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Teacher
Factuly Directory
Assistant Professor
◆Ph.D. in Educational Psychology and Counseling (2018), National Taiwan Normal University
◆M.Ed. in Psychology and Counseling (2010), National Taipei University of Education
◆B.Ed. in Education (2007), National Chengchi University
◆Assistant Research Fellow of Research Center for Testing and Assessment at National Academy for Educational Research (2021-2025)
◆Postdoctoral Research Scholar of Department of Psychology and Counseling at National Taiwan Normal University (2019-2021)
◆Postdoctoral fellow (Professor Chao-Jung Wu's lab) of Department of Psychology and Counseling at National Taiwan Normal University (2018-2019)
◆Research Assistant of Program for Promoting Teaching Excellence Universities/Higher Education Sprout Project at Shih Chien University (2017-2018)
◆Researcher Fellow of New Service Talent Global Program at Sayling Wen Cultural & Educational Foundation/Cheng Shiu University (2016-2017)
◆Visiting Scholar of Department of Psychology at San Jose State University (2015)
◆M.Ed. in Psychology and Counseling (2010), National Taipei University of Education
◆B.Ed. in Education (2007), National Chengchi University
◆Assistant Research Fellow of Research Center for Testing and Assessment at National Academy for Educational Research (2021-2025)
◆Postdoctoral Research Scholar of Department of Psychology and Counseling at National Taiwan Normal University (2019-2021)
◆Postdoctoral fellow (Professor Chao-Jung Wu's lab) of Department of Psychology and Counseling at National Taiwan Normal University (2018-2019)
◆Research Assistant of Program for Promoting Teaching Excellence Universities/Higher Education Sprout Project at Shih Chien University (2017-2018)
◆Researcher Fellow of New Service Talent Global Program at Sayling Wen Cultural & Educational Foundation/Cheng Shiu University (2016-2017)
◆Visiting Scholar of Department of Psychology at San Jose State University (2015)
Cognitive psychology, Educational research methods, Educational statistics, Instructional innovation, STEAM education
Chia-Yu Liu is an assistant professor at the Department of Education, National Taichung University of Education. Her current themes of research are STEAM education, instructional innovation, cognitive psychology, and eye movements.
■Chien, Y. H., Liu, C. Y.*, & Tsai, C. S. (2025). Comparing forward and reverse engineering design approaches: Lag sequential and epistemic network analyses of student learning. Journal of Engineering Education, 114(4), Article e70039. https://doi.org/10.1002/jee.7003922 (SSCI, IF: 3.4, 70/762 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y.* (2025). Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan. Teaching and Teacher Education, 165, Article 105135. https://doi.org/10.1016/j.tate.2025.105135 (2024: SSCI, IF: 3.9, 54/756 in Education & Educational Research, Q1) (Single author)
■Chen, J. C., & Liu, C. Y.* (2025). Developing an interdisciplinary learning activity with the 6E model to improve students’ STEM knowledge, learning motivation, and creativity. Journal of Computer Assisted Learning, 41(3), Article e70031. https://doi.org/10.1111/jcal.70031 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2025). Using eye-movement modeling examples with reading strategies to improve adult readers’ comprehension of scientific illustrated texts. Journal of Computer Assisted Learning, 41(3), Article e70037. https://doi.org/10.1111/jcal.70037 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2025). Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design and assessment. Thinking Skills and Creativity, 56, Article 101770. https://doi.org/10.1016/j.tsc.2025.101770 (2024: SSCI, IF: 4.5, 41/756 in Education & Educational Research, Q1)
■Chen, J. C., & Liu, C. Y.* (2024). Using knowledge building and flipped learning to enhance students’ learning performance in a hands-on STEM activity. Journal of Computer Assisted Learning, 40(6), 3474-3485. https://doi.org/10.1111/jcal.13069 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2024). An eye-tracking study of college students’ infographic-reading processes. Journalism & Mass Communication Quarterly. Advance online publication. https://doi.org/10.1177/10776990241255974 (2024: SSCI, IF: 3.6, 17/227 in Communication, Q1)
■Chien, Y. H., & Liu, C. Y.* (2024). Participatory design thinking promotes 21st century skills in creativity and critical thinking for K–12 students. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000652 (2024: SSCI, IF: 2.7, 28/102 in Psychology, Experimental, Q2) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2023). Not just for decoration: How the arts complement science, technology, engineering, and mathematics learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000634 (2023: SSCI, IF: 2.7, 26/99 in Psychology, Experimental, Q2)
■Chen, H. L., & Liu, C. Y.* (2023). The effects of web-based peer assessment and peer feedback quality on students’ learning performances and motivation in a financial market course. TechTrends, 67, 664-675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.2; SJR: 0.871, Ranking: 266/1507 (Education, Q1)] (Corresponding author)
■Chien, Y. H., Liu, C. Y.*, Chan, S. C., & Chang, Y. S. (2023). Engineering design learning of high school students and college freshmen in a STEM battlebot design project. International Journal of STEM Education, 10(10), 1–15. https://doi.org/10.1186/s40594-023-00403-0 (2023: SSCI, IF: 5.6, 11/760 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading & Writing, 36, 2319–2343. https://doi.org/10.1007/s11145-022-10368-1 (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). Supporting students’ constructions of scientific descriptions by using a technology-based laboratory. Journal of Baltic Science Education, 21(3), 495–512. https://doi.org/10.33225/jbse/22.21.495 (2022: SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4)
■Wu, C. J., & Liu, C. Y.* (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551–569. https://doi.org/10.1007/s11251-022-09581-w (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2022). Understanding the properties and processes of a creative teacher team. International Journal of Educational Research, 111, Article 101909. https://doi.org/10.1016/j.ijer.2021.101909 (2022: SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2)
■Liu, C. Y., & Wu, C. J. (2022). STEM without art: A ship without a sail. Thinking Skills and Creativity, 43, Article 100977. https://doi.org/10.1016/j.tsc.2021.100977 (2022: SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C. (2021). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 382–393. https://doi.org/10.1037/aca0000404 (2021: SSCI, IF: 6.395, 5/91 in Psychology, Experimental, Q1)
■Wu, C. J., & Liu, C. Y.* (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17, Article 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (2021: SSCI, IF: 2.359, 143/270 in Education & Educational Research, Q3) (Corresponding author)
■Wu, C. J., Liu, C. Y.*, Yang, C. H., & Wu, C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education, 43(1), 105–127. https://doi.org/10.1080/09500693.2020.1858515 (2021: SSCI, IF: 2.518, 127/270 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., & Chen, H. L. (2020). Effects of peer learning on learning performance, motivation, and attitude. International Journal of Education Economics and Development, 11(4), 420–443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus) [2020: SJR: 0.176, Ranking: 1114/1839 (Education, Q4)]
■Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems. European Journal of Psychology of Education, 36, 91–108. https://doi.org/10.1007/s10212-020-00461-w (2021: SSCI, IF: 2.821, 24/61 in Psychology, Educational, Q2)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2019). Exploring the process of generating group creativity within a science teacher group (in Chinese). Bulletin of Educational Psychology, 51(1), 109–134. https://doi.org/10.6251/BEP.201909_51(1).0005 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56. https://doi.org/10.1016/j.compedu.2016.11.004 (2017: SSCI, IF: 4.538, 4/239 in Education & Educational Research, Q1)
■Kao, G. Y. M., Tsai, C. C., Liu, C. Y.*, & Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56–67. https://doi.org/10.1016/j.compedu.2016.04.013 (2016: SSCI, IF: 3.819, 7/235 in Education & Educational Research, Q1)
■Lin, W. W., & Liu, C. Y.* (2016). Exploratory study of creative science-teaching principles– The perspective of creative science teachers (in Chinese). Educational Review, 12, 79–114. https://doi.org/10.3966/156335272016120047003 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Lin W. W., & Liu, C. Y.* (2016). On exploring factors for creative science teaching (in Chinese). Bulletin of Educational Psychology, 48(1), 1–14. https://doi.org/10.6251/BEP.20150422 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y.* (2025). Assessment framework for students' STEAM performance: Teachers’ interviews and classroom observations in Taiwan. Teaching and Teacher Education, 165, Article 105135. https://doi.org/10.1016/j.tate.2025.105135 (2024: SSCI, IF: 3.9, 54/756 in Education & Educational Research, Q1) (Single author)
■Chen, J. C., & Liu, C. Y.* (2025). Developing an interdisciplinary learning activity with the 6E model to improve students’ STEM knowledge, learning motivation, and creativity. Journal of Computer Assisted Learning, 41(3), Article e70031. https://doi.org/10.1111/jcal.70031 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2025). Using eye-movement modeling examples with reading strategies to improve adult readers’ comprehension of scientific illustrated texts. Journal of Computer Assisted Learning, 41(3), Article e70037. https://doi.org/10.1111/jcal.70037 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2025). Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design and assessment. Thinking Skills and Creativity, 56, Article 101770. https://doi.org/10.1016/j.tsc.2025.101770 (2024: SSCI, IF: 4.5, 41/756 in Education & Educational Research, Q1)
■Chen, J. C., & Liu, C. Y.* (2024). Using knowledge building and flipped learning to enhance students’ learning performance in a hands-on STEM activity. Journal of Computer Assisted Learning, 40(6), 3474-3485. https://doi.org/10.1111/jcal.13069 (2024: SSCI, IF: 4.6, 37/756 in Education & Educational Research, Q1) (Corresponding author)
■Wu, C. J., & Liu, C. Y.* (2024). An eye-tracking study of college students’ infographic-reading processes. Journalism & Mass Communication Quarterly. Advance online publication. https://doi.org/10.1177/10776990241255974 (2024: SSCI, IF: 3.6, 17/227 in Communication, Q1)
■Chien, Y. H., & Liu, C. Y.* (2024). Participatory design thinking promotes 21st century skills in creativity and critical thinking for K–12 students. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000652 (2024: SSCI, IF: 2.7, 28/102 in Psychology, Experimental, Q2) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2023). Not just for decoration: How the arts complement science, technology, engineering, and mathematics learning. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000634 (2023: SSCI, IF: 2.7, 26/99 in Psychology, Experimental, Q2)
■Chen, H. L., & Liu, C. Y.* (2023). The effects of web-based peer assessment and peer feedback quality on students’ learning performances and motivation in a financial market course. TechTrends, 67, 664-675. https://doi.org/10.1007/s11528-023-00856-8 (Scopus) [ESCI, IF: 2.2; SJR: 0.871, Ranking: 266/1507 (Education, Q1)] (Corresponding author)
■Chien, Y. H., Liu, C. Y.*, Chan, S. C., & Chang, Y. S. (2023). Engineering design learning of high school students and college freshmen in a STEM battlebot design project. International Journal of STEM Education, 10(10), 1–15. https://doi.org/10.1186/s40594-023-00403-0 (2023: SSCI, IF: 5.6, 11/760 in Education & Educational Research, Q1) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2022). Effects of working memory and relevant knowledge on reading texts and infographics. Reading & Writing, 36, 2319–2343. https://doi.org/10.1007/s11145-022-10368-1 (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chiou, G. L., & Wong, W. K. (2022). Supporting students’ constructions of scientific descriptions by using a technology-based laboratory. Journal of Baltic Science Education, 21(3), 495–512. https://doi.org/10.33225/jbse/22.21.495 (2022: SSCI, IF: 1.2, 232/269 in Education & Educational Research, Q4)
■Wu, C. J., & Liu, C. Y.* (2022). Refined use of the eye-mind hypothesis for scientific argumentation using multiple representations. Instructional Science, 50, 551–569. https://doi.org/10.1007/s11251-022-09581-w (2022: SSCI, IF: 2.5, 123/269 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2022). Understanding the properties and processes of a creative teacher team. International Journal of Educational Research, 111, Article 101909. https://doi.org/10.1016/j.ijer.2021.101909 (2022: SSCI, IF: 3.2, 83/269 in Education & Educational Research, Q2)
■Liu, C. Y., & Wu, C. J. (2022). STEM without art: A ship without a sail. Thinking Skills and Creativity, 43, Article 100977. https://doi.org/10.1016/j.tsc.2021.100977 (2022: SSCI, IF: 3.7, 58/269 in Education & Educational Research, Q1)
■Liu, C. Y., Wu, C. J., Chien, Y. H., Tzeng, S. Y., & Kuo, H. C. (2021). Examining the quality of art in STEAM learning activities. Psychology of Aesthetics, Creativity, and the Arts, 17(3), 382–393. https://doi.org/10.1037/aca0000404 (2021: SSCI, IF: 6.395, 5/91 in Psychology, Experimental, Q1)
■Wu, C. J., & Liu, C. Y.* (2021). Eye-movement study of high- and low-prior-knowledge students’ scientific argumentations with multiple representations. Physical Review Physics Education Research, 17, Article 010125. https://doi.org/10.1103/PhysRevPhysEducRes.17.010125 (2021: SSCI, IF: 2.359, 143/270 in Education & Educational Research, Q3) (Corresponding author)
■Wu, C. J., Liu, C. Y.*, Yang, C. H., & Wu, C. Y. (2021). Children’s reading performances in illustrated science texts: Comprehension, eye movements, and interpretation of arrow symbols. International Journal of Science Education, 43(1), 105–127. https://doi.org/10.1080/09500693.2020.1858515 (2021: SSCI, IF: 2.518, 127/270 in Education & Educational Research, Q2) (Corresponding author)
■Liu, C. Y., & Chen, H. L. (2020). Effects of peer learning on learning performance, motivation, and attitude. International Journal of Education Economics and Development, 11(4), 420–443. https://doi.org/10.1504/IJEED.2020.10030596 (Scopus) [2020: SJR: 0.176, Ranking: 1114/1839 (Education, Q4)]
■Wu, C. J., Liu, C. Y., Yang, C. H., & Jian, Y. C. (2021). Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems. European Journal of Psychology of Education, 36, 91–108. https://doi.org/10.1007/s10212-020-00461-w (2021: SSCI, IF: 2.821, 24/61 in Psychology, Educational, Q2)
■Liu, C. Y., Wu, C. J., & Lin, W. W. (2019). Exploring the process of generating group creativity within a science teacher group (in Chinese). Bulletin of Educational Psychology, 51(1), 109–134. https://doi.org/10.6251/BEP.201909_51(1).0005 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y., Wu, C. J., Wong, W. K., Lien, Y. W., & Chao, T. K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56. https://doi.org/10.1016/j.compedu.2016.11.004 (2017: SSCI, IF: 4.538, 4/239 in Education & Educational Research, Q1)
■Kao, G. Y. M., Tsai, C. C., Liu, C. Y.*, & Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56–67. https://doi.org/10.1016/j.compedu.2016.04.013 (2016: SSCI, IF: 3.819, 7/235 in Education & Educational Research, Q1)
■Lin, W. W., & Liu, C. Y.* (2016). Exploratory study of creative science-teaching principles– The perspective of creative science teachers (in Chinese). Educational Review, 12, 79–114. https://doi.org/10.3966/156335272016120047003 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Lin W. W., & Liu, C. Y.* (2016). On exploring factors for creative science teaching (in Chinese). Bulletin of Educational Psychology, 48(1), 1–14. https://doi.org/10.6251/BEP.20150422 (TSSCI) (NSC 102-2511-S-152-012-) (Corresponding author)
■Liu, C. Y., & Wu, C. J. (2021). STEM without Art: A ship without a sail. Paper presented at 2021 STEM/STEAM & Education Conference in Hawaii University, United States. (June) (MOST 108-2410-H-003-135-MY3)
■Wu, C. J., & Liu, C. Y. (2019). Toward a model of eye movements in geometry reading. Paper presented at the International Learning Science Forum, Taipei, Taiwan. (7/11-13, 2019)
■Wu, C. J., Liu, C. Y., & Yang, C. H. (2018). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at the 34th Annual International Conference of Association of Science Education Taiwan (ASET). National Dong Hwa University, Hualien, Taiwan. (11/29-12/2, 2018) (NSC 104-2511-S-003-013-MY3)
■Lin, W. W., & Liu, C. Y. (2015). Inspiring creativity for teacher education with a framework of imagination. Paper presented at the 8th International Conference of Education, Research and Innovation, Seville, Spain. (11/16-18, 2015) (NSC 103-2511-S-152-006- )
■Liu, C. Y., & Lin, W. W. (2014). How to teach science creatively? Construction of SIMST model. Paper presented in the 2014 Nordic Research Symposium on Science Education, Helsinki, Finland. (6/4-6, 2014)
■Liu, C. Y. (2014). Identifying individuals’ creative patterns through latent profile analysis. Paper presented in the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
■Liu, C. Y. (2013). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented in the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Development of the computerized figure induced creative thinking test. Paper presented in the 121st Annual Convention of the American Psychological Association, Honolulu, Hawaii. (7/31-8/4, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Construction and validation of the computerized figure-induced creative thinking test. Paper presented in the 3rd World Congress on Positive Psychology, Los Angeles, California U.S.A. (6/27-30, 2013)
■Wu, C. J., & Liu, C. Y. (2019). Toward a model of eye movements in geometry reading. Paper presented at the International Learning Science Forum, Taipei, Taiwan. (7/11-13, 2019)
■Wu, C. J., Liu, C. Y., & Yang, C. H. (2018). The eye-movements of deliberation in arithmetic word problem-solving. Paper presented at the 34th Annual International Conference of Association of Science Education Taiwan (ASET). National Dong Hwa University, Hualien, Taiwan. (11/29-12/2, 2018) (NSC 104-2511-S-003-013-MY3)
■Lin, W. W., & Liu, C. Y. (2015). Inspiring creativity for teacher education with a framework of imagination. Paper presented at the 8th International Conference of Education, Research and Innovation, Seville, Spain. (11/16-18, 2015) (NSC 103-2511-S-152-006- )
■Liu, C. Y., & Lin, W. W. (2014). How to teach science creatively? Construction of SIMST model. Paper presented in the 2014 Nordic Research Symposium on Science Education, Helsinki, Finland. (6/4-6, 2014)
■Liu, C. Y. (2014). Identifying individuals’ creative patterns through latent profile analysis. Paper presented in the 7th European Conference on Positive Psychology, Amsterdam, Netherlands. (7/1-4, 2014)
■Liu, C. Y. (2013). Identifying and comparing individuals’ creative patterns between genders through latent profile analysis. Paper presented in the 2013 International Academic Competence Conference, Taipei, Taiwan. (12/21-22, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Development of the computerized figure induced creative thinking test. Paper presented in the 121st Annual Convention of the American Psychological Association, Honolulu, Hawaii. (7/31-8/4, 2013)
■Liu, C. Y., Chen, Y. F., & Sung, Y. T. (2013). Construction and validation of the computerized figure-induced creative thinking test. Paper presented in the 3rd World Congress on Positive Psychology, Los Angeles, California U.S.A. (6/27-30, 2013)