This interactive session aims to engage non-technical audiences to gain a basic understanding of natural language processing. The presentation will go through historic developments to recent breakthroughs. For the interactive session, the audience will first do a quick simulated experiment of the Turing test with ChatGPT. This session will contribute to the research community about peoples’ perceptions of generative artificial intelligence and inform educators about how to introduce generative AI to non-technical learners.

This presentation will review a series of regular workshops aimed at helping students and teachers at a self-financed applied degree institution to develop AI literacy. Following the introduction of the concept of AI literacy, the presenter will showcase some of the activities used in the workshops and evaluate the impact of the initiative through participant feedback.

The paper aims at comparing and examining the impacts of emergence of Artificial Intelligence (AI) softwares available for learning and teaching in university settings. Due to the impacts of global pandemic, the technological accessibility of digital technologies further accelerate the application of AI in various educational settings, which could impact the authenticity of learning experience and assessments.

Multiple reviews revealed the lack of theoretical foundations in educational research of Immersive Virtual Reality (IVR) applications. Thus, this review aims to study how to best design IVR instructions using learning theories as foundations. Synthesis of 29 studies reveals that students’ learning outcomes could be enhanced by providing higher level of control over IVR learning experiences, minimizing cognitive loads imposed by IVR, integrating learners’ characteristics into IVR design, and adding reflective tasks to IVR applications.

To explore the development trajectory of critical thinking (CT) between different student-student interaction patterns, 37 primary school students in an artificial intelligence course was involved. The coding scheme of CT was applied to analyze the discourse, and Epistemic Network Analysis (ENA) was used to reveal the development trajectories of students’ CT. The findings can help teachers to apply the appropriate pattern of student-student interaction for developing primary students’ CT in artificial intelligence courses.

This study evaluates the efficacy of GPTZero, ChatGPT Detector, and Turnitin in different assessment scenarios using advanced prompting techniques. The study found most AI detection tools can detect AI-generated content but struggle with atypical assignments and describes the limitations of Turnitin, suggesting that teachers should not rely only on the AI detection metric and the content highlighted by the system. It also shows tactics and methods to make AI-generated content harder to detect.

This presentation explores synergies between automated feedback and principles of effective feedback. The work is framed conceptually through feedback literacy, how and why students take principled actions in response to feedback from human or non-human actors. The research strategy for the project involves large class case studies in three disciplines, Education, Medicine, and Science. The significance of the work is to develop a framework at the interface of automated feedback practices and feedback theory.

This study explores a culturally responsive pedagogical approach using podcasting for storytelling in a community partnership project between Hong Kong undergraduate students and Kayin Myanmar refugee youths in Thailand. Grounded in de Sousa Santos’ (2014) notion of Southern Epistemologies, the research illustrates how participatory research approaches and the transposability of podcasting can provide voice and advocacy for marginalised populations while addressing digital literacy and equity issues.

We develop an algorithmic framework for upskilling. We formalize Mastery Learning to recommend a sequence of k tests that balance expected performance, aptitude, and gap. We also devise a statistically sound framework to test upskilling hypotheses such as: [Male students attained an average grade in Math greater than 4.5] and [Female students from Hong Kong who study Arts attained a higher average Math grade than those who do not study Arts.

Unlock the potential of gamified narrative experiences by integrating Generative AI writing, text-to-image applications, and Twine in this 1.5-hour experiential workshop for educators. Learn to leverage AI’s capabilities, craft interactive narratives, and design immersive learning scenarios that boost student engagement and critical thinking. By the end, attendees will develop their own narrative game and acquire skills for technology-driven education. Bring your laptop to participate; discover applications in improving feedback and serious gaming contexts.

Diverse generative artificial intelligence tools in the current market are providing great possibilities. This workshop will focus on the most common tools in AI art generators and provide related examples of the adoption of tools. This workshop can provide you with the knowledge and tools needed to be creative and efficient in designing teaching and learning activities related to visual communications.

The study aims to examine the relationship between adolescents’ reliance on algorithmic recommender via short video applications and their working memory from behavioral and neural perspectives. Results from behavioral data show that higher dependency predicts lower working memory capacity among 12 to 13-year-old cohort, but not 15 to 16-year-old cohort. This age-related difference indicates younger adolescents’ higher susceptibility. Also, resting-state brain activity provides insights for the possible mechanism of algorithmic effect on adolescents’ working memory.

Computational thinking has become increasingly prevalent in primary and early childhood education. Therefore, this study proposed the Computational Thinking Test for Primary Students (CTtP), aimed at children aged 6–11. The CTtP was developed using an evidence-centred design approach, and systematic validation procedures were employed along with psychometric analyses using classical test theory and item response theory. The results indicated that CTtP demonstrated proper psychometric properties, indicating its suitability for the target age group.

Learning Design (LD) is a new field that involves teachers, researchers, and designers to create effective learning environments. This study aims to address the gap between theory and practice by proposing a model with conceptual tool and technology platform to promote HE teachers' design capacities. Changes in two participants’ understanding of LD will be reported, challenges and impacting factors will be discussed. Valuable insights into effective Teacher Professional Development models in higher education are provided.

One strategy of promoting online student engagement is the fully-online-flipped-learning (FOFL) approach. Although flipped learning can yield better student outcomes than face-to-face-teaching, two challenges need to be surmounted before FOFL can be fully optimised: (a) student lack of motivation in completing the pre-class work, (b) student lack of online self-regulated learning (SRL) skills. We describe our work in using: (a) a gamified model (to motivate students), and (b) a SRL-recommender-approach (to enhance student SRL skill).

This session presents the design and evaluation of a digital musical instrument mobile app, HandI, for the musical engagement and expression of children, including those with functional diversity. The app uses the smartphone’s orientation as the input control for musical expression, attempting to remove sensorimotor barriers and empower children to engage with music-making. A qualitative study was conducted to evaluate the use of the app for early-childhood and special needs education with different stakeholders.

We study technology-driven blended learning for classroom flipping, which is a pedagogical approach that emphasizes self-directed learning, followed by interactive learning guided by the educator. We investigate the scalability and effectiveness of Peer Instruction (PI) in today's hybrid learning environment using AI mobile chatbot software to connect teachers and students, and to enable real-time data analytics and timely assessment via an Imperial-NTU Education partnership. We also discuss how ChatGPT allows for largescale flipped learning environments.

Three local secondary schools, namely, Caritas Fanling Chan Chun Ha Secondary School, Lung Kong World Federation School Limited Lau Wong Fat Secondary School and CUHKFAA Thomas Cheung Secondary School, will share their experiences of developing self-directed learning (SDL) of students through STEAM education and their SDL-STEAM curriculum units using the Learning Design Studio. They will also discuss with the audience any questions they have regarding the implementation and outcomes of the learning designs.

Three local primary schools, namely, Holy Angels Canossian School, Lam Tin Methodist Primary School and STFA Lee Kam Primary School, will share their experiences of developing self-directed learning (SDL) of students through STEAM education and their SDL-STEAM curriculum units using the Learning Design Studio. They will also discuss with the audience any questions they have regarding the implementation and outcomes of the learning designs.

This autoethnographic study investigates the development of technological pedagogical content knowledge and digital literacy of a novice English language teacher in a local aided secondary school as well as his perceived favourable and unfavourable factors of English language teachers’ incorporation of information technology into instruction. Preliminary findings of the analysis as well as implications on teacher education and curriculum leadership will be presented in the session.

A gamified online course that uses a storyline to guide learners through a learning map with interactive tests and real-time feedback. Incorporates points and integral to enhance engagement.

This presentation reports on a curriculum design for AI education called Lite AI Education for K-12 students. By using entry-level open-source hardware, sensors and AI algorithms, students can design, develop, and implement AI-driven products, through which their understanding of AI knowledge and sense of using AI for problem-solving can be fostered. Classroom practices and technology tools that support students’ AI projects are also introduced in this session.

The present paper presentation’s content and scope are derived from the following journal article:

Kwong C.-Y. C. & Churchill D. (2023). Applying the Activity Theory framework to analyse the use of ePortfolios in an International Baccalaureate Middle Years Programme Sciences classroom: A longitudinal multiple-case study. Computers & Education, 200, 104792.

Discussion open for academics and practitioners interested in aspects of the presented paper.

Within a school setting, the interest in talent identification and development is reflected in promoting and providing quality education. Inevitably, such an interest also serves to focus attention on academic underachievement, the discrepancy that frequently exists between intellectual ability and actual school performance of students.

Through effective standardised testing, data-mining and analysis, the identification process for underlying causes, internal and external factors in a school setting can be addressed and underachievement can be potentially reversed.

Applying Activity Theory, this paper presents insights into the rules which English as a foreign language (EFL) students develop and by which they prompt generative artificial intelligence (AI) tools to write short stories. The data source is reflections written by 67 Hong Kong secondary school students after writing stories with generative-AI tools. From a thematic analysis, we identify some students’ idea generation, story planning and elaboration purposes for prompting generative-AI tools.

This workshop is to provide you with the knowledge and tools needed to be creative and efficient in designing teaching and learning activities. Diverse generative artificial intelligence tools are providing great possibilities, and this workshop will focus on the most common tools and provide related examples of the adoption of tools. Not only will this training benefit you, but it will also help students stay at the forefront of innovation.

Are you an HE educator intending to enhance course design skills and support 21st-century learners through pedagogical innovation? Then this workshop is for you! You will be introduced to the latest conceptual tools, a technological platform and practical examples for effective course design/redesign to help you incorporate innovative pedagogical approaches into your teaching practice. Bring your laptops and join us for a discussion on learning design and a collective course re-design design journey.

To share success factors of CoolThink@JC – a large scale computational thinking education in upper primary schools – reaching critical mass of adoption. To share learnings from 200+ primary schools implementing 14+ hours of formal CT and coding in ICT lessons. To illustrate how CoolThink model connects to a successful school system change.

The principals and senior management of four local secondary and primary schools will share their experiences of initiating the SDL-STEAM innovation (i.e. implementing STEAM education using self-directed learning as the pedagogical approach) in their schools, how they designed the connected learning at multi-levels as well as the design principles behind their architectures for learning to facilitate scalability and sustainability of the innovation.

This article will be based on the current situation of science teaching in primary schools in mainland China, combined with the application of 3D holographic projection technology, for the teaching design of the lesson of The changing pattern of lunar phase. I hope that the educational ideas in this article can be applied in future practical course and demonstrate certain good teaching effects, providing better reference direction and practical value for future information integration teaching.

We propose integrating local Hong Kong culture in English language classrooms in the Greater Bay Area through the use of iPad and e-learning apps, following a poster as the final outcome of the project. It is hoped that sharing our experience will provide audiences with insights into English language learning in the Greater Bay Area and how teachers can facilitate HK-mainland integration through the use of technology and language.