Dr Shigang Ge, Guangzhou Institute of Technology and Science, China
Dr. Shigang Ge is an esteemed scholar in instructional technology and educational research, with a strong focus on problem-based and project-based learning approaches. He earned his Ph.D. from the University of Malaya (2024) and holds a Master’s from Universiti Sains Malaysia. His research explores student engagement, efficacy, and digital learning innovations, contributing to high-impact journals like SageOpen and Heliyon. He has also co-authored studies on formative assessment, blended learning, and multimedia principles in language education. A recipient of multiple awards, including Gold at ICSED 2023 and Third Place in the University of Malaya 3MT Competition, Dr. Ge has significantly influenced educational technology through innovative pedagogies. His expertise extends beyond academia, holding patents in automation and contributing to national educational projects. With his extensive research impact and contributions to instructional strategies, he is a deserving candidate for the Best Researcher Award. 📚🔬
Publication Profile
Orcid
Education
Dr. Shigang Ge has a strong academic foundation in educational technology and instructional methods. He completed his Ph.D. (2021-2024) at the University of Malaya, focusing on instructional technology, followed by a Master’s in Educational Technology & Multimedia from Universiti Sains Malaysia (2020-2021). His undergraduate studies were in Physics at AnShun University (2008-2012), where he gained a deep understanding of scientific principles and teaching methodologies. His Ph.D. research delved into blended learning’s impact on students’ English achievement, readiness, and attitude, while his Master’s dissertation analyzed multimedia principles and their effect on student engagement in language learning. His multidisciplinary educational background has enabled him to bridge technology and pedagogy effectively, leading to impactful research in modern educational frameworks. 📘🎓
Experience
Dr. Shigang Ge has extensive experience in education, research, and instructional design. He has served as a co-investigator on multiple educational projects, including research on personalized reading instruction and micro-lessons in high school tiered teaching. His work as a researcher spans international collaborations, including an e-learning study between Malaysia and China during the COVID-19 pandemic. As an educator, he has played a key role in integrating technology into classroom learning, focusing on problem-based and project-based approaches. Dr. Ge has also contributed significantly to student mentoring, guiding high school students to win national awards in technology competitions. His expertise in educational technology has led to the implementation of innovative learning models in secondary and higher education. Additionally, he has held teaching positions in physics and general technology, enriching students’ learning experiences through his research-driven methodologies. 🏫📖
Awards & Honors
Dr. Shigang Ge has received numerous accolades for his contributions to education and research. In 2023, he won Gold at the International Conference on Sustainability Education Development (ICSED 2023) and secured Third Place in the University of Malaya’s Three-Minute Thesis (3MT) Competition. Earlier, he earned First Prize in the Guizhou Provincial Educational Technology Teacher Skills Competition (2017) and was recognized as a ‘Rising Star in Education’ in Anshun City (2015). His research excellence has been acknowledged with First and Second Prizes in the Guizhou Provincial Academy of Educational Sciences’ Research Paper Selection (2014, 2015). Additionally, he has demonstrated strong leadership, guiding students to win prestigious awards in national computer and experimental skills competitions. His dedication to advancing educational technology has been instrumental in his numerous recognitions, establishing him as a leading researcher and educator. 🏅🎓
Research Focus
Dr. Shigang Ge’s research centers on instructional technology, problem-based learning (PBL), and digital education methodologies. His studies investigate how engagement, efficacy, and formative assessment shape student learning experiences. His notable contributions include research on blended learning, multimedia principles, and project-based learning in language education. He has explored critical thinking and creativity in flipped classrooms, and technology’s role in personalized English instruction. His recent publications in SSCI and SCIE journals, including SageOpen and Heliyon, analyze innovative pedagogical models to enhance student performance. His interdisciplinary approach integrates constructivist learning theories with digital tools, ensuring effective knowledge retention. As an active participant in international research projects, he has examined COVID-19’s impact on e-learning and micro-lesson integration in high school teaching. His research continues to drive technological advancements in education, making significant contributions to instructional strategies worldwide. 🖥️📖
Publication Top Notes
📘 Engagement and efficacy of Chinese secondary students under problem-based learning associated with social constructivism – SageOpen, SSCI Q1 (2024)
📘 Formative Assessment in K-12 English as a Foreign Language Education: A Systematic Review – Heliyon, SCIE Q2 (2024)
📘 Exploring Engagement and Efficacy in Secondary English Education in China: A Problem-Based Social Constructivism Approach – JLTR, SCOPUS Q2 (2024)
📘 The effect of project-based learning and project-based flipped classroom on critical thinking and creativity for business English course at higher vocational colleges – MJLI, SCOPUS Q1 (2024)
📘 The effect of practice-inquiry theory integrated in blended English personalized learning on students’ attitude – Juku, Google Scholar (2023)
📘 Project-based flipped classroom on critical thinking and creativity in business English teaching: A case study – Juku, Google Scholar (2023)
📘 The effect of students’ readiness and achievement in online learning integrating problem-based learning pedagogy during COVID-19 – IJCE, SCOPUS Q2 (2022)
📘 The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language – IJCE, SCOPUS Q2 (2022)