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

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: 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)