Hao Wu
Short Bio
Research Interests
ICT in Education; Computer-based Assessment; Cognitive Development
Work Experience
JAN/2023 - Present: Assistant Research Professor, School of Education, University of Saint Joseph, Macao, China
DEC/2021 - OCT/2022: Research Fellow, MTA-SZTE Digital Learning Technologies Research Group, Hungary
SEP/2019 - OCT/2022: Research Fellow, Center for Learning and Instruction, University of Szeged, Hungary
Education
SEP/2015- NOV/2019: PhD (ICT in Education), University of Szeged, Hungary
FEB/2014- DEC/2014: Master of Computing (Honours), Australian National University, Australia
FEB/2013- DEC/2013: Master of Computing, Australian National University, Australia
SEP/2008- JUL/2012: Bachelor of Science (Information and Computational Sciences), Anhui University, China
Publications
Journal Papers (*Corresponding Author)
Wu, H.* & Molnár, G. (2022). Analysing complex problem-solving strategies from a cognitive perspective: The role of thinking skills. Journal of Intelligence, 10(3), 46. (SSCI Q2; Impact Factor 3.176)
Wu, H.*, Saleh, A. R., Molnár, G. (2022). Inductive and combinatorial reasoning in international educational context: Assessment, measurement invariance, and latent mean differences. Asia Pacific Education Review, 23, 297–310. (SSCI Q3; Impact Factor 1.823)
Wu, H.* & Molnár, G. (2021). Logfile analyses of successful and unsuccessful strategy use in complex problem solving: A cross-national comparison study. European Journal of Psychology of Education, 36(4), 1009-1032. (SSCI Q2; Impact Factor 2.821)
Wu, H.* & Molnár, G. (2018). Interactive problem solving: Assessment and relations to combinatorial and inductive reasoning. Journal of Psychological and Educational Research, 26(1), 90-105. (ESCI)
Kambeyo, L & Wu, H.* (2018). Online assessment of students’ inductive reasoning skills abilities in Oshana region, Namibia. International Journal of Educational Sciences, 21 (1-3), 1-12. (ESCI)
Book Chapter & Conference Paper
Kambeyo, L., & Wu, H. (2018). A gondolkodási képességek számítógép-alapú mérésének lehetőségei Namíbiában és Kínában. In G. Hunyady, B. Csapó, G. Pusztay, & J. Szivák (Eds.), Az oktatás korproblémái (pp. 179–189). Budapest: ELTE Eötvös Kiadó.
Worthington, T., & Wu, H. (2015). Time-shifted learning: merging synchronous and asynchronous techniques for elearning. In 2015 10th International Conference on Computer Science & Education (ICCSE) (pp. 434–437). Piscataway: IEEE.
Conference Presentations
Wu, H. & Molnár, G. (2022, June). Assessing cognitive and school-related factors influencing learning success during COVID-19 era. Paper presented at EARLI SIG 1&4 Joint Conference 2022, University of Cádiz, Cádiz, Spain.
Wu, H. & Molnár, G. (2021, November). Analysing complex problem solving from a behavioural perspective: The role of learning and exploration strategies. Paper presented at 21st (Hungarian National) Conference on Educational Sciences, University of Szeged, Szeged, Hungary.
Wu, H. & Molnár, G. (2020, December). Using Process Data to Cluster Behavioral Patterns in Problem Solving: The Role of Thinking Skills. Paper presented at EARLI SIG 27: Online measures of learning processes, University of Antwerp, Online.
Wu, H. & Molnár, G. (2019, August). The Impact of Learning Strategies on Problem-solving Performance: A Crossnational Comparison Study. Paper presented at 18th biennial conference of the European Association for Research on Learning and Instruction (EARLI 2019), RWTH Aachen University, Aachen, Germany.
Wu, H. & Molnár, G. (2018, August). Inductive reasoning and combinatorial reasoning as component skills of complex problem solving: Analyses in European and Asian context. Paper presented at 9th Biennial Conference of EARLI SIG1, University of Helsinki, Helsinki, Finland.
Wu, H. & Molnár, G. (2017, December). Measuring Chinese students’ test-taking motivation in interactive problem solving environment. Paper presented at London International Conference on Education (LICE-2017), University of Cambridge, Cambridge, United Kingdom.
Modules
Year 1 Master
