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: I4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Yanjie SONG, Associate Professor, Department of Mathematics and Information Technology, The Education University of Hong Kong

– Mr Kaiyi WU, Department of Mathematics and Information Technology, The Education University of Hong Kong

Abstract

Integrating artificial intelligence (AI) into educational settings is crucial for developing innovative teaching methods that enhance student learning. This study investigates the development and application of Learningverse, a 2D/3D metaverse platform that integrates digital humans with advanced Large Language Model Operations (LLMOps) to create AI teaching agents. Leveraging the capabilities of Large Language Models (LLMs) and Retrieval-Augmented Generation (RAG), we designed intelligent digital human teachers. These LLMOps system-constructed multi-agents, including Communication Encoder, Body Movement Coding Encoder, Eye Gaze Coding Encoder, and Expression Coding Encoder, provide personalized and strategic scaffolding to students, offering real-time feedback and support to improve their learning outcomes. Additionally, the platform utilizes GPT-SoVITS trained TTS to clone real teachers’ voices, enhancing the realism of digital human teachers. The platform can customize digital teachers and build scenarios based on different subject courses, adapting them to various thematic curricula. A pilot study evaluated the effectiveness of these digital teachers in enhancing student engagement and performance in Learningverse. Preliminary findings reveal a significant improvement in students’ interactions, motivation, and overall learning achievements. This research highlights the potential of LLMOps-integrated digital human teachers in transforming teaching practices and enriching educational experiences in the metaverse.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Oral Presentation Time: 1400-1500
Poster Presentation Time: 1225-1400;1500-1600

Oral Presentation Venue: Rose Room, Lower Level II
Poster Presentation Venue: H1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ir Dr H H CHEUNG, Senior Lecturer, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Derek TONG, Tutor, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

– Mr Like WEN, Research Assistant, Department of Industrial and Manufacturing Systems Engineering, The University of Hong Kong

Abstract

The past social events and COVID-19 pandemic posed huge challenges to teaching and learning. The teaching team seized these challenges as opportunities to develop and incorporate e-learning in experiential projects and capstone courses, which otherwise mandate intensive face-to-face interactions. The team has developed the Digital Design House – An e-learning platform for collaborative product development – to facilitate experiential learning and hands-on projects in various courses that carry substantial components of innovative product design and development. The Digital Design House is a cloud-based experiential e-learning platform that provides remote access to CAD facilities for students to interact among group members and with teachers in virtual environments to share their ideas for product design and development. This e-learning platform integrates a set of advanced information and computing, 3D Hologram devices, virtual reality, mixed reality, and mobile devices with a suite of in-house developed applications for stereoscopic visualisation of virtual objects in an immersive virtual environment to facilitate systematic training and development of students’ innovative abilities through experiential learning. It not only allows students at different geographical regions and teachers to ubiquitously conduct teaching and learning, but also facilitates online lectures via video conferencing like Zoom or Microsoft Teams with more interactions in a virtually face-to-face environment. Indeed, this platform helps students understand what and how various knowledge and feasible technologies can be effectively integrated to create a feasible design/solution in a practical-and-innovative approach. As such, students are inspired with a stronger desire, self-initiative, and enthusiasm for exploring their potential in innovative creations.

Theme: 1. Showcase Project Achievements

Sub-theme: Strategic Development of Virtual Teaching and Learning (VTL)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: L6, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Gladys Wai Lan TANG, Centre Director, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Mr Jafi YF LEE, Research Associate, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong – Dr Chris KM YIU, Senior Programme Officer, Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong

Abstract

The Centre for Sign Linguistics and Deaf Studies is building a Community of Practice to support deaf and hard-of-hearing (d/hh) students pursuing tertiary education. The d/hh students face different barriers to information accessibility because of their diverse backgrounds and learning needs. Possible types of educational support including captioning & AI summaries, subtitles for videos, note-taking/stenography, wireless transmission system, sign interpretation, and other accommodations should be explored to address their respective needs. The project will lead to 1) an improved understanding of the learning needs of the d/hh students, 2) a raised awareness of the physical learning environment/hardware accommodations, 3) the development of new teaching strategies and practices, 4) the deployment of new tools and aids, and 5) the design of a support system with accommodation for in-class and course-end assessments. The project will host seminars to facilitate the dissemination of effective strategies for supporting d/hh students among members of the CoP. The ultimate goal is to recommend an effective and operable support system to EDB and UGC.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Kin Yat LIU, Lecturer, Statistics, The Chinese University of Hong Kong

Abstract

“Correlation does not imply causation” is an important concept that is included in almost all introductory statistics courses. Comprehending this concept is crucial for students to grasp advanced statistical concepts like multivariate analysis, Simpson’s paradox, and causal inference. However, the intricacies of this principle are often not explored in depth. To address this, we employ simulated experiences and the use of Monte Carlo simulation to provide students with an understanding of the significance and fundamental nature of the idea that “correlation does not imply causation.”

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: L5, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Janet Ching Man TSE, Assistant Programme Administrator, School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

InternVision envisages to be an ingenious and resourceful Virtual Reality (VR) platform with interactive contents of real-life workplace simulations for enhancing practical skills and professional related concepts, reaction and decision making at a multitude of careers. Encompassing a series of VR simulations, the dual platforms of InternVision – a VR Head-Mounted Display System and a Mobile Application (app), will host internship scenarios for preparing and fostering the readiness of students of CUSCS full-time programmes at their future workplace. By integrating with the use of VR technology, InternVision enables students to gain exposure and understanding from an immersive environment where an array of tasks are assigned in each virtual simulation. Students can gain confidence and familiarity with a ‘re-try’ opportunity for self-reflection and get further improvement before the commencement of actual internship and future career. Appending with its mobile app, InternVision allows greater flexibility, convenience and user-friendliness for students of different disciplines to maneuver the VR simulations freely without time limit, to develop a deeper understanding of their roles related to their own profession and to achieve the intended learning outcomes. Self-learning materials and guidelines will also supplement the platform to support their internship training and experiential learning, especially at the recurrent waves of pandemic when internship arrangement may be affected. This presentation endeavours to share ideas on how InternVision can blend in and enrich internship preparation with a sample illustration and how it can enhance experience exchange by connecting students with internship supervisors and peer groups via technologies.

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: L4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Kevin CHEUNG, Assistant Head of Academic Programmes (Full-time), School of Continuing and Professional Studies, The Chinese University of Hong Kong

Abstract

The iLearn English mobile application, developed by School of Continuing and Professional Studies, The Chinese University of Hong Kong (CUSCS) with QESS funding, is a sustainable mobile-assisted language learning (MALL) platform designed to enhance English proficiency among learners. Addressing the need for dynamic and engaging language learning tools, iLearn English incorporates daily reading, vocabulary, grammar exercises, and extended reading experiences to foster self-directed learning and sustain learner engagement. Research on student preferences and educational trends underscores a growing appetite for technology-enhanced learning. iLearn English meets this need by offering a personalised, accessible and multi-modal learning environment. Since its launch in February 2020, the app has logged over 10,000 users, affirming its success in enriching English language proficiency. The app has significantly improved learning experiences, fostering self-learning habits among users. Nearly 90% of students surveyed report satisfaction, noting enhanced language skills and increased motivation. iLearn English exemplifies a sustainable language education model through its diversity, flexibility, autonomy and connectedness. Moreover, it supports environmental sustainability by promoting technology integration in education. This initiative highlights the transformative potential of mobile applications in delivering accessible and efficient language learning solutions.

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: 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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: I3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Winnie WONG, Educational Development Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Mr Vincent CHAN, Educational Development Assistant, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

Background and Objectives: This project aims to leverage the immersive capabilities of the metaverse to enhance data security and privacy awareness among students and staff at the Education University of Hong Kong. Develop a series of interactive and engaging educational materials to enhance the understanding of data security principles and data privacy policies. Design and implement a dynamic and user-friendly online platform (Metaverse Space) to host the educational materials, facilitating easy access and learning for target audiences. Methods and Findings: Within this metaverse-based platform, users are presented with practical scenarios that simulate real-world situations involving security-critical concepts. The educational virtual environment is strategically gamified to motivate users through rewarding challenges and progressive levels, bridging the gap between theory and practice. The dynamic simulation exercises allow participants to directly experience the impact of security failures and rehearse protective actions in a risk-free, controlled setting, nurturing applied skills alongside conceptual understanding. The survey results, based on responses from (n=20), indicate that the gamified metaverse prototype is both engaging and effective in teaching data security and privacy concepts. The interactive scenarios and simulations were particularly praised for their usefulness in understanding real-world data security issues. The navigation of the metaverse environment was generally considered easy. Overall, the positive responses suggest that the gamified metaverse is a valuable tool for learning data security, demonstrating its effectiveness in an educational context. Discussion and Perspectives: Leveraging Metaverses data security learning platform offers an innovative and immersive approach to addressing the limitations of traditional training methods, empowering users with comprehensive knowledge and applied skills to mitigate evolving cyber threats.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.2  Fund for Innovative Technology-in-Education (FITE)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: K3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Apple Pui Yi CHUI, Research Assistant Professor, School of Life Sciences, The Chinese University of Hong Kong

Abstract

Coral reef restoration is a rapidly growing public engagement by many marine scientists, citizen scientists, NGOs and the public worldwide prompted by the accelerating degradation of global coral reefs along with the associated losses in the key ecosystem services. The Coral Academy at The Chinese University of Hong Kong is a scientific research team led by Dr. Apple Chui, which aims to explore interventions to enhance coral resilience and develop effective coral restoration techniques in Hong Kong. Leveraging this knowledge and unique expertise, the Academy also dedicates efforts to environmental education programmes that cultivate ocean literacy among local communities. The Academy’s flagship programme, the School Coral Nursery Education Programme, is a hands-on stewardship initiative that engages students in coral restoration activities, connecting them to the conservation of these marine ecosystems. Additionally, the Academy organizes a range of engaging learning experiences aimed at increasing participants’ knowledge and awareness, empowering them to take actions in support of coral conservation. These efforts also foster partnerships between academia, government, and non-governmental organizations in Hong Kong. This poster will highlight examples of the experiential learning methods adopted by the Academy to promote ocean literacy and public stewardship for local coral conservation.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.4  Other UGC grants, Quality Education Fund (QEF), and Quality Enhancement Support Scheme (QESS)