Shufan Yu

Papers

Total Citations

H-Index

About

Shufan Yu is an emerging scholar in educational technology, with a focused research agenda on programming pedagogy, feedback strategies, and reflective thinking in digital learning environments. Yu’s most cited work, “The effect of PDCA cycle strategy on pupils’ tangible programming skills and reflective thinking” (2023, 8 citations), introduces an innovative application of the Plan-Do-Check-Act cycle to scaffold young learners’ tangible programming abilities and metacognitive growth—a contribution that bridges quality improvement frameworks with computational thinking education. This study has quickly become a reference point for researchers exploring structured, iterative approaches to teaching coding to children. In related work, “The Effect of Different Feedback Strategy on Learning Outcome in Micro-video Course Learning” (2022, 2 citations) addresses a critical gap exposed by the COVID-19 pandemic: how to optimize feedback in asynchronous, micro-video-based online learning. By investigating how varied feedback designs influence student outcomes, Yu provides practical insights for educators navigating the shift to remote instruction. Though early in their career, Yu’s research demonstrates a clear trajectory toward evidence-based, learner-centered innovations in technology-enhanced education, with potential to shape both classroom practice and instructional design.