女，1991年生，教育技术学博士，现任深圳大学副教授，SSCI索引Q1区期刊Educational Technology and Research Development 主编。SSCI索引Q1区期刊Instructional Science副主编，SSCI索引Q1区期刊Journal of Computing in Higher Education 编委。深圳海外高层次人才(孔雀计划)获得者，美国普渡大学质化研究认证学者，美国普渡大学教育学院博士学术委员会委员。学术研究聚焦学习体验设计与信息化教学。发表30余篇SSCI、CSSCI、SCI等国际高水平期刊文章，并参与编写施普林格出版社教育传播与技术研究手册。曾获得美国教育传播与技术协会最佳研究计划奖和弗兰克德布鲁克教育技术学奖等多个奖项。个人网页详见：www.zuicheng.net。
教育背景
2015.08—2019.12 美国普渡大学 学习、设计与技术博士
2013.08—2015.06 美国哥伦比亚大学传播与教育硕士
2009.09—2013.06 深圳大学传播学（英语双专业）学士
职业经历
2026.03—至今 深圳大学教育学部教育技术系 副教授
2021.05—2026.02 深圳大学教育学部教育技术系 助理教授
2020.08—2020.05南方科技大学社会科学中心 荣誉学会青年会士
2019.09—2020.07美国普渡大学教育学院课程与教学系 兼职讲师
2019.05—2020.07美国南佛罗里达大学创新教育中心 学习设计师
2015.08—2019.05美国普渡大学教育学院课程与教学系 博士生助教
近期研究成果（节选）
Cheng, Z., Zhang, D., Peng, S., Xiong, X., & Xiong, Q. (2025). Digital diaries supporting self-regulated learning during in-person and online transitions. The Internet and Higher Education, 100994. https://doi.org/10.1016/j.iheduc.2025.100994 (SSCI, Q1，IF : 6.4)
Cuesta-Hincapie, C., Cheng, Z., & Exter, M. (2024). Are we teaching novice instructional designers to be creative? A qualitative case study. Instructional Science, 52(3), 515-556. https://doi.org/10.1007/s11251-023-09656-2 (SSCI, Q1，IF : 2.5)
Cheng, Z., Zhang, Z., Xu, Q., Maeda, Y., & Gu, P. (2023). A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education. Journal of Computing in Higher Education, 1-30. https://doi.org/10.1007/s12528-023-09390-1 (IF: 5.6) (SSCI, Q1，IF : 5.6)
Zhang, Z., Maeda, Y., Newby, T., Cheng, Z., & Xu, Q. (2023). The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies. Computers & Education, 193, 104673. https://doi.org/10.1016/j.compedu.2022.104673. (SSCI, Q1，IF : 12)
Cheng, Z., Wang, H., Zhu, X., West, R. E., Zhang, Z., & Xu, Q. (2023). Open badges support goal setting and self-efficacy but not self-regulation in a hybrid learning environment. Computers & Education, 197, 104744. https://doi.org/10.1016/j.compedu.2023.104744 (SSCI, Q1，IF : 12)
Gu, P., Cheng, Z., Miaoting, C., Poggio, J. and Dong, Y. (2025), Integrating Project-Based Learning With Self-Regulated Learning to Enhance Programming Learning Motivation. Journal of Computer Assisted Learning, 41: e70011. https://doi.org/10.1111/jcal.70011 (SSCI, Q1，IF : 4.6)
Gu, P., Wu, J., Cheng, Z. et al. Scaffolding self-regulation in project-based programming learning through online collaborative diaries to promote computational thinking. Education and Information Technologies, 30, 16243–16267 (2025). https://doi.org/10.1007/s10639-025-13367-1 (SSCI, Q1，IF : 5.7)
Cheng, Z., Long Y., & Koehler, A. A. (2022). Supporting Problem Solving with Asynchronous Online Discussions: A Social Network Analysis. Educational Technology Research and Development. 70, 737-763. https://doi.org/10.1007/s11423-022-10110-2 (SSCI, Q1，IF : 5.58)
Koehler, A. A., Cheng, Z., Fiock, H., Wang, H., Janakiraman, S., & Chartier, K. (2022). Examining students' use of online case-based discussions to support problem solving: Considering individual and collaborative experiences. Computers & Education, 179, 104407. https://doi.org/10.1016/j.compedu.2021.104407 (SSCI, Q1，IF : 12)
Wang, H., Tlili, A., Huang, R., Cai, Z., Li, M., Cheng, Z., ... & Fei, C. (2023). Examining the applications of intelligent tutoring systems in real educational contexts: A systematic literature review from the social experiment perspective. Education and Information Technologies, 1-36. https://doi.org/10.1007/s10639-022-11555-x (IF: 5.62) (SSCI, Q1，IF : 5.7)
Zhang, Z., Maeda, Y., Newby, T., Cheng. Z., & Qian, X. (2022). The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies. Computers & Education, 193. https://doi.org/10.1016/j.compedu.2022.104673 (IF: 12) (SSCI, Q1，IF : 12)
程醉;熊崎秀;任倩,产业工人职业技能培训中数字孪生的价值意蕴、应用路径与实践审思,当代职业教育(1674-9154),3（94-101）,2025.05.19,RCCSE中国高职高专成高院校学报类全文期刊（A+）；RCCSE中国核心学术期刊（A）
程醉;李冰;张晓玲,数字微认证推动学习成果认证制度创新,中国教育信息化(1673-8454),9（41-51）,2022.09.20,RCCSE 中国核心学术期刊
