Technology-Enhanced Dialogical Reasoning

Research and Teaching Grants

• National Science and Technology Council (NSTC) Metaverse-based argumentation learning: Investigating students’ regulation and argumentation skills during collaborative dialogical reasoning in virtual environments 基於元宇宙的論證學習：在虛擬環境中調查學生於協作對話式推理過程中的調節與論證技能 (114-2410-H-126-002-MY2). Multiple-year project: January 2025 to December 2026

• Providence University. Teaching Development Center. Capstone courses of "Future Education" and "Educational Technology Practice."  August 2025 - July 2026

• National Chun Hsing University, EMI Teaching Resource Center. Bilingual Teaching-enhanced Learning community group. September to December 2024

The Team

Research Roadmap: Advancing Technology-Enhanced Dialogical Reasoning and Critical Thinking 

My research journey has been shaped by a deep passion for debate, argumentation, and critical thinking in education. Beginning as a debater and English high school teacher, I recognized the importance of structured reasoning and the ability to engage in meaningful discourse. This experience led me to explore technology-enhanced learning, with a particular focus on integrating Artificial Intelligence (AI), immersive learning environments, and collaborative feedback mechanisms to advance critical reasoning, argumentation, and ethical decision-making in education. Over the years, my research has evolved to examine how digital tools can scaffold students’ ability to engage in productive argumentation, enhance their metacognitive skills, and foster social learning in dialogical contexts.

Early Research on AI in Language Education (2021-2022)

My early research focused on understanding how Artificial Intelligence (AI) is transforming language education. One of my foundational studies, Roles and research foci of artificial intelligence in language education: An integrated bibliographic analysis and systematic review approach (2021), systematically reviewed AI applications in language learning and instruction. This study identified key gaps in AI-based language learning, particularly the lack of focus on critical thinking and complex problem-solving. Building on these findings, my 2022 study, Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking, introduced Collective Reflection-based Argumentation Mapping (CR-AM). This approach was designed to enhance argumentative speaking in EFL learners, demonstrating that structured argument mapping significantly improves argumentation skills and lexical complexity.

Systematic Reviews on AI and Robotics in Education (2023-2024)

Moving beyond AI in language learning, I explored the intersection of robotics and STEM education. My 2023 study, Trends and research foci of robotics-based STEM education: A systematic review, analyzed emerging trends in robotics-integrated STEM learning, highlighting interdisciplinary applications and challenges in achieving learning outcomes. In 2024, I further investigated the role of game-based learning in self-regulated learning strategies within nursing education. The study, Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities, examined how game-based learning fosters professional competence and self-efficacy among nursing students, emphasizing the potential of interactive learning environments for skill development.

AI and Argumentation Mapping Research (2024-2025)

A major shift in my research occurred with the integration of AI and argumentation mapping techniques. My 2024 study, Integrating dialectical constructivist scaffolding-based argumentation mapping to support students’ dialectical thinking, oral and dialogical argumentation complexity, introduced Dialectical Constructivist Scaffolding-based Argumentation Mapping (DCS-AM). This study provided empirical evidence that structured scaffolding enhances students’ dialectical thinking and the complexity of their arguments. 

Recognizing the increasing role of AI in collaborative reasoning, I co-authored a study on Collaborative Argument Map-Based ChatGPT to Enhance EFL Students' Argumentation Complexity and Group Efficacy (2024). This research explored how ChatGPT-enhanced argument mapping improves students’ ability to construct complex arguments while strengthening group efficacy in collaborative learning settings. Another study, ChatGPT-supported collaborative argumentation: Integrating collaboration script and argument mapping to enhance EFL students’ argumentation skills (2024), examined how collaboration scripts and argument mapping techniques, when combined with AI support, enhance structured argumentation learning. Findings from this study provided a blueprint for AI-assisted argumentation models in education.

Most recently, my research has ventured into AI-assisted role-play learning models. The 2025 study, An artificial intelligence-supported GFCA learning model to enhance L2 students’ role-play performance, English speaking, and interaction mindset, introduced the AI-GFCA learning model, which significantly improved students' role-play performance, English-speaking fluency, and interactive learning experiences.

Research Future and Goals 

Over the next few years, I aim to extend my research into metaverse-based dialogical reasoning, integrating global telecollaboration for debate and intercultural communication. Additionally, I plan to establish ethical AI frameworks for supporting argumentation and reasoning skills in higher education and teacher training programs.

In the long run, I envision a fully immersive AI- and XR-integrated educational landscape where students can simulate real-world argumentation challenges in virtual environments. Furthermore, I hope to contribute to policy recommendations for AI-driven critical thinking education, ensuring that AI tools are responsibly and effectively used in global educational contexts.