皮忠玲，华中师范大学心理学院博士，新加坡南洋理工大学国立教育学院博士后，陕西师范大学现代教学技术教育部重点实验室教授。主要借助于认知神经科学技术，探索视频设计与学习策略，以及团队创造力等问题，旨在寻找促进在线创造性学习的有效途径。先后在Computers & Education、International Journal of Educational Technology in Higher Education、Learning and Instruction、British Journal of Educational Technology和电化教育研究等国内外权威期刊上发表论文六十余篇。出版专著三部，译著一部。主持国家自然科学基金2项，教育部人文社科基金1项，其他省部级课题5项。

2019/10–2020/11，南洋理工大学，国立教育学院，博士后，合作导师：陈文莉

2017/06–2020/06，陕西师范大学，现代教学技术教育部重点实验室，博士后，合作导师：胡卫平

2014/09–2017/06，华中师范大学，心理学院，博士，导师：洪建中、杨九民

2011/09–2014/06，华中师范大学，心理学院，硕士，导师：莫书亮

2007/09–2011/06，渭南师范学院，教育系，学士

1. 国家自然科学基金面上项目，62377035，共同观看对视频学习的影响及多模态预测模型建构，2024/01—2027/12，49万，在研，主持

2. 国家自然科学基金青年项目，62007023，视频学习中学习者注意状态表征机制与监测方法研究，2021/01—2023/12，24万，在研，主持

3. 教育部人文社科研究青年基金项目，19XJC880006，教学视频中具身线索影响学习的认知神经机制与应用研究，2019/01—2021/12，8万，已结项，主持

4. 中国基础教育质量监测协同创新中心项目，2022-05-057-BZPK01，青少年科技创新能力测评与基于课堂互动的提升策略，2022/01—2023/12，1万，在研，主持

5. 陕西省社会科学基金项目，2020P021，教师非言语行为影响视频学习的认知神经机制及教学实践研究，2021/01—2023/12，1.5万，在研，主持

6. 中国科协青少年科技中心项目，2021JSIP230，全国青少年科技创新大赛申报指标和机制研究，2021/06—2021/11，10万，已结项，主持

7. 陕西师范大学中央高校基本科研业务费教育研究专项重点项目，2022JYZD04，融合多模态数据的课堂追踪与学情分析研究，2022/11—2024/11，3万，在研，主持

8. 陕西师范大学中央高校基本科研业务费，GK202103116，基于深度学习的在线视频课程智能系统建构，2021/01—2022/12，3.5万，在研，主持

9. 中国博士后基金一等资助项目，2018M631118，互动影响团队创造性认知过程的神经机制及干预研究，2018/03—2020/6，8万，已结项，主持

10. 陕西省博士后二等资助项目，2018BSHEDZZ79，基于学习者先前知识经验的教学视频个性化呈现模式研究，2018/01—2019/10，5万，已结项，主持

11. 陕西师范大学中央高校基本科研业务费，GK201803076，同伴观点对青少年创造性观点产生的影响，2018/01—2019/12，6万，已结项，主持

英文论文

1. Pi, Z., Liu, W., Ling, H., Zhang, X., & Li, X. (2023). Does an instructor’s facial expressions override their body gestures in video lectures? Computers & Education, 193, 104679. https://doi.org/10.1016/j.compedu.2022.104679 (JCR: Q1; IF: 12)

2. Pi, Z., Zhang, Y., Yu, Q., & Yang, J. (2023). A familiar peer improves students’ behavior patterns, attention, and performance when learning from video lectures. International Journal of Educational Technology in Higher Education, 20, 47. https://doi.org/10.1186/s41239-023-00418-1 (JCR: Q1; IF: 8.6)

3. Pi, Z., Zhang, X., Zhang, X., Gao, M., & Li, X.* (2023). Students’ prior knowledge moderates the effects of group motivation compositions on learning performance and interaction in learning from video lectures. British Journal of Educational Technology, 54(6), 1814–1836. https://doi.org/10.1111/bjet.13316 (JCR: Q1; IF: 6.6)

4. Pi, Z., Zhang, Y., Xu, K., & Yang, J.* (2023). Does an outline of contents promote learning from videos? A study on learning performance and engagement. Education and Information Technologies, 28(3), 3493-3511. https://doi.org/10.1007/s10639-022-11361-5 (JCR: Q1; IF: 5.5)

5. Pi, Z., Zhang, Y., Zhu, F., Chen, L., Guo, X., & Yang, J.* (2023). The mutual influence of an instructor’s eye gaze and facial expression in video lectures. Interactive Learning Environments, 31(6), 3664-3681. https://doi.org/10.1080/10494820.2021.1940213 (JCR: Q1; IF: 5.4)

6. Pi, Z., Zhang, Yi., Yu, Q., & Yang, J.* (2023). Difficulty level moderates the effects of another’s presence as spectator or co-actor on learning from video lectures. Educational Technology Research and Development. Advance online publication. https://doi.org/ 10.1007/s11423-023-10256-7 (JCR: Q1; IF: 5)

7. Pi, Z., Yu, Q., Zhang, Y., & Yang, J.* (2023). Presenting Points or Rank: The Impacts of Leaderboard Elements on English Vocabulary Learning Through Video Lectures. Journal of Computer Assisted Learning. Advance Online Publication. https://doi.org/10.1111/jcal.12871 (JCR: Q1; IF: 5)

8. Pi, Z., Guo, X., Liu, C., & Yang, J. (Accepted). Students with low prior knowledge learn more when explaining to a peer than to a teacher after viewing educational videos. Active Learning in Higher Education. (JCR: Q1; IF: 5)

9. Pi, Z., Liu, C., Wang, L., Yang, J.*, & Li, X.* (2023). Cues facilitate foreign language vocabulary learning from instructional videos: Behavioral and neural evidence. Language Teaching Research. Advance Online Publication. https://doi.org/10.1177/136216882311647 (JCR: Q1; IF: 4.2)

10. Pi, Z., Zhang, Y., Liu, C., Zhou, W., & Yang, J. (2023). Generative learning supports learning from video lectures: evidence from an EEG study. Instructional Science, 51(2), 231-249. https://doi.org/10.1007/s11251-022-09602-8 (JCR: Q2; IF: 2.5)

11. Pi, Z., Liu, C., Meng, Q., & Yang, J.* (2022). Co-learner presence and praise alters the effects of learner-generated explanation on learning from video lectures. International Journal of Educational Technology in Higher Education, 19, 58. https://doi.org/10.1186/s41239-022-00363-5 (JCR: Q1; IF: 8.6)

12. Pi, Z., Zhang, Y., Shi, D., Guo, X., & Yang, J. (2022). Is self-explanation better than explaining to a fictitious student when learning from video lectures? British Journal of Educational Technology, 53(6), 2012–2028. https://doi.org/10.1111/bjet.13230 (JCR: Q1; IF: 6.6)

13. Pi, Z., Zhang, Y., Yu, Q., Zhang, Y., Yang, J., & Zhao, Q. (2022). Neural oscillations and learning performance vary with an instructor’s gestures and visual materials in video lectures. British Journal of Educational Technology, 53(1), 93–113. https://doi.org/10.1111/bjet.13154 (JCR: Q1; IF: 6.6)

14. Pi, Z., Zhu, F., Zhang, Y., Chen, L., & Yang, J. (2022). Complexity of visual learning material moderates the effects of instructor’s beat gestures and head nods in video lectures. Learning and Instruction, 77, 101520. https://doi.org/10.1016/j.learnin struc.2021.101520 (JCR: Q1; IF: 6.2)

15. Pi, Z., Liu, R., Zhang, X., Wang, S., & Li, X.* (2022). The emotional design of an instructor: Body gestures do not boost the effects of facial expressions in video lectures. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2022.2105898 (JCR: Q1; IF: 5.4)

16. Pi, Z., Yang, J., Hu. W.*, & Hong, J.* (2022). The relation between openness and creativity is moderated by attention to peers’ ideas in electronic brainstorming. Interactive Learning Environments, 30(2), 344–352. https://doi.org/10.1080/10494820.2019.1655458 (JCR: Q1; IF: 5.4)

17. Pi, Z., Tang, M., & Yang, J.* (2022). Seeing others’ messages on the screen during video lectures hinders transfer of learning. Interactive Learning Environments, 30(10), 1809–1822. https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1749671 (JCR: Q1; IF: 5.4)

18. Pi, Z., Deng, L., Wang, X., Guo, P., Xu, T., & Zhou, Y.* (2022). The influences of a virtual instructor’s voice and appearance on learning from video lectures. Journal of Computer Assisted Learning, 38, 1703–1713. https://doi.org/10.1111/jcal.12704 (JCR: Q1; IF: 5)

19. Pi, Z., Yang, H. H., Chen, W., Hu, X., & Li, X*. (2022). The role of teachers’ emotions in students’ outcomes: From the perspective of interpersonal emotions. Frontiers in Psychology, 13, 1075110. https://doi: 10.3389/fpsyg.2022.1075110 (JCR: Q2; IF: 3.8)

20. Pi, Z., Chen, M., Zhu, F., Yang, J.*, & Hu, W.* (2022). Modulation of instructor’s eye gaze by facial expression in video lectures. Innovations in Education and Teaching International, 59(1), 15–23. https://doi.org/10.1080/14703297.2020.1788410 (JCR: Q3; IF: 1.8)

21. Pi, Z., Zhang, Y., Zhou, W., Xu, K., Chen, Y., Yang, J., & Zhao, Q. (2021). Learning by explaining to oneself and a peer enhances learners’ theta and alpha oscillations while watching video lectures. British Journal of Educational Technology, 52(2), 659–679. https://doi.org/10.1111/bjet.13048 (JCR: Q1; IF: 6.6)

22. Pi, Z., Zhu, F., Zhang, Y., & Yang, J. (2021). An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence. Language Teaching Research, Advance online publication. https://doi.org/10.1177/1362168821103902

23. Pi, Z., Xu, K., Liu, C., & Yang, J. (2020). Instructor presence in video lectures: Eye gaze matters, but not body orientation. Computers & Education, 144, 103713. https://doi.org/10.1016/j.compedu.2019.103713 (JCR: Q1; IF: 12)

24. Pi, Z., Zhang, Y., Zhu, F., Xu, K., Yang, J., & Hu, W. (2019). Instructors’ pointing gestures improve learning regardless of their use of directed gaze in video lectures. Computers & Education, 128, 345–352. https://doi.org/10.1016/j.compedu.2018.10.006 (JCR: Q1; IF: 12)

25. Pi, Z., Hong, J.*, & Hu. W.* (2019). Interaction of the originality of peers’ ideas and students’ openness to experience in predicting creativity in online collaborative groups. British Journal of Educational Technology, 50(4), 1801–1814. https://doi.org/10.1111/bjet.12671 (JCR: Q1; IF: 6.6)

26. Pi, Z., Zhang, Y., Yang, J.*, Hu, W.*, & Yang, H. (2019). All roads lead to Rome: Instructors’ pointing and depictive gestures in video lectures promote learning through different patterns of attention allocation. The Journal of Nonverbal Behavior, 43(4), 549–559. https://doi.org /10.1007/s10919-019-00310-5 (JCR: Q2; IF: 2.1)

27. Wang, H., Pi, Z., & Hu. W.* (2019). The instructor’s gaze guidance in video lectures improves learning. Journal of Computer Assisted Learning, 35, 42–50. https://doi.org/10.1111/jcal.12309 (共同第一作者; JCR: Q1; IF: 5)

28. Pi, Z., Hong, J., & Yang, J. (2017). Effects of the instructor's pointing gestures on learning performance in video lectures. British Journal of Educational Technology, 48(4), 1020-1029. https://doi.org/10.1111/jcal.12309 (JCR: Q1; IF: 6.6)

29. Pi, Z., Hong, J., & Yang, J.* (2017). Does instructor’s image size in video lectures affect learning outcomes? Journal of Computer Assisted Learning, 33(4), 347–354. https://doi.org/10.1111/jcal.12183 (JCR: Q1; IF: 5)

30. Pi, Z., & Hong, J.* (2016). Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case. Innovations in Education and Teaching International, 53(2), 135–144. https://doi.org/10.1080/14703297.2015.1060133 (JCR: Q3; IF: 1.8)

31. Zhang, Y., Yang, J., Dai, C., & Pi, Z.* (2024). Students’ Strategy Preference Moderates Effects of Open or focused self-explaining Prompts on Learning from Video Lectures. Educational Technology & Society, 27(1), 84–30. https://doi.org/ 10.30191/ETS.202401_27(1).RP06 (JCR: Q1; IF: 4)

32. Li, X., Zhang, R., & Pi, Z.* (2023). The later-life depression in nursing homes compared with in private households. International Psychogeriatrics, 35(2), 55–57. https://doi.org/10.1017/S1041610222000825 (JCR: Q1; IF: 7)

33. Yang, J., Zhu, F., Jiang, Y., & Pi, Z*.  (2023). Do adults and children learn differently from video lectures with an instructor's deictic gestures? Education and Information Technologies, 28, 8377–8400. https://doi.org/10.1007/s10639-022-11523-5 (JCR: Q1; IF: 5.5)

34. Liu, C., Wang, L., Pi, Z.*, & Yang, J.* (2023). Interaction matters: Co-viewing facilitates learning from live video streaming for elementary students. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11920-4 (JCR: Q1; IF: 5.5)

35. Zhang, Y., Xu, K., Pan, Y., Pi, Z.*, & Yang, J. (2023). The effects of segmentation design and drawing on video learning: A mediation analysis. Active Learning in Higher Education. Advance online publication. https://doi.org/10.1177/14697874231180601 (JCR: Q1; IF: 5)

36. Yang, J., Wu, C., & Pi, Z.* (2023). Personalization and pauses in speech: Children’s learning performance via instructional videos. Current Psychology, 42, 23687–23697. https://doi.org/10.1007/s12144-022-03497-x (JCR: Q2; IF: 2.8)

37. Zhang Y., Dai C., Pi Z.*, & Yang, J.* (2023). Pre-class teacher feedback in the flipped classroom: Cognitive or praise feedback is better than mitigating feedback. Innovations in Education and Teaching International, 60(3), 357–367. https://doi.org/10.1080/14703297.2022.2052932 (JCR: Q3; IF: 1.8)

38. Yang, J., Liu, C., Zhang, Y., Yu, Q., & Pi, Z.* (2023). The teacher’s eye gaze in university classrooms: Evidence from a field study. Innovations in Education and Teaching International, 60(1), 4–14. https://doi.org/10.1080/14703297.2021.1951808 (JCR: Q3; IF: 1.8)

39. Li, X., Ma, Z., Zhang, X., Ma, X., & Pi, Z. * (2023). Do daily interaction patterns differ between empty nesters and non-empty nesters? The role of different interaction partners in a Chinese sample. PsyCh Journal,12(4), 572–583. https://doi.org/10.1002/pchj.648 (JCR: Q3; IF: 1.6)

40. Li, X., Liu, J., Wang, T.*, Peng, H.*, & Pi, Z.*(2023). Benefits of exercise training on divergent thinking: The mediating role of ambiguity tolerance. PsyCh Journal. Advance Online Publication. https://doi.org/10.1002/pchj.671 (JCR: Q3; IF: 1.6)

41. Ma, X., Liang, L., Liu, J., Zhang, X., Li, X., & P Pi, Z.* (2023). Psychometric properties of the Chinese version of the Filial Responsibility Scale. Social Behavior and Personality: an international journal, 51(7), 1-13. https://doi.org/10.2224/sbp.12355 (JCR: Q4; IF: 1.3)

42. Zhu, F., Yang, J.*, & Pi, Z.* (2022). The interaction effects of an instructor’s emotions in instructional videos and students’ emotional intelligence on L2 vocabulary learning. Educational Technology Research and Development, 70(5), 1695–1718. https://doi.org/10.1007/s11423-022-10148-2. (JCR: Q1; IF: 5)

43. Zhang, Y., Xu, K., Pi, Z.*, & Yang, J.* (2022). Instructor’s position affects learning from video lectures in Chinese context: An eye-tracking study. Behaviour & Information Technology, 41(9), 1988–1997. https://doi.org/10.1080/0144929X.2021.1910731 (JCR: Q2; IF: 3.7)

44. Zhang, Y., Pi, Z.*, Chen, L., Zhang, X., & Yang, J.* (2021). Online peer assessment improves learners’ creativity: not only learners’ roles as an assessor or assessee, but also their behavioral sequence matter. Thinking Skills and Creativity, 42(5), 100950. https://doi.org/10.1016/j.tsc.2021.100950 (JCR: Q1; IF: 3.7)

45. Yang, J., Zhang, Yi, Pi, Z.*, & Xie, Y.* (2021). Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures. Learning and Individual Differences, 91, 102055. https://doi.org/10.1016/j.lindif.2021.102055 (JCR: Q2; IF: 3.6)

46. Yang, J., Zhu, F., Guo, P., & Pi, Z.* (2020). Instructors’ gestures enhance their teaching experience and performance while recording video lectures. Journal of Computer Assisted Learning, 36(2), 189–198. https://doi.org/10.1111/jcal.12397 (JCR: Q1; IF: 5)

Ren, C., Li, X.*, Yao, X., Pi, Z.*, & Qi, S. (2019). Psychometric Properties of the Effort-Reward Imbalance Questionnaire for Teachers (Teacher ERIQ). Frontiers in Psychology, 10, 2047. https://doi.org/10.3389/fpsyg.2019.02047 (JCR: Q2; IF: 3.8)

中文论文

已发表的中文论文：

Ø 第一作者/通讯作者

1.皮忠玲, 杨远, 王鹏, 李西营. (已接收).当科学遇到音乐：音乐能激发科学创造发明吗？心理科学. (CSSCI)

2.皮忠玲, 刘晓莉, 杨九民. (2021). 社会比较对视频课程学习的影响. 电化教育研究, (09), 56–61+83. (CSSCI)

3.皮忠玲, 章仪, 杨九民. (2019). 教师手势对视频学习的影响及其认知神经机制. 中国电化教育, (4), 103–129. (CSSCI)

4.皮忠玲, 莫书亮. (2013). 婴儿心理理论的发展：表现和机制. 心理科学进展, 21(8), 1408–1421. (CSSCI)

5.皮忠玲, 夏丽荣, 孔永宁等. (2013). 农村大四毕业生社会支持与抑郁的关系:焦虑的中介作用.中国健康心理学杂志, 21(10), 1561-1563. (北大核心)

6.皮忠玲, 江叶萍, 夏丽荣等. (2013). 大学生欺负行为现状及其与移情的关系.中国学校卫生, 34(10), 1200-1202. (北大核心)

7.杨九民, 章仪, 杨荣华, 皮忠玲. (2023). 想象策略能促进多媒体的学习么？元分析的视角. 心理科学进展, 31(12), 2263–2274. doi: 10.3724/SP.J.1042.2023.02263 (CSSCI)

8.杨九民, 苟江凤, 李巧茹, 刘彩霞, 皮忠玲. (2023).学习策略对中学生动作技能类视频学习的影响及作用机制. 电化教育研究, 44(04), 86–93. (CSSCI)

9.杨九民, 刘彩霞, 陈楼琪, 皮忠玲. (2023). 教学视频中的描述性手势何以有效——手势学习策略及学习者空间能力的影响.现代远程教育研究, 35(4), 92–101. (CSSCI)

10.李西营, 金奕彤, 刘静, 张星宇, 皮忠玲. (2022). 子女越孝顺老年人越幸福吗？老年人孝道期待的作用. 心理学报, 54(11), 1381–1390. (CSSCI)

11.杨九民, 章仪, 徐珂, 皮忠玲. (2021). 学习策略对视频学习的影响：想象、绘图和自我解释策略. 电化教育研究, (10), 47–54. (CSSCI)

12.程雪娇, 皮忠玲, 洪建中, 翟成蹊. (2020). 网络直播模式对教学效果的影响—以“职业规划课程”为例. 现代教育技术, 30(2), 85–90. (CSSCI)

   皮忠玲.(2016).心理学英语论文写作指导.重庆:重庆大学出版社.

1.皮忠玲. (2021). 教育领域英文论文写作指导. 西安: 陕西师范大学出版总社.

2.皮忠玲. (2019). 虚拟团队创造性观点产生：观点互动的作用. 西安: 陕西师范大学出版总社.

3.李西营, 张竞扬, 皮忠玲, 高洁. (2022).城市空巢老人生活质量研究.西安: 陕西师范大学出版总社.

1. Pi, Z., Yang, J., & Zhang, X. (2022). Learning analytics to unveil design and learning strategies in video lectures (Q. C. L. Gwendoline, Ed.). In Q. C. L. Gwendoline (Ed.), Designing technology-mediated case learning in higher education: A global perspective. Singapore, Springer.

2. 胡卫平, 皮忠玲, 程雪娇, 朱芳芳, 洪建中. (2021). 互动在虚拟团队创造性观点产生中的作用. 载于胡卫平(主编), 中国创造力研究进展报告(第3卷, 第290-302页). 西安: 陕西师范大学出版社. (通讯作者)