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: 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: 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)

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)

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)