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

Oral Presentation Time: 1600-1700

Venue: Peony Room, Lower Level II

Presenter(s)

– Dr Pui Pui Phoebe CHEUNG, Assistant Professor (Occupational Therapy), Academic Team, Yew Chung College of Early Childhood Education

– Dr Anna Aracelly OLGUIN, Assistant Professor, Academic Team, Yew Chung College of Early Childhood Education

Abstract

The United Nation Convention on the Rights of Child (UNCRC 1989) ensures the right of all children to have their basic needs taken care of, to be protected at all times, and to participate in decisions that will affect their lives. Unfortunately, millions of children around the world are deprived of these rights. As countries adopt, adapt, and uphold Child’s Rights and Protection protocols, there is a palpable need for information. Practices such as mandated reporting, enacted as law in some Western countries since the 1960’s, are now making their way to places in Hong Kong and teachers will be accountable to report. This presentation has dual objectives. One is to understand pre-service teachers’ knowledge and attitudes regarding child rights and protection pre and post course taking utilizing a co-design thinking approach. The second objective is to share information about a project aiming at co-constructing a culturally relevant Child’s Rights and Protection educational framework with parents who are Ethnic Minorities and/or parents of Special Education Needs children. From these perspectives, the knowledge and attitudes about child rights & protection among the preservice teachers and the voice of the caregivers are of immense importance towards the wellbeing of children in vulnerable populations.

Theme: 2. Thematic Exploration

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

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: 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: 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)

– 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: 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: 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: 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)