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[2] Wang, S., Yang, D*., Shehata, B. (2023). Exploring effects of intelligent recommendation, interactivity, and playfulness on learning engagement: An application of TikTok considering the meditation of anxiety and moderation of virtual reward. Comput.Hum. Behav. https://doi.org/10.1016/j.chb.2023.107951

[3] Yang, D.*, Cai, Z., Tan, Y., Zhang, C., & Huang, R. (2022). The light and dark sides of engagement: Profiles and their association with perceived autonomy support. Behav. Sci. 12(11):408

[4] Yang, D., Chen, P., Wang, H., Wang, K.*, & Huang, R. (2022). Teachers’ autonomy support and student engagement:A systematic literature review of longitudinal studies. Front. Psychol. 13, 925955

[5] Wang, H., Tlili, A., Huang, R., Cai, Z., Li, M., Cheng, Z., Yang, D., Li, M., Zhu, X & Fei, C. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Educ. Info. Technol. https://doi.org/10.1007/ s10639-022-11555-x

[6] Yang, D.*, Cai, Z. & Huang, R. (2022). Not all engaged students are alike: Patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychol. 11(1): 38

[7] Sang, G., Wang, K., Li, S., Xi, J., Yang, D. (2023). Effort expectancy mediate the relationship between instructors' digital competence and their work engagement: evidence from universities in China. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10205-4

[8] Yang, D.*, Wang, H., Saleh Metwally, A., Huang, R. (2022). Student engagement during emergency remote teaching: A scoping review. Smart Learn. Environ. 10(1): 1-17

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[10] 陈鹏, 王晓, 杨姝, 陈晓怡, 杨东. 可视化编程能有效促进K12学生的发展吗——基于SSCI期刊39项实验和准实验的元分析[J].现代远程教育研究,2023,35(04):102-112

[11] 顾尔伙,杨东.爱沙尼亚劳动技术教育课程整合及其启示[J]. 教育导刊, 2021(07):82-89.DOI:10.16215/j.cnki.cn44-1371/g4.2021.07.013

[12] 左成光,王俊民,杨东.芬兰基础教育基于核心素养的科学课程标准探析. 外国中小学教育, 2017(10):58-66