaborative problem solving, Thinking Skills and Creativity, 56, 1-17. https://www.sciencedirect.com/science/article/abs/pii/S1871187125000021