Poster Presentation Time: 1225-1400; 1500-1600

Venue: F1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Ka Yee Shirley CHAN, Lecturer, Centre for Language in Education, The Education University of Hong Kong

– Miss Mandy Xiao Ming YE, Research Assistant and student participant, Centre for Language in Education, The Education University of Hong Kong

Abstract

This poster-sharing session shares the outcomes collected in the first phase of a TDG project, “AI for Formative Assessment”, exploring how the Automated Speech Recognition (ASR) function in AI can possibly provide formative feedback in speaking assessments. In this phase of the project, language teachers from the Centre for Language in Education at the Education University of Hong Kong have applied the ASR function on Whatsapp, a daily social messenger platform for Hong Kong students, to provide formative feedback during a consultation session in a University speaking course: Skills for Language Test I. This project explores the effectiveness, challenges, and implications of using AI to provide formative feedback on pronouncing words and phrases.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: F4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Chun Hoi CHEUNG, Assistant Professor of Practice, School of Chinese Medicine, Hong Kong Baptist University

– Miss Hoi Yan FONG, Hong Kong Baptist University

– Miss Judith WONG, Hong Kong Baptist University

– Mr Conrad Kwan Ho CHAN, Hong Kong Baptist University

– Mr Shu Kin FONG, Hong Kong Baptist University

Abstract

Background: Led by Hong Kong Baptist University in collaboration with the University of Hong Kong, the project initiated the first-of-its-kind non-conventional simulation practicum in a realistic setting using Virtual Reality(VR) technology. Aim: The aim is to enhance students’ first-hand experiences with TCM diagnosis and consultations, thereby optimize the effectiveness of service-learning and equip students with necessary attributes such as self-learning ability and communication skills as future practitioners. Method The project encompassed (1)scriptwriting for VR development, (2)VR application with debriefing sessions held to explain the rationales of diseases and relevant physical examinations(PE) to students, and (3)skills contribution in service-learning. Numerical data was obtained through pre and post VR survey for analysis. The statistical test used was Wilcoxon signed-rank test, a paired difference test for comparing the pre-post scores of two matched samples. Post-VR focus group interviews were conducted to collect students’ views on the pros and cons of VR. Evaluation results Quantitatively, 51students completed the VR activity and responded the pre and post VR survey. Under 10-mark scoring scale with 10 as the largest extent, students’ self-evaluation on professional knowledge improved significantly. The medians of the mastery of diagnostic criteria, typical symptoms and physical examinations all increased from 6 to 7 with p<0.001. Students’ self-learning ability, understanding towards consultation procedures, technique in verbal consultation and skills in communicating with patients elevated from 6 to 7 in median, with p-values of 0.009,<0.001,<0.001 and p<0.05 respectively. Qualitatively, students mentioned in focus group that they got insights on the choices of physical examinations to be done in service-learning through VR. Yet, some students reported dizziness and nausea caused by VR headsets as the main barrier of the project, making it inapplicable to all students. Conclusion: This innovative approach is proven to improve clinical knowledge, foster self-learning ability, and develop generic attributes of students.

Theme: 1: Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Iain KILLOUGHERY, Lecturer, Sport, Physical Education and Health, Hong Kong Baptist University

Abstract

Graduate attributes (GAs), formally adopted by higher education institutions for some time, describe the skills and competences that students should develop over the course of their studies. GAs are considered important to universities as they act as a means to represent and extend their brand, while also providing a channel to maintain connection with industry. However, despite regular engagement with industry, employers remain unsatisfied with graduate transferable skills. This may be caused by a lack of a common theoretical underpinning to develop such attributes. Therefore, the aim of this study was to provide an evidence-based methodology which develops transferable skills in university graduates. Two classes were used in this study; one class received a 12-week intervention incorporating a variety of coaching activities. The second class acted as a control group. Students completed pre-intervention surveys providing self-reports of ratings in GAs and resourcefulness behaviours. Post-intervention, students again complete surveys reporting self-ratings on the same topics. Survey data was analysed to identify changes in student scores, which highlighted improvements in all graduate attribute ratings post-intervention. Furthermore, help-seeking behaviours were shown to have significant improvement post-intervention. This study suggests that coaching practices may provide an effective method to develop transferable skills in students.

Theme: 2. Thematic Exploration

Sub-theme: 2.4  Whole-Person Development

Poster Presentation Time: 1500-1600; 1700-1800

Venue: B1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Miss Eunice Yuen Man CHAU, Senior Research Assistant, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

– Mr Andy Wei Hei SIU, Senior Research Assistant, MPhil student, Department of Geography, Asian Energy Studies Centre, Hong Kong Baptist University

Abstract

In this digital era, the learning model of higher education students has been reshaping due to emerging social structures and technological forces in a smart society, alongside the COVID-19 pandemic. Previous research has shown that there are several barriers to the implementation of research-based learning and teaching (RBLT) from the perspective of both students and teachers that are insufficient to cope with the changes in the present, and community-based learning that utilises the community as living laboratories seems to be a feasible solution. This research aims to develop a novel model of RBLT, adopting a train-the-trainer approach for over 70 student interns across local universities, and establishing a five-tiered organisational structure to comprehensively evaluate their positive changes in all sub-themes in Cognitive (knowledge-based), Psychomotor (action-based), and Affective (emotion-based) domains. Research data were collected from more than 70 events supported by trained student interns serving over 2,000 participants in our four research communities and partner schools. The research indicated that the impact of the model of community-based RBLT went beyond enhanced teaching and learning effectiveness for students and teachers. The combination of online and physical learning experiences also created synergies between learning and teaching.

Theme: 2. Thematic Exploration

Sub-theme: 2.1 Community of Practice (CoP)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: J2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Dr Benjamin MOORHOUSE, Assistant Professor, Department of Education Studies, Hong Kong Baptist University

Abstract

The public release of ChatGPT sent shock waves through the education community. Since then, many generative AI (GenAI) tools that perform various human tasks have been launched. It is essential that higher education institutions are at the forefront of preparing graduates for the productive and responsible use of these tools. To make this a reality, instructors, as models of practice, must have the skills and knowledge to use GenAI tools. They need to understand how AI works (technological proficiency); they need to consider the ethical issues of the tools (critical and ethical awareness); they need the pedagogical awareness of how and when to use them (pedagogical capability); and they need prepare their students to use them. These skills can be considered ‘Professional Generative AI competence’ (P-GenAI-C). The Inter-institutional Collaborative Activities for Fund for Innovative Technology-in Education project presented in this poster aims to: (1) Identify the P-GenAI-C in different university subject disciplines; (2) Contextualize the P-GenAI-C within each universities’ policies and guidelines; (3) Develop training and continuous support for university instructors, and (4) Develop a developmental framework and reflective tool for evaluating P-GenAI-C. The first aim and discussion of the actualization of the remaining aims are presented.

Theme: 1. Showcase Project Achievements

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A4, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Yi LI, Lecturer, Centre for Language in Education, The Education University of Hong Kong

Abstract

To enhance students’ proficiency in Putonghua and facilitate their integration into the workplace and life in the Greater Bay Area, the Centre for Language in Education at The Education University of Hong Kong is undertaking a Teaching Development Grant (TDG) project for 2023-2024. This project aims to engage professionals from various industries in the Greater Bay Area to conduct interviews on topics related to “work” and “life.” The interviews are categorized into four sections: “Job Hunting,” “Workplace Communication,” “Workplace Culture,” and “Life,” comprising a total of 20 topics. To provide comprehensive learning resources, the project team has recorded video interviews with experts, accompanied by textbook explanations. These valuable resources have been uploaded to EdUHK’s online learning platform, ensuring accessibility for all students. By utilizing this platform, students can enhance their learning experience and foster their understanding of the workplace environment in the Greater Bay Area. Through this initiative, students will gain valuable insights into the practical aspects of working and living in the Great Bay Area. The project aims to equip students with the essential language skills and cultural understanding required to excel in their future careers. This TDG project is designed to create an immersive and engaging learning environment by collaborating with industry professionals and leveraging an online platform. Collaborating with industry professionals and leveraging online platforms aims to create an immersive and engaging learning environment for students, preparing them for success in the dynamic Greater Bay Area.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Suntong QI, Assistant Professor of Teaching, Department of Marketing and International Business, Lingnan University

Abstract

As the adoption of AI-generated content (AIGC) continues to grow in educational settings, it is crucial to understand its impact on student learning experiences. Through surveys with undergraduate students, we explore students’ attitudes, perceptions, and expectations toward AIGC in their academic pursuits. By examining the student perspective, the presentation will provide valuable insights into the evolving landscape of AIGC in education. It will highlight the strategies and best practices that educational institutions can implement to ensure the responsible and ethical use of AIGC, empowering students to navigate this technological landscape effectively.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

Poster Presentation Time: 1220-1400; 1500-1600

Venue: J3, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Mr Ryan MAN, Associate Dean (Undergraduate Studies), School of Business, Hong Kong Baptist University

Abstract

The Fund for Innovative Technology-in-Education (FITE) has catalyzed a transformative initiative within our School to future-proof business education. Our approach is three-pronged, with a focus on curriculum development, personalized e-learning, and pedagogical innovation. In anticipation of the 2024/25 academic year, a dedicated programme review team has been tasked with integrating AI across the BBA curriculum, introducing new core courses such as Business Coding, AI for Business, and AI Ethics and Governance. This integration extends to embedding AI applications into functional areas like marketing human resources management and finance. Besides, we have instituted a personalized e-learning graduation requirement, leveraging Industries 4.0 principles of IoT and AI in MOOCs, particularly LinkedIn Learning, to enhance engagement and digital literacy. Our metrics indicate promising uptake and substantial engagement in technology courses, underscoring the relevance of data analytics and AI in contemporary education. Supporting our pedagogical shift, the FITE-backed Fostering AI-Incorporated Learning team is pioneering AI and blended learning integration to elevate teaching quality. Our experimental initiatives range from incorporating Generative AI into Business Analytics education and piloting AI in HR teaching. These efforts signify our commitment to driving pedagogical transformation and curriculum innovation, preparing students for the evolving demands of the digital economy.

Theme: 1. Showcase Project Achievements

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

Poster Presentation Time: 1225-1400; 1500-1600

Venue: A2, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Professor Helen Hongyan GENG, Assistant Professor of Teaching, Science Unit, Lingnan University

Abstract

This study investigates the implementation of co-teaching in four general education courses — Earth Science, Environmental Science, Ecology, and Law—centered around the theme of carbon footprint. The project unfolds in two phases. Phase I engages Earth Science and Environmental Science in a structured debate on climate change, aiming to enhance students’ critical thinking by juxtaposing evidence supporting climate change against skeptical views. Phase II extends the co-teaching model to include Earth Science, Law, and Ecology, with a focus on groundwater pollution, to highlight a multidisciplinary approach to the issue. Throughout both phases, students from the co-teaching courses assimilated both face-to-face and online, concluding with individual research projects that analyze their co-teaching experiences. This study aims to promote curiosity-driven learning, nurture multidisciplinary education, and enhance students’ critical thinking and analytical competence.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)

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: A1, Tai Po-Shek-O Room, Lower Level I

Presenter(s)

– Ms Crystal LUO, Teaching and Learning Manager, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

– Miss Pui Ying WONG, Educational Development Officer, Centre for Learning, Teaching and Technology, The Education University of Hong Kong

Abstract

The global pandemic prompted academic institutions to shift from traditional test-based assessments to alternative assessments, including methods such as self-assessments, peer evaluations, and digital technology-enhanced tasks. The effectiveness of alternative assessment hinges on students’ perceptions, which may subsequently influence their degree of engagement. This study was thus designed to investigate the relationship between students’ perceptions and their involvement in alternative assessment in a Hong Kong university. An online survey was administered to 177 students between November 2022 and February 2023, with the collected data undergoing quantitative analysis. The results show that students generally maintain moderate levels of positive perceptions and active involvement towards alternative assessments. Moreover, a statistically significant correlation was observed between their perceptions and involvement. Our findings not only provide evidence to support the relationship between students’ perceptions and their involvement in alternative assessment practices, but also provide insights into the importance of understanding the real-life applicability of such assessments, the facilitating role of technological tools, and the practical implementation of these assessments into courses.

Theme: 1. Showcase Project Achievements

Sub-theme: 1.1  Teaching Development and Language Enhancement Grant (TDLEG)