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- Oral Presentation ×
- City University of Hong Kong ×
- The Hong Kong University of Science and Technology ×
- The Hong Kong Polytechnic University ×
- Yew Chung College of Early Childhood Education ×
- 1.1 Teaching Development and Language Enhancement Grant (TDLEG) ×
- 1.2 Fund for Innovative Technology-in-Education (FITE) ×
- 1.3 Special UGC Grant for Strategic Development of Virtual Teaching and Learning (VTL) ×
- 2.2 Diversity and Inclusion Education ×
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7 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
Oral Presentation Time: 1400-1500
Venue: Rose Room, Lower Level II
Presenter(s)
– Dr Aftab AMIN, Teaching Associate, Division of Life Science, The Hong Kong University of Science and Technology
Abstract
Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) empower educators to develop active-learning pedagogical approaches that motivate students to simultaneously engage, develop knowledge, social skills, and subject interest. To initiate VR/AR learning at the Division of Life Science (LIFS), HKUST, LIFS1904 Laboratory for General Biology II (comprising four experiments, ~300 diverse learners) was selected. In recent years, increasing enrollment has created manpower and space shortages, while post-pandemic issues have made student learning and the acquisition of resources, such as rat cadavers for teaching anatomy, physiology, and dissection more challenging. To address pressing issues, enhance active-learning, and make practical transitions fluid and cohesive, gamification is being used to develop a customizable, Virtual Reality Platform (VRP). A story-based narrative has also been implemented to create immersive, engaging, memorable and impactful pedagogy. In this presentation we will examine the deliverables of the project. Some of the findings from our student surveys, focus groups and interviews will also be shared to provide a better understanding of how technology-driven pedagogical innovations can facilitate active learning, information literacy, enhance student support, and facilitate peer-teaching, so that graduate attributes can be delivered.
Theme: 1: Showcase Project Achievements
Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)
Oral Presentation Time: 1600-1700
Venue: Camomile Room, Lower Level II
Presenter(s)
– Ms Ka Yan SO, Education Development Officer, Talent and Education Development Office, City University of Hong Kong
Abstract
Peer-Assisted Learning scheme using Supplemental Instruction (PALSI) has been a cornerstone of CityUHK’s commitment to academic excellence and student success. This presentation will introduce the PALSI initiative, a peer-led approach designed to enhance students’ understanding of course materials and improve overall learning strategies. Insights from PALSI coordinators and leaders will be shared, highlighting the scheme’s impact on both students and leaders.
Theme: 2. Thematic Exploration
Sub-theme: Diversity and Inclusion Education
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: 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
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: Â Innovative Technology-in-Education
Venue: Peony Room, Lower Level II
Presenter(s)
– Ms Nancy TING, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education
– Ms Mary Ann HOOD, Senior Lecturer, Early Childhood Education, Yew Chung College of Early Childhood Education
Abstract
The transition from kindergarten to primary school is an important time for children and parents. In addition, starting primary school is a significant milestone for children as the teaching and learning experiences, curriculum and classroom environment are markedly different to the kindergarten. For example, there are new rules and expectations to get used to. Coping well and adjusting to the changes is important and a successful start to primary school is associated with future learning success in school. The overall Kindergarten to Primary (K2P) project objective is to overcome stress brought by the K2P transition; provide a solid foundation for primary school stage and promote child readiness for school and school readiness for child and family. The project has four objectives that focus inter alia on the students, their parents, and in-service and pre-service teachers. This presentation will focus on objective 1 which is to equip students with a positive mindset and readiness for the new learning environment using a multi-step approach. This approach includes implementing lesson plans and home activities to develop and support children’s acquisition of 7 specific skillsets, namely Cognitive skills, Independent thinking, Collaborative learning, Empathetic thinking, Social-emotional skills/understanding challenges, Communication skills and Authority in learning.
Theme: 2. Thematic Exploration