Poster Presentation Time: 1225-1400; 1500-1600

Venue: I4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Yanjie SONG, Associate Professor, Department of Mathematics and Information Technology, The Education University of Hong Kong

– Mr Kaiyi WU, Department of Mathematics and Information Technology, The Education University of Hong Kong

Abstract

Integrating artificial intelligence (AI) into educational settings is crucial for developing innovative teaching methods that enhance student learning. This study investigates the development and application of Learningverse, a 2D/3D metaverse platform that integrates digital humans with advanced Large Language Model Operations (LLMOps) to create AI teaching agents. Leveraging the capabilities of Large Language Models (LLMs) and Retrieval-Augmented Generation (RAG), we designed intelligent digital human teachers. These LLMOps system-constructed multi-agents, including Communication Encoder, Body Movement Coding Encoder, Eye Gaze Coding Encoder, and Expression Coding Encoder, provide personalized and strategic scaffolding to students, offering real-time feedback and support to improve their learning outcomes. Additionally, the platform utilizes GPT-SoVITS trained TTS to clone real teachers’ voices, enhancing the realism of digital human teachers. The platform can customize digital teachers and build scenarios based on different subject courses, adapting them to various thematic curricula. A pilot study evaluated the effectiveness of these digital teachers in enhancing student engagement and performance in Learningverse. Preliminary findings reveal a significant improvement in students’ interactions, motivation, and overall learning achievements. This research highlights the potential of LLMOps-integrated digital human teachers in transforming teaching practices and enriching educational experiences in the metaverse.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Frankie Tsz Ki FAN, Executive Officer, Talent and Education Development Office, City University of Hong Kong

Abstract

CityUHK launched the CityU Tiger Programme for nurturing the talents of tomorrow and transforming students into future global leaders. The Programme targets both newly-admitted undergraduate students with outstanding academic performance as well as high-achieving first-year students and have approximately 1,000 members in 2023/24. With constant guidance and support from faculty members, the Programme organised various tailored activities for these elite students, allowing them to navigate the challenges of the fast-changing world, cultivate their talents in their respective fields of study, contribute to their communities, and ultimately emerge as future leaders and change-makers.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University

Abstract

Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Benjamin MOORHOUSE, Assistant Professor, Department of Education Studies, Hong Kong Baptist University

Abstract

The public release of ChatGPT sent shock waves through the education community. Since then, many generative AI (GenAI) tools that perform various human tasks have been launched. It is essential that higher education institutions are at the forefront of preparing graduates for the productive and responsible use of these tools. To make this a reality, instructors, as models of practice, must have the skills and knowledge to use GenAI tools. They need to understand how AI works (technological proficiency); they need to consider the ethical issues of the tools (critical and ethical awareness); they need the pedagogical awareness of how and when to use them (pedagogical capability); and they need prepare their students to use them. These skills can be considered ‘Professional Generative AI competence’ (P-GenAI-C). The Inter-institutional Collaborative Activities for Fund for Innovative Technology-in Education project presented in this poster aims to: (1) Identify the P-GenAI-C in different university subject disciplines; (2) Contextualize the P-GenAI-C within each universities’ policies and guidelines; (3) Develop training and continuous support for university instructors, and (4) Develop a developmental framework and reflective tool for evaluating P-GenAI-C. The first aim and discussion of the actualization of the remaining aims are presented.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Oral Presentation Time: 1600-1700

Venue: Peony Room, Lower Level II

Presenters(s)

– Dr Joseph Yui-yip LAU, Interim Head of Student Affairs and Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

A large number of students enrolled in sub-degree programmes and self-financing degree programmes in self-financing post-secondary institutions each year. As such, self-financing post-secondary institutions perform a significant role in the higher education sector in Hong Kong. To the best of the author’s knowledge, most of the students are eager to achieve whole-person development to equip themselves before graduation. In other words, they strive toward becoming a preferred graduate to establish a career path or articulate to the ‘desirable’ universities for further study. This study illustrates the Student Affairs Office to address the key challenges of developing whole person development programme, deliver successful cases of the formation of a structured whole-person development programme, and point out the roadmap to the future whole-person development programme in the forthcoming years. As expected, the study may provide valuable insights to policymakers, educators, higher education institutions, and researchers to develop a future research agenda and policy.

Theme: 2. Thematic Exploration

Sub-theme: Whole-person Development & Diversity and Inclusion Education

Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Theresa KWONG, Director, Centre for Holistic Teaching and Learning, Hong Kong Baptist University

Abstract

HKBU leads two UGC-funded projects to enhance digital citizenship education and promote digital ethics. The first project, “Enhancing Learning and Teaching of Digital Citizenship through Scenario-based AR Learning Trails”, pioneers innovative approaches, developing scenario-based AR learning trails to engage students as active partners in digital citizenship. With six university partners, the project team created a revised Digital Citizenship Framework and over 85 scenarios, implemented in the “AR-Trails” app. Initial findings from 2,045 students on a learning trail reveal a strong digital citizenship foundation. These insights led to the second initiative, the “Digital Ethics and Responsibilities (DEAR) Campaign”, which empowers stakeholders to make informed, responsible decisions in the digital world. The DEAR project leverages the Digital Citizenship project, creating a DEAR Hub, organizing digital ethics events, designing a micro-credential program, and curating educational content. Since January 2024, DEAR has made significant progress, including securing research ethics approval, developing an introductory micro-credential, and recording podcasts. The DEAR Hub is being established as a comprehensive digital ethics resource. These interlinked projects provide educators with professional development opportunities and resources. The presentation offers an overview of their progression and advancements, providing insights into digital citizenship education and promoting ethical, responsible digital practices.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1220-1400; 1500-1600

Venue: J3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Ryan MAN, Associate Dean (Undergraduate Studies), School of Business, Hong Kong Baptist University

Abstract

The Fund for Innovative Technology-in-Education (FITE) has catalyzed a transformative initiative within our School to future-proof business education. Our approach is three-pronged, with a focus on curriculum development, personalized e-learning, and pedagogical innovation. In anticipation of the 2024/25 academic year, a dedicated programme review team has been tasked with integrating AI across the BBA curriculum, introducing new core courses such as Business Coding, AI for Business, and AI Ethics and Governance. This integration extends to embedding AI applications into functional areas like marketing human resources management and finance. Besides, we have instituted a personalized e-learning graduation requirement, leveraging Industries 4.0 principles of IoT and AI in MOOCs, particularly LinkedIn Learning, to enhance engagement and digital literacy. Our metrics indicate promising uptake and substantial engagement in technology courses, underscoring the relevance of data analytics and AI in contemporary education. Supporting our pedagogical shift, the FITE-backed Fostering AI-Incorporated Learning team is pioneering AI and blended learning integration to elevate teaching quality. Our experimental initiatives range from incorporating Generative AI into Business Analytics education and piloting AI in HR teaching. These efforts signify our commitment to driving pedagogical transformation and curriculum innovation, preparing students for the evolving demands of the digital economy.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: I3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Winnie WONG, Educational Development Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Mr Vincent CHAN, Educational Development Assistant, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

Background and Objectives: This project aims to leverage the immersive capabilities of the metaverse to enhance data security and privacy awareness among students and staff at the Education University of Hong Kong. Develop a series of interactive and engaging educational materials to enhance the understanding of data security principles and data privacy policies. Design and implement a dynamic and user-friendly online platform (Metaverse Space) to host the educational materials, facilitating easy access and learning for target audiences. Methods and Findings: Within this metaverse-based platform, users are presented with practical scenarios that simulate real-world situations involving security-critical concepts. The educational virtual environment is strategically gamified to motivate users through rewarding challenges and progressive levels, bridging the gap between theory and practice. The dynamic simulation exercises allow participants to directly experience the impact of security failures and rehearse protective actions in a risk-free, controlled setting, nurturing applied skills alongside conceptual understanding. The survey results, based on responses from (n=20), indicate that the gamified metaverse prototype is both engaging and effective in teaching data security and privacy concepts. The interactive scenarios and simulations were particularly praised for their usefulness in understanding real-world data security issues. The navigation of the metaverse environment was generally considered easy. Overall, the positive responses suggest that the gamified metaverse is a valuable tool for learning data security, demonstrating its effectiveness in an educational context. Discussion and Perspectives: Leveraging Metaverses data security learning platform offers an innovative and immersive approach to addressing the limitations of traditional training methods, empowering users with comprehensive knowledge and applied skills to mitigate evolving cyber threats.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)