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- Hong Kong Baptist University ×
- The University of Hong Kong ×
- The Hong Kong University of Science and Technology ×
- The Hong Kong Polytechnic University ×
- 1.2 Fund for Innovative Technology-in-Education (FITE) ×
- 1.4 Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS) ×
- 2.1 Community of Practice (CoP) ×
- 2.3 Community Engaged Learning ×
- 2.4 Whole-Person Development ×
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26 posts found
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: 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: 1225-1400; 1500-1600
Venue: K2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Sean MCMINN, Director, Center for Education Innovation, The Hong Kong University of Science and Technology
Abstract
This project aims to develop a Co-Instructrional Designer platform to assist instructors in creating course materials. By leveraging Generative AI, the platform will support faculty members in designing course outlines, content, learning activities, assignments, and rubrics aligned with learning outcomes. The platform will connect to a Center for Education Innovation (CEI)-managed knowledge base containing curated pedagogies and best practices. Instructors will interact with the platform through pre-defined prompts, receiving tailored guidance that they can evaluate and adapt to meet their specific course needs. Key features of the platform include front-end interfaces for instructors and system administrators, robust technical architecture for file storage, and conversation history management. Having completed the Proof-of-Concept phase, implementation will proceed with structuring the knowledge base, developing the frontend, integrating the system, and conducting testing, with the final rollout planned for Fall 2025/26. The project will benefit approximately 750 faculty members and teaching staff at HKUST. This tool has multiple applications: it can serve as a co-designer for faculty, support quality assurance, assist with faculty development, and aid in Teaching and Learning Innovation Pedagogy and Blended Learning Projects. Success will be measured by the quality of responses in testing scenarios, training participation and satisfaction, and overall platform usage.
Theme: 1. Showcase Project Achievements
Sub-theme: 1.2 Fund for Innovative Technology-in-Education (FITE)
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: 1500-1600; 1700-1800
Venue: B1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University
Abstract
In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.
Theme: 2. Thematic Exploration
Sub-theme: 2.1 Community of Practice (CoP)
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: 1500-1600; 1700-1800
Venue: E2, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Grace NGAI, Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University
– Dr Stephen CHAN, Principal Project Fellow and Founding Head, Service-Learning and Leadership Office, The Hong Kong Polytechnic University
– Dr Perry LEE, Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University
– Dr Angel LUO, The Hong Kong Polytechnic University
– Dr Shuheng LIN, Project Fellow, Service-Learning and Leadership Office, The Hong Kong Polytechnic University
– Mr Kenneth LO, Senior Manager, Service-Learning and Leadership Office, The Hong Kong Polytechnic University,
Abstract
In Hong Kong, internationalization is a key performance indicator for the higher education section in response to the policy goal of establishing the city as a regional education hub (University Grants Committee, 2017). Resources have been allocated to universities for various initiatives including the recruitment of international faculty and students, inter-institutional collaboration in research, and students’ overseas learning experiences. A document analysis study on 6 universities in Hong Kong showed a notable increase of institutional focus on internationalization, intercultural skills, culture, diversity, equality, and inclusion post-pandemic (Lai, 2022). Besides its contribution to global connectivity, knowledge exchange, and institutional development (Lane, 2014), internationalizing higher education is also important to prepare students for a globalized world (Egron-Polak, 2011). Given the increasing diversity within universities and societies, prioritizing the cultivation of students’ intercultural sensitivity (IS) has become essential as it enhances students’ academic and personal success and fosters harmony and development within communities. Different strategies have been implemented in higher education institutes to provide intercultural opportunities for students. These include student mobility programmes, including short and long-term immersive learning activities that bring students outside of their home country to study abroad. At the Hong Kong Polytechnic University, this includes international service-learning (ISL), with a university target of 50% of students having an ISL experience by 2027-28. In this poster presentation, we will study the impact of ISL on students’ intercultural sensitivity from multiple dimensions, including knowledge, skills, and attitudes.
Theme: 2. Thematic Exploration
Sub-theme: 2.3 Community Engaged Learning
Oral Presentation Time: 1600-1700
Poster Presentation Time: 1500-1600; 1700-1800
Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: E4, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Professor Joseph CHAN, Associate Director at Centre for Innovation and Entrepreneurship, HKU Business School, The University of Hong Kong
– Dr Jing LI, Lecturer and BBA (International Business and Global Management) Deputy Programme Director, HKU Business School, The University of Hong Kong
Abstract
Teaching and learning for innovation and entrepreneurship requires equipping students with the necessary skills for cross-disciplinary innovation: conducting academic research for scientific advancement, designing projects to translate research into applications, and connecting these to the value-chain for market adoption and commercialization. This TDG project aims at the third area – to train students for the entrepreneurial ecosystem, particularly the Greater Bay Area. The project utilizes interactive learning methods from business interviews of guest speakers to case discussions, including direct communication with industry professionals, for first-hand knowledge and perspectives to deepen students’ understanding of innovation and business strategies. The curriculum is further enhanced through tailor-made videos featuring interviews with senior management, offering practical insights into strategies and operations. This project establishes a hub of applied studies covering a spectrum of industries, to serve as a valuable resource for larger innovation community audience. The core in this pedagogical methodology is to bring industry into the classroom, and vice versa. Online and offline activities foster community building and knowledge exchange within the innovation ecosystem, while students’ reflection encourages them to apply their learning in the GBA.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
Oral Presentation Time: 1400-1500
Venue: Fanling Room, Lower Level I
Presenter(s)
– Mr Jac LEUNG, Lecturer, Division of Integrative Systems and Design, The Hong Kong University of Science and Technology
Abstract
This project explores the intersection of Generative AI, reflection and experiential learning, highlighting GenAI’s pivotal role in fostering deeper cognitive processes and the attainment of complex knowledge structures. In recognition of the multifaceted dimensions of reflection, we aim to examine GenAI’s role in promoting different focuses of reflection including technical reflection on efficiency of attaining goals; practical reflection on challenging assumptions and establishing identities; and critical reflection on reflecting within a broader consideration of socio-historical and political-cultural context. GenAI is widely praised for its ability to serve as agent to writing and agent to knowledge. This study explores GenAI’s potential as agent to reflect, offering a perspective transformation devoid of judgement and social bias. We adopt an action research approach to accommodate both the rapidly growing research area and state-of-the-art teaching innovations. To examine the roles of GenAI in various types of experiential learning contexts, a 3-year collaboration project consists of four local universities in Hong Kong was initiated in early 2024. Participating students are of diverse background in science, social science, engineering, business, and health profession (radiography). Reflective exercises are designed according to the course context and the type of experiences within entrepreneurship education, social innovation, and health professional training.
Theme: 1. Showcase Project Achievements
Sub-theme: Innovative Technology-in-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)
Oral Presentation Time: 1600-1700
Venue: Rose Room, Lower Level I
Presenter(s)
– Dr Thomas LEE, Associate Professor and Associate Head (Academic) Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Dr Hin Chung LAU, Senior Lecturer, Programme Leader (BSc), and Assistant Dean (Student Development) of Faculty of Engineering, Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Ms Jessie KAR, Instructor, Department of Biomedical Engineering, The Hong Kong Polytechnic University
– Ms Rahat BATOOL, Student, Educational Development Centre, The Hong Kong Polytechnic University
– Mr Mitesh PATEL, Educational Development Officer, Educational Development Centre, The Hong Kong Polytechnic University
– Mr Leo CHON, Assistant Educational Development Officer II, Educational Development Centre, The Hong Kong Polytechnic University,
Abstract
Students in Hong Kong have generally been perceived as passive learners, with limited opportunities for active involvement in the development of educational experiences. Here, we would like to showcase the untapped potential of students as co-creators in subject development. By harnessing the power of Student-Staff Partnership (SSP), teachers can unlock the full potential of students, creating a dynamic and enriched learning environment that benefits both the students involved and future cohorts. This presentation explores a practical approach to harnessing the power of SSP in the co-creation of an international service-learning (SL) project. The teachers encountered difficulties in adapting original local SL project to overseas because of resources limitations. By inviting students who studied the same subject in the previous year, with outstanding performance into the decision-making processes for the next cohort, this model encourages students to contribute their unique insights and ideas in redesigning the SL project. With the students’ first-hand experience and thorough understanding of the subject’s intended learning outcomes, their contribution can make the subject more impactful and aligned with the needs of students. Not only does this approach benefit the teachers by providing a deeper understanding of student needs, but it also fosters students’ personal growth and leadership development.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
Oral Presentation Time: 1400-1500
Venue: Fanling Room, Lower Level I
Presenter(s)
– Mr Jungjin PARK, PhD student, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technology
– Professor Larry LI, Associate Head & Associate Professor, Department of Mechanical and Aerospace Engineering, The Hong Kong University of Science and Technolog
Abstract
Immersive technologies come in various forms and names, such as virtual reality (VR), augmented reality (AR), and recently spatial computing. While higher education has always been at the forefront of experimenting with such technologies in the classroom, the ubiquity of smartphones and tablets – capable of creating robust AR experiences – has made it possible for wider adoption in recent years. In this presentation, we highlight lessons learned from a pilot project that leveraged AR to enhance aerospace laboratory training at the Hong Kong University of Science and Technology, and how this effort is being expanded across multiple disciplines such as pulmonary physiotherapy and forensic pathology. In particular, we share our vision to combine AR and large language models (LLMs) to design truly immersive learning experiences that can be effectively deployed into classrooms. When combined, the two technologies mutually benefit and supplement their respective advantages and limitations, thereby overcoming many of the current challenges faced by educators when deploying either on their own.
Theme: 1. Showcase Project Achievements
Sub-theme: Innovative Technology-in-Education
Poster Presentation Time: 1500-1600; 1700-1800
Venue: G1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Yuk Ming TANG, Senior Lecturer, Department of Indusial and System Engineering, The Hong Kong Polytechnic University
Abstract
STEM education is essential in today’s curriculum even for university students. However, traditional classroom-based instruction methods often lack interactivity and tailored experiences that foster student engagement and comprehension. The integration of Virtual Reality (VR) and Artificial Intelligence (AI) generative chatbots has emerged as a transformative influence on the teaching and learning process. Despite this, limited research has explored the impact of advanced technology on STEM learning outcomes. This study explores the potential of employing VR and AI as tools to facilitate teaching to enhance students’ learning outcomes. 120 university students are involved in this study to examine the difference in learning outcomes by utilizing three instructional approaches for learning projectile motion: (1) a traditional didactic classroom, (2) a game-based VR metaverse, and (3) a game-based VR metaverse enriched with a generative chatbot-based pedagogical agent. The study prudently evaluated alterations in student motivation, cognitive benefit, and learning outcomes. Preliminary findings suggest that incorporating VR and AI into teaching considerably enhances student engagement and cognitive participation. This study demonstrates how the integration of VR with AI can elevate student engagement, comprehension, and skill acquisition in STEM education, paving the way for a more captivating and effective learning environment in the Edu-metaverse.
Theme: 2. Thematic Exploration
Sub-theme: 2.1 Community of Practice (CoP)
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
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: 1500-1600; 1700-1800
Venue: E1, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Bess Yue WANG, Senior Lecturer, Department of Journalism, School of Communication, Hong Kong Baptist University
– Dr Angela Dan WANG, Research Assistant Professor, Department of Journalism, School of Communication, Hong Kong Baptist University
Abstract
The proposed course equips students with cutting-edge skills in AI and cloud-based solutions to address real-world media management challenges faced by NGOs. Through a dynamic, experiential learning approach, students will become digitally competent, industry-ready, and socially responsible professionals. Partnering with the Institute of Endurance Science and Technology (IEST) and Huawei, the course offers a unique opportunity to bridge the gap between technological expertise and social impact. Students will gain hands-on experience by developing cloud-based solutions for IEST’s data management, publicity, and digital governance needs. The curriculum emphasizes: 1. Understanding NGO media challenges and translating them into practical cloud-based solutions. 2. Utilizing Huawei’s cloud infrastructure and receiving expert training from their engineers. 3. Developing a comprehensive cloud solution proposal addressing a real-world problem faced by IEST. Student competency will be assessed through a Huawei Cloud Practitioner certification exam and a final project proposal evaluated by industry experts and IEST. This ensures the learning experience is not only relevant but also potentially impactful, with successful proposals considered for adoption by IEST. This course exemplifies the power of technology in driving positive social change while providing students with invaluable skills for the future.
Theme: 2. Thematic Exploration
Sub-theme: 2.3 Community Engaged Learning
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)
Oral Presentation Time: 1600-1700
Venue: Rose Room, Lower Level II
Presenter(s)
– Dr Janet CHAN, Senior Lecturer, School of Biological Sciences, The University of Hong Kong
Abstract
Fifty undergraduate (UG) students from various faculties at HKU have been trained as Climate Ambassadors through the project titled “Partnering with Students in Climate Education: HKU Climate Ambassador.” This climate education initiative is supported by the HKU Teaching Development Grant and aims to empower UG students to co-create climate actions and make a meaningful impact on broader communities. The project commenced in February 2024. To enhance students’ understanding of climate issues and involve them as partners, ten postgraduates and alumni have been appointed as mentors. They provide engaging dialogues and guidance to the UG students in their climate action endeavors. Additionally, students receive training through team-building activities, field trips, and seminars conducted by climate experts. Subsequently, students form groups and develop their own climate actions, such as addressing food waste, promoting biodiversity, and exploring public attitudes towards waste recycling. These actions will be showcased in a student-led conference scheduled for mid-June 2024. Following the conference, 18 selected Climate Ambassadors will participate in a desert service-learning trip in mainland China in July 2024, supported by YMCA and the Teaching Development and Language Enhancement Grant 2022-25. During the seven-day stay in Tengger Desert, these 18 HKU Climate Ambassadors will play a crucial role as co-developers of the camp. They will be empowered to educate camp participants and local communities about climate change and waste reduction. Collaborating with camp participants, they will carry out climate-related services, engage in personal reflection, and create meaningful impact within their own circles and the wider community. These experiences will help our Climate Ambassadors develop essential soft skills, including problem-solving, communication, leadership, and teamwork. Moreover, this experiential learning opportunity will incorporate international, intercultural, and global dimensions, enabling our HKU students to cultivate a global outlook, global citizenship, cultural inclusiveness, and intercultural competence – all highly valued by employers in today’s workplace.
Theme: 2. Thematic Exploration
Sub-theme: Community Engaged Learning & Community of Practice (CoP)
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
Poster Presentation Time: 1500-1600; 1700-1800
Venue: E3, Tai Po-Shek-O Room, Lower Level I
Presenter(s)
– Dr Christelle NOT, Senior Lecturer, Department of Earth Sciences, The Unviersity of Hong Kong
Abstract
This study explored how the emotional framing of climate change messages (hope appeal vs. fear appeal) impacted students’ emotions and sense of efficacy towards addressing climate change. Prior research had focused on the persuasive effects of hope and fear appeals, but lacked investigation into how audience perceptions influence the interpretation of these messages. The quantitative results showed that the hope-appeal group experienced a significantly greater increase in self-efficacy and collective efficacy compared to the fear-appeal group. Qualitative analysis provided potential explanations – hope-appeal videos shifted students’ attention towards messages about effective mitigation actions, while fear-appeal videos directed focus to the negative consequences of climate change. Importantly, before the intervention, many students believed individual efforts were negligible compared to collective action. However, the hope-appeal’s emphasis on efficacy allowed students to recognize the value of their individual contributions, boosting their self-efficacy and collective efficacy. The findings suggest that communicating climate solutions with hope and gain-framed messages, rather than fear appeals, may be more effective in empowering younger generations to take meaningful action against climate change.
Theme: 2. Thematic Exploration
Sub-theme: 2.3 Community Engaged Learning
Oral Presentation Time: 1600-1700
Venue: Fanling Room, Lower Level I
Presenter(s)
– Professor Meike SAURWEIN, Lecturer, Division of Environment and Sustainability, The Hong Kong University of Science and Technology
– Ms Evelyn Yu Shan PANG, Teaching Associate, Division of Environment and Sustainability, The Hong Kong University of Science and Technology
Abstract
In an era of complex global challenges, the need for interdisciplinary approaches in sustainability education has never been more critical. The Sustainability Education Community of Practice (SEC) aims to build on the power of interdisciplinary collaboration to foster innovative solutions and drive transformation in how we teach sustainability. SEC brings together faculty, staff and postgraduate researchers from diverse fields, including science, humanities, business, and engineering, who share a passion for teaching sustainability and an interest in innovating how we teach sustainability on campus. Our work centers on bringing together educators to form a platform for teaching collaboration, development of new teaching approaches and a network for sharing and learning. Through a serious or networking events, interactive workshops and focused support initiatives we aimed at supporting faculty and staff in developing new approaches towards teaching sustainability, discuss challenges, share tools and build up a support network. This presentation will showcase HKUST SEC’s key initiatives, including interdisciplinary workshops and collaborative teaching projects. We will highlight successful case studies that demonstrate the impact of our approach on building a community of educators who are passionate about driving sustainability. Attendees will gain insights into strategies for fostering interdisciplinary collaboration, learn about potential challenges and possibly be inspired to incorporate these practices into their own educational contexts.
Theme: 2. Thematic Exploration
Sub-theme: Community of Practice (CoP)
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