Oral Presentation Time: 1400-1500

Venue: Fanling Room, Lower Level I

Presenter(s)

– Dr Richard Wing Cheung LUI, Senior Lecturer, Department of Computing, The Hong Kong Polytechnic University

Abstract

This presentation introduces the design and implementation of GPTutor, a Generative AI (GenAI) powered Intelligent Tutoring System (ITS) developed at the Hong Kong Polytechnic University (PolyU). GPTutor aims to enhance student learning experiences through personalised tutoring and interactive exploration. It helps students gain a deeper understanding of the course materials provided by their instructors. During the first phase of our implementation, we developed features for instructors to upload and manage their course content and to create learning scenarios based on the learning content. The system includes a conversational interface for students to ask questions and explore course content to deepen their understanding. As the answers are generated based on the instructor-uploaded content, GPTutor provides more factual responses, reduces hallucinations, and aligns better with the instructors’ intended learning outcomes (ILO). We will also share findings from our pilot study, which involved approximately 200 undergraduate and postgraduate students at PolyU. Finally, we will discuss our future plans for further development and enhancement of the platform.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1225-1400; 1500-1600

Venue: I1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Selena YAN, Senior E-learning Assistant, Li Ka Shing Faculty of Medicine, The University of Hong Kong

– Ms Leah LI, Senior E-learning Assistant, School of Clinical Medicine, The University of Hong Kong

Abstract

Generative Artificial Intelligence (GenAI) is a transformative technology that fosters creativity, problem-solving, and critical thinking skills in various industries, including healthcare and medical education. At HKU Medicine, we appreciate the importance of advancing GenAI literacy and propose to develop and deliver a new online course that covers the latest advances, pitfalls, ethical and professional aspects of GenAI. We aim to advance AI and digital competency for all students, professoriates and clinicians at HKU Medicine and the Hong Kong medical community. To evaluate the effectiveness of this online GenAI literacy course, an assessment study will be conducted. We will use a mixed methods approach to collect both quantitative and qualitative data through pre- and post- surveys, individual interviews and practical exercises. The survey will be adapted from the “Scale for the Assessment of Non-Experts’ AI Literacy” (SNAIL), while the interviews will provide additional context and insights into participants’ experiences and challenges with GenAI. Practical exercises will provide objective data for evaluation. Target participants will be recruited through convenience sampling, and data analysis will include both statistical and thematic analyses. The study has already obtained ethical approval. Results from this study will be used to identify improvement needs for the online course and inform the integration of GenAI in medical and health sciences education and clinical practices. Overall, the project will contribute to the advancement of GenAI literacy in medical education and healthcare professions, supporting the ethical and effective application of GenAI technology in these fields.

Theme: 1: Showcase Project Achievements

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: F1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Ka Yee Shirley CHAN, Lecturer, Centre for Language in Education, The Education University of Hong Kong

– Miss Mandy Xiao Ming YE, Research Assistant and student participant, Centre for Language in Education, The Education University of Hong Kong

Abstract

This poster-sharing session shares the outcomes collected in the first phase of a TDG project, “AI for Formative Assessment”, exploring how the Automated Speech Recognition (ASR) function in AI can possibly provide formative feedback in speaking assessments. In this phase of the project, language teachers from the Centre for Language in Education at the Education University of Hong Kong have applied the ASR function on Whatsapp, a daily social messenger platform for Hong Kong students, to provide formative feedback during a consultation session in a University speaking course: Skills for Language Test I. This project explores the effectiveness, challenges, and implications of using AI to provide formative feedback on pronouncing words and phrases.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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: 1225-1400; 1500-1600

Venue: F4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University

– Miss Hoi Yan FONG, Hong Kong Baptist University

– Miss Judith WONG, Hong Kong Baptist University

– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University

– Mr Shu Kin FONG, Hong Kong Baptist University

Abstract

Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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: 1225-1400; 1500-1600

Venue: C2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Bin LI, Associate Professor, Department of Linguistics and Translation, City University of Hong Kong

– Dr Yee Na LI, Part-time Research Associate, Department of Linguistics and Translation, City University of Hong Kong

Abstract

Our ten years’ evidence-based study revealed that the alternative pathway from sub-degree to degree studies is viable while challenging for Senior Year Admission (SYA) students. The inadequate alignment between sub-degree and university programmes is the main determinant of their heavy academic workload. Their transitional challenges call for an examination of the existing programme articulation process and academic advising to SYA students. In response to their needs, the project sustains our previous work from UGC-funded and TDG sustainability projects to promote best practices to support SYA students. An online Cross Institutional Credit-transfer Information System (CICIS) was launched to enhance the transparency of credit transfer and facilitate smooth transition of SYA students. Another student-centred Resources Website was developed to provide cross-institutional support to SYA students from the first point of transferring to universities. In addition, a series of collaborative activities, such as an international Credit Transfer Conference, local and overseas webinar sessions and the Internationalisation-at-Home (IaH) programme, has been organised. The project provides implications to administrators and policy makers in higher education, informing policies and practices to optimize the transfer experience for students’ greater success in universities and in the society.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1 Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Jeanne TAN, Professor, School of Fashion and Textiles, The Hong Kong Polytechnic University

– Dr Wing Chung WONG, Post-Doctoral Fellow, School of Fashion and Textiles, The Hong Kong Polytechnic University

Abstract

Talent development in innovation and technology is key to the sustainable development of a vibrant economy. STEM education plays a vital role in nurturing a globally competitive workforce for the future. Fostering STEM literacy at the early stages of education will equip students with the core knowledge and interdisciplinary skills for creative innovation and contributing to the future economy. Conventional education is often discipline-focused with a tendency to employ linear learning strategies which do not fully explore the knowledge opportunities present in the interdisciplinary STEM content. This often results in a skewed emphasis on technical content which young students may find difficult to contextualise in daily life. The reflective and adaptive nature of design may serve as an effective bridge to connect creativity and knowledge seeking in STEM domains (Toomey and Tan, 2018). A design-led STEM framework was adopted in two Quality Education Fund projects, reaching over 1000 secondary school students. These projects utilized fashion, artificial intelligence, and e-textiles as mediums to help students develop problem solving skills with real world applications.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: L2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Kenneth Chi-hang LO, Associate Division Head and Senior Lecturer, Division of Science, School of Medical and Health Sciences, College of Professional and Continuing Education, The Hong Kong Polytechnic University

– Dr Anthony Wai-keung LOH, Division Head and Director of Hong Kong Community College, Division of Science, School of Medical and Health Sciences, College of Professional and Continuing Education, The Hong Kong Polytechnic University,

Abstract

The learning and teaching of science and/or engineering subjects face a big challenge under the COVID-19 pandemic because all face-to-face laboratory works are suspended. Since laboratory works are essential and critical elements to science and engineering education. Teachers have tried other means to relief the effect by performing demonstration, simulation or virtual laboratory, such that experimental data can be collected for analysis afterwards. However, students commented that they cannot see and control the laboratory apparatus in “real” time. Besides, students are required to conduct experiments in a fixed schedule and usually the teaching and laboratory schedules are not synchronized, due to the limited laboratory equipment and space. Students are required to conduct the experiment before the teaching of the corresponding theory. This affects their learning experience and motivation. The proposed project aims to develop a web-based remote laboratory for science and engineering education to facilitate student independent learning and enhance their learning experience. The objectives of the project are to: (1) design the infrastructure and software specification of the remote laboratory system; (2) identify experimental sets that can be conducted remotely; (3) enhance student learning experience and engagement as “real time” operation of laboratory equipment individually or in a group at anytime and anywhere under safe and controlled environment; (4) reduce the initial investment on offering science and/or engineering programmes by other local institutions for a better development of the sector; (5) enhance collaboration between local and even overseas institutions by sharing experimental sets; (6) inspire the tertiary education sector to develop blended and online teaching modules for science and engineering subjects which required laboratory works.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Yi LI, Lecturer, Centre for Language in Education, The Education University of Hong Kong

Abstract

To enhance students’ proficiency in Putonghua and facilitate their integration into the workplace and life in the Greater Bay Area, the Centre for Language in Education at The Education University of Hong Kong is undertaking a Teaching Development Grant (TDG) project for 2023-2024. This project aims to engage professionals from various industries in the Greater Bay Area to conduct interviews on topics related to “work” and “life.” The interviews are categorized into four sections: “Job Hunting,” “Workplace Communication,” “Workplace Culture,” and “Life,” comprising a total of 20 topics. To provide comprehensive learning resources, the project team has recorded video interviews with experts, accompanied by textbook explanations. These valuable resources have been uploaded to EdUHK’s online learning platform, ensuring accessibility for all students. By utilizing this platform, students can enhance their learning experience and foster their understanding of the workplace environment in the Greater Bay Area. Through this initiative, students will gain valuable insights into the practical aspects of working and living in the Great Bay Area. The project aims to equip students with the essential language skills and cultural understanding required to excel in their future careers. This TDG project is designed to create an immersive and engaging learning environment by collaborating with industry professionals and leveraging an online platform. Collaborating with industry professionals and leveraging online platforms aims to create an immersive and engaging learning environment for students, preparing them for success in the dynamic Greater Bay Area.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University

Abstract

As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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)

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Team member(s)

– Professor Alvin Chung Man LEUNG, Associate Head & Associate Professor, Department of Information Systems, City University of Hong Kong

Abstract

The COVID-19 pandemic has highlighted the critical importance of online learning, where learners must engage in self-regulated learning (SRL) to achieve optimal outcomes. Gamification interventions have been implemented to improve SRL engagement in online environments, but the mixed results of these efforts have raised doubts about their efficacy. This study investigates whether the inconsistent findings can be attributed to a lack of consideration for individual learner characteristics during gamification design. Focusing on Massive Open Online Courses (MOOCs), we examined how gamified performance feedback interacted with learners’ goal orientation, an individual trait known to influence SRL and learning. By tracking the SRL engagement of 760 college students over five weeks using learning analytics, we found that positively framed performance feedback without social comparisons increased SRL engagement and learning outcomes for participants with a strong performance-avoidance goal orientation. Conversely, the same feedback had a negative impact on participants with a strong mastery goal orientation. These findings contribute to SRL theory by demonstrating that the effectiveness of gamification in online learning is contingent on aligning the design elements with individual learner characteristics and highlight the importance of personalized gamification approaches to optimize SRL and learning in MOOC.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University

Abstract

This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400; 1500-1600

Oral Presentation Venue: Fanling Room, Lower Level I
Poster Presentation Venue: I2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Ting Leung Albert LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Victor LEE, Lecturer, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Dr Zhengyuan WEI, Research Associate, Department of Electrical and Electronic Engineering, The University of Hong Kong

– Mr Alex KIANG, The University of Hong Kong

Abstract

Retrieval-augmented generation (RAG) has been demonstrated to be highly effective in generative AI applications, resulting in substantial improvement in accuracy and reliability of large language model responses. The success of this approach is accomplished through seamless integration of AI capabilities and practical knowledge base, which fosters an interactive learning mechanism conducive to automatic question-answering augmented with references and refined prompts, leading to a more vibrant and connected learning environment. Communication portals enable effective inquiry and prompt responses while the course-specific chatbot helps reduce teachers’ workload and streamline classroom management. In this project, the RAG approach is applied to a discipline-core course named Integrated Design Project (IDP) in the second semester 2023-24. This project-based course consists of 78 EEE undergraduate students with diverse programming experience. The IDP-specific AI chatbot is developed using the Coze platform with a Discord server. To name a few, the main contents of practical knowledge base include the procedures for setting up a Raspberry Pi webcam, the installation process of Jetson Inference library on Jetson Nano, how to use YOLO model for object detection, how to install Jetson inference library on Jetson Nano, etc. The anonymous feedback survey conducted at the end of the course shows high utilization and satisfaction of the chatbot, confirming the effectiveness of this approach in facilitating students’ learning.

Theme: 1. Showcase Project Achievements

Sub-theme: Innovative Technology-in-Education

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Hung-lin CHI, Associate Professor, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Ms Junyu CHEN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

– Mr Haolei LIN, Ph.D Student, Department of Building and Real Estate, The Hong Kong Polytechnic University

Abstract

KnowLearn is an interactive learning assistant system designed for architecture, engineering, and construction (AEC) education, where personalized recommendations for students in virtual learning environments remain under-explored. An educational knowledge graph (KG) was constructed to contain multifaceted information by connecting pedagogical, learning performance, and learning feedback data as sub-graphs. A heterogeneous graph attention network (HAN) was implemented to infer latent information in the educational KG and identified essential factors shaping students’ acceptance of virtual learning environments. Based on sampling data of 107 students from the Hong Kong Polytechnic University, Department of Building and Real Estate, we found students’ self-efficacy, intention to use, and in-class quiz performance were significant predictors of final learning outcomes in subjects that adopt virtual learning environments. This project further deployed a local-based large language model (LLM) Qwen-7B and built an interactive graphical user interface (GUI) with Gradio. Utilizing the information preserved in the educational KG and learned from HAN as the basis, this LLM facilitated conversations between students and KnowLearn, enhancing personalized recommendations while securing student privacy. The developed system contributed to helping improve the learning experiences and performances of AEC students within virtual learning environments.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Ms Anna Wai Yee YUEN, Lecturer / Person-in-charge, Virtual Exchange Centre, School of Continuing Education, Hong Kong Baptist University

Abstract

Funded by the Quality Enhancement Support Scheme (QESS), the “Virtual Exchange for Authentic Teaching and Learning Innovation” project aims to establish partnerships with international tertiary institutions, equip teaching staff with Virtual Exchange (VE) skills, and promote VE as an innovative teaching pedagogy. The Virtual Exchange Centre (VEC) was established at the School of Continuing Education (SCE) in September 2022 to facilitate VE opportunities with our global partners. This presentation highlights SCE’s internationalisation efforts in VE, featuring successful course-embedded exchanges and extracurricular activities with institutions worldwide. Partnerships have been established with institutions from the U.S., U.K., Canada, Sweden, Australia, Japan, and Malaysia, with ongoing exploration of VE collaborations with potential partners from Mexico, Germany, Spain, Thailand, and India. Supported by quantitative and qualitative data, the presentation showcases the positive impact of internationalisation in VE on teaching and learning experiences. Engaging videos and compelling stories from SCE’s VE programs will be shared. In summary, the project exemplifies SCE’s commitment to enhancing education through global connection and collaboration through VE. It showcases the establishment of global partnerships, the development of VE programs, and the positive outcomes of internationalisation efforts. The presentation aims to inspire and inform the audience about the growing trend and transformative potential of VE in higher education.

Theme: 1. Showcase Project Achievements

Sub-theme: Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: L3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Dr Edmund Tai Ming WUT, Senior Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

We aim to investigate factors affecting students’ intention to join blended learning courses in higher education sector using Community of Inquiry framework and Unified Theory of Acceptance and Use of Technology (UTAUT) model. Stimulus-Organism-Response (S-O-R) model was employed to develop a new research framework while constructs in the Community of Inquiry are Stimulus and constructs from UTAUT are considered as Organism and Response. A survey was conducted with undergraduate students in a Hong Kong higher institution. It was found that Teaching Presence (TP), Social Presence (SP) and Cognitive Presence (CP) were associated with performance expectancy, social influence and effort expectancy respectively. Performance expectancy and effort expectancy were associated with social influence. Social influence was associated with students’ attitude towards blended learning. Institution support was not related to the students’ attitude towards blended learning in the post-pandemic period. Attitude towards blended learning was associated with their behavioral intention to participate in blended learning. Online and offline tools could be adopted to improve the students’ acceptance towards the blended learning approach.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: G3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Fraide A. Jr GANOTICE, Assistant Professor, Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong

Abstract

Disciplinary silos often perpetuate hierarchical relationships and competition, creating a significant barrier to teamwork and collaboration in healthcare. Students who are exclusively trained within the confines of their discipline and university miss out on opportunities to develop the interprofessional competencies necessary for managing complex medical conditions of patients. Therefore, cross-institutional interprofessional education is crucial to promote the sharing of expertise among professionals from different universities and to prepare students for clinical practice. This presentation will highlight the significant achievements of the project titled “Promoting cross-institutional collaboration through interprofessional education: Forging alliances in healthcare education.” Initiated by the University of Hong Kong (HKU) in partnership with the Hong Kong Polytechnic University (PolyU), this innovative project aims to break down educational silos and foster interprofessional competencies among healthcare students. The project’s core objective is to enhance patient-centered care by developing and implementing a model of interprofessional education that integrates various healthcare disciplines. Throughout the four phases of the project—Program Development, Pilot Testing, Actual Implementation, and Evaluation and Dissemination—numerous achievements have been documented. These include the successful integration of interprofessional education into the curricula, enhanced collaborative competencies among students. The project also pioneered the development of an evidence-based cross-institutional IPE Model, setting a benchmark for future educational endeavors in the healthcare sector. This presentation will delve into the methodologies employed, the collaborative initiatives between HKU and PolyU, and the positive impact on healthcare education highlighted by reduced medical errors and improved healthcare outcomes. By showcasing these achievements, the session aims to inspire continued progress in interprofessional education and collaboration across healthcare institutions globally.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Xiang LI, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

– Dr Xiaoqin ZHU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

– Dr Diya DOU, Assistant Professor, Department of Applied Social Science, The Hong Kong Polytechnic

Abstract

Higher education programs often focus on disciplinary knowledge and professional skills, with cognitive skills given top priority. As a timely response to limited education for wellbeing and non-cognitive skills development, PolyU’s Leadership and Intra-personal Development Team developed four subjects, including Tomorrow’s Leaders, Promotion of Children and Adolescent Development, Service Leadership, and Service Leadership through Serving Children and Families with Special Needs to nurture students’ leadership, improve their wellbeing, and promote their whole person development. These subjects aim to nurture students to become ethical leaders of tomorrow and responsible citizens by adopting a holistic youth development approach based on cutting-edge theories and research on late adolescence and emerging adulthood, leadership development, and service-learning. To date, over 27,000 students have taken the four subjects. Different evaluation methods involving multiple stakeholders over time have demonstrated positive and significant impact of the four subjects on students’ wellbeing and holistic development. Positive feedback from students and recognition from the higher education community have contributed to these subjects receiving numerous prestigious awards, both internationally and locally. These include the UGC Teaching Award 2018 and the Gold Award in the Nurturing Wellbeing & Purpose category at the Wharton-QS Stars Reimagine Education Awards 2021.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Oral Presentation Time: 1400-1500

Venue: Camomile Room, Lower Level II

Presenter(s)

– Professor Michael BOTELHO, Clinical Professor, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

– Ms Trinity JIAO, HKU SaP CoP Project Coordinator, Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong

Abstract

The “Students as Partners (SaP)” support framework fosters active interdisciplinary collaboration. Key initiatives undertaken by the Students as Partners Community of Practice (SaP CoP) involve organizing seminar-sharing sessions, hosting internal CoP meetings, and conducting formal consultation sessions for those initiating SaP projects. These efforts offer valuable learning opportunities and continuous support for both educators and students. At HKU, the SaP CoP has developed a Scope, Process, and Levels framework for SaP activities. In partnership with TALIC, the SaP CoP has established a dedicated webpage and featured it in the HKU bulletin. These initiatives have been well-received by students and staff alike, providing meaningful experiences and practical guidelines that significantly contribute to their learning and engagement journey.

Theme: 1. Showcase Project Achievements

Sub-theme: Teaching Development and Language Enhancement

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Crystal LUO, Teaching and Learning Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Miss Pui Ying WONG, Educational Development Officer, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

The global pandemic prompted academic institutions to shift from traditional test-based assessments to alternative assessments, including methods such as self-assessments, peer evaluations, and digital technology-enhanced tasks. The effectiveness of alternative assessment hinges on students’ perceptions, which may subsequently influence their degree of engagement. This study was thus designed to investigate the relationship between students’ perceptions and their involvement in alternative assessment in a Hong Kong university. An online survey was administered to 177 students between November 2022 and February 2023, with the collected data undergoing quantitative analysis. The results show that students generally maintain moderate levels of positive perceptions and active involvement towards alternative assessments. Moreover, a statistically significant correlation was observed between their perceptions and involvement. Our findings not only provide evidence to support the relationship between students’ perceptions and their involvement in alternative assessment practices, but also provide insights into the importance of understanding the real-life applicability of such assessments, the facilitating role of technological tools, and the practical implementation of these assessments into courses.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K1, Tai Po-Shek-O Room, Lower Level 1

Presenter(s)

– Dr Laura ZHOU, Education Development Officer, Education Development Centre, The Hong Kong Polytechnic University

– Mr Leo WONG, Project Associate, Education Development Centre, The Hong Kong Polytechnic University

Abstract

The flipped learning and teaching approach redefines the traditional classroom dynamic by swapping the order of direct instruction and homework activities. In a flipped classroom, students engage with instructional materials (such as videos, readings, or podcasts) outside of class, freeing up valuable in-class time for active learning, collaborative activities, and deeper understanding. In our quest to promote effective flipped learning and teaching practices, we conducted comprehensive interviews with experienced teaching staff at PolyU, who have successfully integrated this methodology into their course. Their valuable insights were collected and compiled into case studies, which were then disseminated to all teaching staff members through e-newsletters and experience sharing workshops. These teaching cases serve as compelling examples, showcasing the versatility and impact of flipped learning and teaching. They underscore the significance of adapting pedagogical methods to enhance student learning experiences. By shifting the locus of content consumption outside the classroom, educators empower students to actively engage with the material during face-to-face sessions, fostering a deeper understanding and more meaningful interactions.

Theme: 1: Showcase Project Achievements

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

Oral Presentation Time: 1400-1500

Venue: Peony Room, Lower Level II

Presenter(s)

– Dr Peggy NG, Principal Lecturer, Division of Business and Hospitality Management, College of Professional and Continuing Education, The Hong Kong Polytechnic University

Abstract

With the development of innovative technology, virtual reality (VR) has become very popular and accessible to the public. There has been growing evidence that VR can influence people and change their values and behaviors. VR encourages individuals, especially teenagers, to engage in a specific behavior, such as pro-environmental behavior (PEB). Pro-environmental behavior (PEB) allowed lowering the environmental harms deliberately and substantially enhancing the future harmony. Using Value-Belief-Norm (VBN) theory, the present study aims to examine the relationship between teenagers’ perceived values and pro-environmental behavioral intention in VR platforms. Students (N = 120) were invited to visit the VR lab for an immersive experience focused on carbon footprint. The results showed that hedonic value predicts pro-environmental intention, whereas altruistic value predicts awareness of responsibility of individuals. The findings of the study will contribute to both theoretical and practical contributions. From practical perspectives, integrating VR into sustainability education can enhance student engagement by providing immersive and interactive VR experiences. This innovative approach of teaching fosters students’ pro-environmental intention, raising awareness of personal responsibility in caring for the environment. By incorporating VR elements into programme development, higher education institutions can better equip students with the knowledge in sustainability to address future environmental challenges.

Theme: 1. Showcase Project Achievements

Sub-theme: Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)