Dr SONG, Yanjie    宋燕捷 博士
Associate Professor
Department of Mathematics and Information Technology
Contact
ORCiD
0000-0002-8213-7670
Phone
(852) 2948 8644
Email
ysong@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55661776200
Teaching Interests

Design and implementation of innovative learning environments with immerging technologies; metaverse and generative AI in learning and teaching

External Appointments

Selected keynote / invited speaker

  • Invited speaker on Development and implementation of the 3D metaverse platform – “Learningverse” for immersive and interactive learning at Central China Normal University, May 2024, Wuhan, China
  • Invited speaker at Educational Futures: Cultivating future-ready teachers and learners, CUHK-ECNU Joint-Forum, April 2024, Hong Kong
  • Invited speaker at the 10th International Conference on Education and Training Technologies (ICETT), April 2024, Macau, China.
  • Invited speaker at a forum on Emerging Technologies and Innovation in Language Learning in The 2nd APSCE International Conference on Future Language Learning (ICFULL) 2023, Beijing, China.
  • Invited speaker by Zhejiang University, 2023, Hangzhou, China
  • Invited speaker by College of Teacher Education, Southwest University, 2023, Chong Qing, China.
  • Invited Speaker in 4th International Conference on Computer Science and Technologies in Education (CSTE 2022), May 2022, Shaanxi Normal University, China.
  • Invited speaker in Learning & Teaching Expo 2022, Hong Kong.
  • Keynote Speaker in 2021 Guangdong, Hong Kong, Macao and Taiwan Artificial Intelligence Education Forum (2021年粵港澳台人工智慧教育論壇), Dec. 2021, Guangzhou, China.
  • Invited Speaker in APSCE Webinar Series XIII: Speeches & Panel: How does new technology enhance vocabulary learning? Possibilities and issues, May 2021, Online.
  • Theme-Based Invited Speaker in 24th International Conference on Computers in Education (ICCE) Nov. 2018, Manila, Philippines.
  • Invited speaker on mobile learning from a learning sciences perspective 2016, Beijing Normal University, China
  • Keynote speaker on mobile pedagogical practices in Hong Kong, 2014. Tainan Normal University, Taiwan

 

Selected journal reviewer

  • IEEE Transactions of Learning Technologies
  • Educational Technology & Society
  • Computers & Education
  • British Journal of Educational Technology
  • Educational Technology Research & Development
  • Interactive Learning Environment
  • Technology, Pedagogy and Education
  • The Internet and Higher Education
  • Educational Computing Research

 

Selected Conference/Workshop Chair/Co-Chair/Organiser

  • Conference Local Chair, The 4th Asia Education Technology Symposium (AETS) 2024, Hong Kong, China
  • Executive Chair of Teachers' Forum in 28th Global Chinese Conference on Computers in Education (GCCCE) 2024, Chongqing, China
  • Chair of Special Interest Group (SIG) Technology-Enhanced Language Learning (TELL) (from 2023 - Present)
  • Local Organizing Committee Co-Chair in 1st and 2nd International Conference on Metaverse and Artificial Companions in Education and Society (MetaACES 2023 and 2024)
  • Co-Chair of Doctoral Student Consortium in 31th International Conference on Computers in Education (ICCE) 2023
  • Steering Committee Co-Chair of 2nd APSCE International Conference on Future Language Learning (ICFULL) 2023
  • Strand Coordinator of International Conference on Learning and Teaching (ICLT) for Future Readiness 2023
  • Chair of C3-VR/AR/Metaverse in education in 14th Global Chinese Conference on Inquiry Learning (GCCIL) 2023
  • Regional Chair of 7th International Conference on Digital Technology in Education (ICDTE) 2023
  • Co-Chair of Doctoral Student Consortium in 30th International Conference on Computers in Education (ICCE) 2022
  • Chair of Session 1B: Technology-enhanced Language Learning (TELL) in 1st International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES 2022)
  • Programme Chair of 1st APSCE International Conference on Future Language Learning (ICFULL) 2022
  • Co-Chair of Session C3: Joyful Learning, Educational Games & Digital Toys in 26th Global Chinese Conference on Computers in Education (GCCCE) 2022
  • Mentor of Doctoral Student Consortium in 29th International Conference on Computers in Education (ICCE) 2021
  • Chair of Extended Summaries in 27th International Conference on Computers in Education (ICCE) 2019
Other Activities




Personal Profile

Dr. SONG Yanjie is an Associate Professor in the Department of Mathematics and Information Technology, Programme Leader of the Postgraduate Diploma in Education (Primary Section) in Faulty of Library Arts and Social Sciences, and Associate Director of Centre for Immersive Learning and Metaverse in Education (CILME) at the Education University of Hong Kong. She obtained her Ph.D. in educational technology at the University of Hong Kong and her MEd. in IT, Multimedia and Education at the University of Leeds, the UK. She was trained and obtained TEFL (Teaching English as a Foreign Language) Certificate at the University of Cambridge Local Examinations Syndicate, the UK. Before joining the institute, she worked as a Senior Research Assistant at the University of Hong Kong, A Research Fellow and later was offered a Research Scientist position in the Learning Sciences Lab, at the National Institute of Education, Nanyang Technological University, Singapore. Yanjie was among the top 2% in the Stanford list of the world’s most-cited scientists in education in 2021 and 2023.


Research interests

  • design and development of applications with metaverse, generative AI, AR, and VR technologies;
  • innovative pedagogy design with emerging technologies;
  • multimodal learning analytics
  • technology-enhanced language learning
  • design-based research.


RGC-funded General Research Fund (GRF/ECS) 

  • PI, “A Self-regulated Vocabulary Learning Approach Supported by a Mobile-user-generated-content Tool for Pupils in Hong Kong”, GRF (HK$522,720) (Jan. 2020- Mar. 22; Ref. 18611019) (international collaboration)
  • PI, “m-Orchestrate: Developing a mobile learning system for teacher orchestration in collaborative science inquiry”, GRF (HK$619,176) (Jan. 2018- Dec. 2020; Ref. 18610817) (international collaboration)
  • Co-I, School learning support and teacher digital competence from a needs satisfaction perspective (HK$324,000.00) (2023-2024; Ref: 14610522)
  • Collaborator, "The Design and Practice of Synchronous Online Mathematics Instruction: A Visual Learning Analytics-supported Design-based Study", Early Career Scheme (ECS) (HK$705,600.00) (2023-2025; Ref: 28604623)


UGC Fund for Innovative Technology in Education (FITE) 

  • PI, “Developing a Metaverse Platform with Virtual Reality – “LearningverseVR” for Learning and Teaching”, UGC’s Fund for Innovative Technology-in-Education (FITE) (HK$800,000) (2023-2025, Ref. 05404). (collaboration with Hong Kong Polytechnic University)
  • Collaborator, “A Large and Flexible Immersive Learning System for Language, Health, Chinese History, and Cultural Tourism”, FITE (HK$500,000) (2023-2026, Ref. 05408). (collaboration with Hong Kong Polytechnic University)


UGC Teaching Development Grant (TDG)

  • One of Co-PIs: TDG project “Developing and Evaluating a Learning Analytics Platform to Support University Teachers for Pedagogical Decision-making in Fostering Reflective Engagement of Students” (4 universities joint project) Total: HK$7,536,623 (Ref: HKIED7/T&L/12-15) (2014-2017)


International project collaboration

  • C-I: OER (Office of Education Research), “Integrating Learning Analytics and Learning Design: Design and Implementation of Seamless Chinese Character Learning in Lower Primary Schools”. National Institute of Education, Nanyang Technology University. Total: S$145,631.00 (about HK$843,305) (16/11/2020-15/11/2022)


Awards and recognition

Academic related awards

  • “Bronze Award” Educational Technology Innovations in Poster Session at Teaching and Learning Innovation Expo 2023, The Chinese University of Hong Kong
  • “Dean’s Research Output Prize” (2018 and 2020 respectively)
  • Five “Best Paper Presentation awards" in different international conferences from 2020-2023 (Some awards with Dr Yang Yin)
  • "Best Teacher Forum Paper Award" at Global Chinese Conference for Computers in Education (GCCCE) 2019.

Educational technology invention related awards

  • “Learningverse” – a metaverse platform, won “Bronze Medal” at the 48th International Exhibition of Inventions in Geneva, Switzerland 2023; won “Silver Medal” and “Special Award” at The International Invention Innovation Competition in Canada (iCAN) 2023.
  • “VocabGo” - The augmented reality app for vocabulary learning won two “Gold Medals” (2020; 2021) in (1) iCAN 2021, and (2) The International Innovation and Invention Competition (IIIC) Taiwan 2020, and “Organizer’s Choice Award” in iCAN 2020.
  • “m-Orchestrate” – a mobile app for Collaborative Science Inquiry won “Silver Medal” and “Special Award” at iCAN 2020.

 Recognition

  • The top 2% in the Stanford list of the world’s most-cited scientists in education in 2021 and 2023


Research postgraduate student supervision

Dr Yang Yin won "Outstanding Research Postgraduate Student Award of the Dean’s Research Fund" 2022/23


External Member of Thesis Advisor Committee (TAC) 

An external member of the Thesis Advisory Committee (TAC) approved by Dean of Graduate Studies and Professional Learning, National Institute of Education, Nanyang Technological University, Singapore (2024-present)


Patents

  • Method and apparatus for analyizing emotions of text and generating feedback responses on text (USA 2023 and HK 2024)
  • A system and method for animating an avatar in a virtual world (USA, HK and Mainland China 2022)


Editorship (special issues)

  • Guest editor: IEEE Transactions of Learning Technologies (SSCI)
  • Lead editor & Co-editor: Educational Technology & Society (SSCI)
  • Lead editor: Journal of Research and Practice in Technology Enhanced Learning
  • Co-editor: Journal of Computers in Education
  • On the editorial board of Educational Technology & Society (SSCI)
  • On the editorial board of the International Journal of Mobile Learning & Organisation


Key roles in international conferences/organisations

  • Founding member and Steering Committee Co-Chair of the International Conference on Future Language Learning 2022
  • Executive Member of the Asia-Pacific Society of Computers in Education (APSCE) (2014-present)
  • Executive Member of Global Chinese Society for Computers in Education (GCSCE) (2016-present)
  • Special Interest Group (SIG) Chair of Technology-Enhanced Language Learning (TELL) at APSCE (2023-present)
  • Education Programme sub-Committee Chair at APSCE (2023-present)
Teaching Interests

Design and implementation of innovative learning environments with immerging technologies; metaverse and generative AI in learning and teaching

External Appointments

Selected keynote / invited speaker

  • Invited speaker on Development and implementation of the 3D metaverse platform – “Learningverse” for immersive and interactive learning at Central China Normal University, May 2024, Wuhan, China
  • Invited speaker at Educational Futures: Cultivating future-ready teachers and learners, CUHK-ECNU Joint-Forum, April 2024, Hong Kong
  • Invited speaker at the 10th International Conference on Education and Training Technologies (ICETT), April 2024, Macau, China.
  • Invited speaker at a forum on Emerging Technologies and Innovation in Language Learning in The 2nd APSCE International Conference on Future Language Learning (ICFULL) 2023, Beijing, China.
  • Invited speaker by Zhejiang University, 2023, Hangzhou, China
  • Invited speaker by College of Teacher Education, Southwest University, 2023, Chong Qing, China.
  • Invited Speaker in 4th International Conference on Computer Science and Technologies in Education (CSTE 2022), May 2022, Shaanxi Normal University, China.
  • Invited speaker in Learning & Teaching Expo 2022, Hong Kong.
  • Keynote Speaker in 2021 Guangdong, Hong Kong, Macao and Taiwan Artificial Intelligence Education Forum (2021年粵港澳台人工智慧教育論壇), Dec. 2021, Guangzhou, China.
  • Invited Speaker in APSCE Webinar Series XIII: Speeches & Panel: How does new technology enhance vocabulary learning? Possibilities and issues, May 2021, Online.
  • Theme-Based Invited Speaker in 24th International Conference on Computers in Education (ICCE) Nov. 2018, Manila, Philippines.
  • Invited speaker on mobile learning from a learning sciences perspective 2016, Beijing Normal University, China
  • Keynote speaker on mobile pedagogical practices in Hong Kong, 2014. Tainan Normal University, Taiwan

 

Selected journal reviewer

  • IEEE Transactions of Learning Technologies
  • Educational Technology & Society
  • Computers & Education
  • British Journal of Educational Technology
  • Educational Technology Research & Development
  • Interactive Learning Environment
  • Technology, Pedagogy and Education
  • The Internet and Higher Education
  • Educational Computing Research

 

Selected Conference/Workshop Chair/Co-Chair/Organiser

  • Conference Local Chair, The 4th Asia Education Technology Symposium (AETS) 2024, Hong Kong, China
  • Executive Chair of Teachers' Forum in 28th Global Chinese Conference on Computers in Education (GCCCE) 2024, Chongqing, China
  • Chair of Special Interest Group (SIG) Technology-Enhanced Language Learning (TELL) (from 2023 - Present)
  • Local Organizing Committee Co-Chair in 1st and 2nd International Conference on Metaverse and Artificial Companions in Education and Society (MetaACES 2023 and 2024)
  • Co-Chair of Doctoral Student Consortium in 31th International Conference on Computers in Education (ICCE) 2023
  • Steering Committee Co-Chair of 2nd APSCE International Conference on Future Language Learning (ICFULL) 2023
  • Strand Coordinator of International Conference on Learning and Teaching (ICLT) for Future Readiness 2023
  • Chair of C3-VR/AR/Metaverse in education in 14th Global Chinese Conference on Inquiry Learning (GCCIL) 2023
  • Regional Chair of 7th International Conference on Digital Technology in Education (ICDTE) 2023
  • Co-Chair of Doctoral Student Consortium in 30th International Conference on Computers in Education (ICCE) 2022
  • Chair of Session 1B: Technology-enhanced Language Learning (TELL) in 1st International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES 2022)
  • Programme Chair of 1st APSCE International Conference on Future Language Learning (ICFULL) 2022
  • Co-Chair of Session C3: Joyful Learning, Educational Games & Digital Toys in 26th Global Chinese Conference on Computers in Education (GCCCE) 2022
  • Mentor of Doctoral Student Consortium in 29th International Conference on Computers in Education (ICCE) 2021
  • Chair of Extended Summaries in 27th International Conference on Computers in Education (ICCE) 2019
Other Activities




Research Outputs

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Song, Y. (2018). The Implementation of Mobile Learning in Asia - Hong Kong: Key Trends in Practices and Research. J. Voogt, G. Knezek, R. Christensen, & K-W. Lai (eds.), Second handbook of Information Technology in Primary and Secondary Education (8-.). US: Springer International Publishing.
Song, Y. & Ku, W-Y. (2016). Enhancing science learning with BYOD (Bring Your Own Device) in a primary school in Hong Kong. N. Kucirkova & G. Falloon, Apps, Technology and Younger Learners (183-194). Oxfordshire, UK: Taylor & Francis/Routledge.
Song, Y. & Kong, S. C. (2015). Employing a framework to examine the “niche” for mobile-assisted seamless learning from an ecological perspective. L-H. Wong, M. Milrad, & M. Specht, Seamless Learning in the Age of Mobile Connectivity (75-90). Singapore: Springer Singapore.
Looi, C.-K., Song, Y., Wen, Y., & Chen, W. (2013). Identifying pivotal contributions for group progressive inquiry in a multi-modal interaction environment. Suthers, D., Lund, K., Rose, C., Teplovs, C., & Law, N., Productive Multivocality in the Analysis of Group Interactions (265-289). London: Springer.
Looi, C.-K., Wong, L.-H., & Song, Y. (2012). Mobile Computer Supported Collaborative Learning. C. Hmelo-Silver, A. O’Donnell, C. Chan & C. Chinn (Eds.), The International Handbook of Collaborative Learning (pp. 420-436). New York: Routledge.
Song, Y. (2011). Investigating undergraduate student mobile device use in context. A. Kitchenham (Ed), Models for interdisciplinary mobile learning: Delivering information to students (pp.120-136). Hershey, US & London, UK: IGI Global for publication.
Song, Y. (2009). Handheld educational applications: A review of the research. H. Ryu & D. Parsons (Eds.), Innovative Mobile Learning: Techniques and Technologies Information (pp.302-323). Hershey, US & London, UK: Science Reference (an imprint of IGI Global).
Song, Y. (2008). A tale of PDA use for learning in two departments: Voices from an undergraduate student. K. R., KATYAL et al. (Eds.), Research Studies in Education (pp.99-108). Hong Kong: Faculty of Education, the University of Hong Kong.
Song, Y., & Fox, R. (2007). A review of affordances and constraints of handheld devices in higher education. P. Tsang, R. Kwan & R. Fox (Eds.), Learning Through Technology (pp.229-239). Singapore: World Scientific Publishing.
Song, Y. (2005). Integrating SMS into web-based English as second language vocabulary learning for adults. K. R. Katyal, H. C. Lam & X. Ding (Eds.), Research Studies in Education (288-295). Hong Kong: Faculty of Education, the University of Hong Kong.
Song, Y., & Liu, J. (2001). Witness of cultural isolation in The Man from Mars. R. Clair & J. Rakusan (Eds.), Intercultural Communication Studies - Values across Cultures: Metaphors, Proverbs, and Social Structure (pp.125-132). San Antonio, US: TX Institute for Cross-Cultural Research.
Textbook (author)
Pelham, L., King, E., & Song, Y. (2003). Primary English for China (Books 1 & 3). Beijing, Guangzhou, China: Foreign Language Teaching and Research Publishing House and Guangdong Education Publishing House.
Pelham, L., King, E., & Song, Y. (2001). We Love English (Books 1 & 3) - English Textbooks for Primary School Students. Guangzhou, China: Guangdong Education Publishing House.
Edited book (editor)
Song Y., Chang, C., Hsu, T.-C., Ogata, H. and Wen Y. (2022). Proceedings of the 1 st APSCE International Conference on Future Language Learning (ICFULL) 2022. Hong Kong: The Education University of Hong Kong.
Looi, C. K., Shih, J. L., Huang, L. X., Liu, Q. T., Liu, S. Y., Wu, D., Zheng, N. H., Zhuang, Z. Y., Guo, J., Yang, S. Q., Wen, Y., Liao, C. Y., Huang, S. X., Lin, L., Song, Y. J., Wei, Y. T., Liang, Z. Z., & Zhang, M. Z. (2019). Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019). Wuhan, China: Central China Normal University..
Song, Y., Chang,M., Chan,T-W.,&Yu,S. (Eds.) (2017). Doctoral Student Forum Proceedings of Global Chinese Conference on Computers in Education (GCCCE). Beijing: Beijing Normal University..
Song, Y., Wu, Y.-T., Chan, T.-W., Kong, S. C., Ma, H. H., Lai, A.-F., Chai, C. S., Wang, L., & Yu, H. (Eds.) (2016). Teacher Forum Proceedings of the 20th Global Chinese Conference on Computers in Education 2016. Hong Kong: The Hong Kong Institute of Education.
Ogata, H., & Song, Y. (eds.) (2007). Proceedings of the 2nd International Workshop on Mobile and Ubiquitous Learning Environments. Hong Kong: APSCE SIG MULE Society.

Journal Publications
Publication in refereed journal
Song, Y., Wu, K., & Ding, J. (2024). Developing an immersive game-based learning platform with generative artificial intelligence and virtual reality technologies – “LearningverseVR”. Computers & Education: X Reality., ., 1-14. https://authors.elsevier.com/sd/article/S2949-6780(24)00019-9.
Shadiev, R., Chen, X., Reynolds, B. L., Song, Y., & Altinay, F. (2024). Facilitating cognitive development and addressing stereotypes with a cross-cultural learning activity supported by interactive 360-degree video technology. British Journal of Educational Technology, ., .. https://doi-org.ezproxy.eduhk.hk/10.1111/bjet.13461
Yang, Y. & Song*, Y. (2024). Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning. Computer Assisted Language Learning, ., .. https://doi.org/10.1080/09588221.2024.2342868
Chiu, T. K. F., Falloon, G., Song, Y.J., Wong, V. W. L., Zhao, L., & Ismailov, M., A (2024). A self-determination theory approach to teacher digital competence development. Computers & Education, ., 105017. https://doi.org/10.1016/j.compedu.2024.105017
Wen, Y., Song, Y., Aw, G, P., Goh, H. H., Zheng, Y. & Wang, Y. (2024). Investigating seamless vocabulary learning for young learners: ARCH for bridging Home-based learning and classroom-based learning. Educational Technology & Society, 27(3), 102-113.
Yang, Y., & Song*, Y. (2023). Understanding primary students’ self-regulated vocabulary learning behaviours on a mobile app via learning analytics and their associated outcomes: A case study. Journal of Computers in Education, 10(3), 469-498. https://doi.org/10.1007/s40692-022-00251-x
Shadiev, R., Wen, Y., Uosaki, N., & Song, Y. (2023). Future language learning with emerging technologies. Journal of Computers in Education, 10(3), 463-467. https://doi.org/10.1007/s40692-023-00285-9
Song, Y., Cao, J., Wu, K., Yu, P. L. H., & Lee, J. C. K. (2023). Developing ‘Learningverse’-a 3D metaverse platform to support teaching, social and cognitive presences. IEEE Transactions on Learning Technologies, 16(6), 1165-1178. https://doi.org/10.1109/TLT.2023.3276574
Song, Y., Ogata, H., Yang Y., & Mouri, K. (2023). Investigating the impact of a mobile learner-generated-content tool on pupils’ after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study. International Journal of Mobile Learning and Organisation, 17(3), 406-425. https://doi.org/10.1504/IJMLO.2023.131855
Yang, Y., Wen Y., & Song*, Y. (2023). A Systematic Review of Technology-Enhanced Self-Regulated Language Learning. Educational Technology & Society, 26(1), 31 - 44. https://doi.org/10.30191/ETS.202301_26(1).0003
Song, Y., Cao, J., Yang, Y., & Looi, C. K. (2022). Mapping primary studentsˇ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics. International Journal of Educational Research, 114, 101992. https://doi.org/10.1016/j.ijer.2022.101992
Song, Y., Wen, Y., Yang, Y., & Cao, J. (2022). Developing a ‘Virtual Go mode’ on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study. Innovation in Language Learning and Teaching, 17(2), 354-363. https://doi.org/10.1080/17501229.2022.2047693
Hwang, G.J., Chang, S.‐C., Song, Y. & Hsieh, M. C. (2021). Powering up flipped learning: An online learning environment with a concept map‐guided problem‐posing strategy. Journal of Computer Assisted Learning, 37(2), 429-445.
Jong S-Y, Song Y., Soloway, E. & Norris C. (2021). Editorial Note: Teacher Professional Development in STEM Education. Educational Technology & Society, 24(4), 81-85.
Song, Y. (2021). A review of how class orchestration with technology has been conducted for pedagogical practices. Educational Technology Research and Development, 69(3), 1477-1503. https://doi.org/10.1007/s11423-021-10001-y
Song, Y. & Ma, Q. (2021). Affordances of a mobile learner-generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective. British Journal of Educational Technology, 52(2), 858-878.
Wen, Y. & Song, Y. (2021). Learning Analytics for Collaborative Language Learning in Classrooms: From the Holistic Perspective of Learning Analytics, Learning Design and Teacher Inquiry. Educational Technology & Society, 24(1), 1-15.
Song, Y. & Hwang, G.-J. (2022). What “seams” have been bridged in seamless vocabulary learning? - A review of the literature. Interactive Learning Environments, 30(10), 1967-1983
Song, Y. (2020). How to flip the classroom in school students’ mathematics learning: Bridging in- and out-of-class activities via innovative strategies. Technology, Pedagogy and Education, 29(3), 327-345.
Kong, S.C., Li, P., & Song, Y. (2018). Evaluating a bilingual text-mining system with a taxonomy of key words and hierarchical visualization for understanding learner-generated text. Journal of Educational Computing Research, 56(3), 369-395.
Song, Y. (2018). Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979-1008.
Song, Y. & Wen, Y. (2018). Integrating various apps on BYOD (Bring Your Own Device) into seamless inquiry-based learning to enhance primary students’science learning. Journal of Science Education and Technology, 27(2), 165-176.
Kong, S. C., Li, P. & Song, Y (2018). Evaluating a Bilingual Text-Mining System With a Taxonomy of Key Words and Hierarchical Visualization for Understanding Learner-Generated Text. Journal of Educational Computing Research, 56(3), 369-395.
Song, Y. & Kong, S. C. (2017). Investigating Students’ Acceptance of a Statistics Learning Platform Using Technology Acceptance Model. Journal of Educational Computing Research, 55(6), 865-897.
Song, Y. & Kapur, M. (2017). How to flip the classroom – “productive failure” or “traditional flipped classroom” pedagogical design?. Journal of Educational Technology & Society, 20(1), 292-305.
Song, Y., Jong, M., Chang, M., & Chen, W. (2017). “HOW” to design, implement and evaluate the flipped classroom? – A synthesis. Journal of Educational Technology and Society, 20 (1), 180-183.
Song, Y. (2016). “We found the ‘black spots’ on campus on our own”: development of inquiry skills in primary science learning with BYOD (Bring Your Own Device). Interactive Learning Environments, 24(2), 291-305.
Kong, S.C., & Song, Y. (2015). An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education. Computers and Education, 88, 227-240.
Song, Y. (2014). Methodological Issues in Mobile Computer-Supported Collaborative Learning (mCSCL): What Methods, What to Measure and When to Measure?. Journal of Educational Technology & Society, 17 (4), 33-48.
Song, Y., Kong, S. C. (2014). Going beyond textbooks: a study on seamless science inquiry in an upper primary class. Educational Media International, 51(3), 226-236.
Kong, S.C., & Song, Y. (2014). The impact of a principle-based pedagogical design on inquiry-based learning in a seamless learning environment in Hong Kong. Educational Technology and Society, 17(2), 127-141.
Song, Y. (2014). "Bring Your Own Device (BYOD)" for seamless science inquiry in a primary school. Computers & Education, 74, 50-60.
Kong, S. C. & Song, Y. (2013). A principle-based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms in school education. British Journal of Educational Technology, 44(6), E209-E212.
Song, Y. (2013). Developing a framework for examining the “niche” for mobile-assisted seamless learning from an ecological perspective. British Journal of Educational Technology, 44(5), E167-E170.
Yin, C., Song, Y., Tabata, Y., Ogata, H., & Hwang, G. (2013). Developing and implementing a framework of participatory simulation for mobile learning using scaffolding. Educational Technology & Society, 16 (3), 137-150.
Looi, C.-K. & Song, Y. (2013). Orchestration in a networked classroom: where the teacher's real-time enactment matters. Computers & Education,, 69, 510-513.
Song, Y., Chan, W., & Looi, C.-K. (2012). A collaborative professional development model for rapid collaborative knowledge improvement in Singapore schools. The Asia-Pacific Education Researcher, 21(1), 15-27.
Song, Y., & Looi, C.-K. (2012). Linking teacher beliefs, practices and student Inquiry-based learning in a CSCL environment: A tale of two teachers. International Journal of Computer-Supported Collaborative Learning, 7(1), 129-159.
Song, Y., Wong, L.-H., & Looi, C.-K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701.
Song, Y. (2011). What are the affordances and constraints of handheld devices for learning at higher education?. British Journal of Educational Technology, 42(6), E163-E166.
Liu, Eric Z.-F., Ho, H. C., & Song, Y. (2011). Effects of an online rational emotive curriculum on primary school student's tendencies for online and real-world aggression. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 83-93.
Song, Y. & Fox, R. (2008). Using PDAs for undergraduate student incidental vocabulary learning. ReCALL (European Association of Computer Assisted Language Learning), 20(3), 290-314.
Song, Y., & Fox, R. (2008). Integrating incidental vocabulary learning using PDAs into academic studies: Undergraduate student experiences. Hybrid Learning and Education, Lecture Notes in Computer Science, 5169, 238-249.
Song Y., & Fox, R. (2008). Affordances of PDAs: Undergraduate student perceptions. Journal of the Research Center for Educational Technology, 4(1), 19-38.
Song, Y. (2008). SMS enhanced vocabulary learning for mobile audiences. International Journal of Mobile Learning and Organization, 2(1), 81-98.
Song, Y. (2007). Educational uses of handheld devices: What are the consequences?. TechTrends, 51(5), 38-45.

Conference Papers
Refereed conference paper
Song, Y., Wu, K., & Ding, J. (2024, May). LearningverseVR: Intergrating generative AI and VR technology in an immersive game-based learning platform. Proceedings of the 28th Global Chinese Conference for Computers in Education (GCCCE), Chongqing, China.
Song, Y., Tao, L., & Yau, J. (2024, April). What could the metaverse add to primary students’ collaborative inquiry-based coding activities in the physical classroom: An empirical study on group cohesion and immersion. International Congress on Educational Futures, Hong Kong.
Song, Y., Cao, J., Tao, L., Gašević, D. (2023, December). A holistic visualisation solution to understanding multimodal data in an educational metaverse platform – Learningverse. 31st International Conference on Computers in Education, Japan.
Song, Y., Cao, J., Wu, K., Tao, L. (2023, June). Development of an avatar expression remix system to identify avatars’ facial expressions for authentic social interactions in the metaverse. The 1st International Conference on Metaverse and Artificial Companions in Education and Society, Hong Kong.
Song, Y., Yang, Y., & Tao, L. (2023, May). Applications of the Metaverse in Education – A Systematic Review Of Studies From 2013-2022. International Conference On Learning And Teaching For Future Readiness 2023, Hong Kong.
Yang Y. & Song Y. (2023, May). Investigating Primary Students’ Self-regulated Vocabulary Learning Mediated by the Mobile App Through the Lens of Affordance-Actualization Theory.. Proceedings of The 2nd APSCE International Conference on Future Language Learning 2023, Beijing.
Yang, Y., & Song, Y. (2023, May). Investigating primary students’ self-regulated vocabulary learning mediated by the mobile app through the lens of affordance-actualization theory. Proceedings of The 2nd APSCE International Conference on Future Language Learning 2023 (pp. 65-66), Beijing.
Lo, C. K., & Song, Y. (2023, January). A scoping review of empirical studies in Gather.town. 2023 11th International Conference on Information and Education Technology, Japan. https://doi.org/10.1109/ICIET56899.2023.10111430
Yang, Y., & Song, Y. (2023, January). Clustering primary students’ self-regulated vocabulary learning behaviours mediated by a mobile-assisted self-regulation scheme.. In Proceedings of the 1st APSCE International Conference on Future Language Learning 2023, Hong Kong.
Yang, Y., & Song, Y. (2022). Examining primary student self-regulated vocabulary learning behavioural patterns and vocabulary learning outcomes leveraged by the mobile app with a self-regulation scheme. Proceedings of the XXIst International CALL Research Conference (pp. 204-211), Japan. https://doi.org/10.29140/9781914291050-28
Yang, Y., & Song, Y. (2022, July). A Study on Social Interactions Among Primary Students in English Vocabulary Acquisition in a Mobile Learner-Generated Content Learning Environment. Proceedings of the XXIst International CALL Research Conference, Online. https://doi.org/10.29140/9781914291050-28
Yang, Y., & Song, Y. (2022, July). A study on social interactions among primary students in English vocabulary acquisition in a mobile learner-generated content learning environment.. Proceedings of the XXIst International CALL Research Conference, Japan. https://doi.org/10.29140/9781914291050-27
Yang, Y., & Song, Y. (2022, July). Clustering primary students’ self-regulated vocabulary learning behaviours on a mobile app embedded with a self-regulation scheme. The 1st APSCE International Conference on Future Language Learning (ICFULL), Hong Kong.
Yang, Y., & Song, Y. (2022, July). Examining Primary Student Self-Regulated Vocabulary Learning Behavioral Patterns and Vocabulary Learning Outcomes Leveraged by the Mobile App with A Self-Regulation Scheme. Proceedings of the XXIst International CALL Research Conference, Online. https://doi.org/10.29140/9781914291050-28
Song, Y., Yu, L. H. P., Lee, C. K. J., Wu, K., & Cao, J. (2022, June). Developing an avatar generation system for the metaverse in education. The 1st International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES 2022), Hong Kong.
Song, Y., Yu, P.L.H., Lee, J.C.K., Wu, K., & Cao, J. (2022, June). Developing an Avatar Generation System for the Metaverse in Education. Paper presented at The 1st International Workshop on Metaverse and Artificial Companions in Education and Society (MetaACES 2022), Hong Kong. https://www.eduhk.hk/metaaces2022/download/MetaACES%202022%20Program_20220622.pdf
Yang, Y., & Song, Y. (2022, May). Effects of a self-regulation scheme embedded in a mobile app on undergraduate students’ English vocabulary learning performance and cognitive engagement.. In Conference Proceedings (English paper track) of the 26th Global Chinese Conference on Computers in Education (GCCCE2021), National Tsing Hua University, Taiwan.
Wong, L.-H., Teo, C. L., Ogata, H., Song, Y., Wu, L., & Yu, F.Y.1. (2021). Leveraging Student-Generated Ideas (SGI) to facilitate socio-constructivist learning and conceptual change: The roles of technology in SGI learning trajectories. Proceedings of 29th International Conference on Computers in Education Conference, Cyberspace. http://www.scopus.com/inward/record.url?scp=85122963793&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://icce2021.apsce.net/proceedings/published version
Song, Y., & Yang, Y. (2021, December). Development and Implementation of a “self-regulation scheme” on a mobile app to enhance students’ self-regulated vocabulary learning. International Conference on Learning and Teaching 2021 (ICLT2021), Hong Kong.
Song, Y., Yang, Y., & Lung, K. M. (2021, November). Developing and Evaluating a “Virtual Go Mode” Feature on an Augmented Reality App to Enhance Primary Students’ Vocabulary Learning Engagement. Paper presented at the 29th International Conference on Computers in Education (ICCE 2021), Hong Kong. https://icce2021.apsce.net/wp-content/uploads/2021/12/ICCE2021-Vol.II-PP.-129-135.pdf
Yang, Y., & Song, Y. (2021, September). How Did Technologies “Assist” Self-Regulated Language Learning? A Systematic Review of Research from 2011 to 2020. Paper presented at the 25th Global Chinese Conference on Computers in Education (GCCCE2021), Hong Kong. https://www.eduhk.hk/gccce2021/proceedings.htmlpublished version
Yang, Y., Song, Y., Cao, J., & Wu, K. (2021, June). Understanding Undergraduate Students’ Self-regulated Vocabulary Learning Processes and Outcomes Leveraged by a Mobile App Embedded with a Self-regulated Scheme.. Paper presented at the 4th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL 2021), Taipei, Taiwan.
SONG, Y., LAI, Y.C., & LING, M.H.A. (2020, November). Design of an augmented reality app for pupil’s vocabulary learning in a seamless learning environment. Paper presented at The International Conference on Education and Artificial Intelligence 2020 (ICEAI 2020)
Song, Y. Ogata, H., Yang, Y. & Mouri, K. (2020, November). Examining primary students’ after-class vocabulary behavioural learning patterns in user-generated learning context: a case study. Proceedings of 28th International Conference on Computers in Education, online.
Song, Y. & Cao, J. (2020, November). Development of a dashboard on a mobile collaborative science inquiry app – m-Orchestrate. Proceedings of 28th International Conference on Computers in Education Conference Proceedings, online.
Song, Y. & Yang, Y. (2020, November). Enhancing primary students’ vocabulary learning motivation and outcomes using the mobile user-generated-content tool. CALL for widening participation: short papers from EUROCALL 2020, Voillans, France.
Song, Y. Lai (2020, November). Design of an augmented reality app for pupil’s vocabulary learning in a seamless learning environment. The International Conference on Education and Artificial Intelligence 2020 (ICEAI 2020), Hong Kong.
Song, Y., Cao, J., & Yang, Y. (2020, November). Evaluation of the m-Orchestrate app for scaffolding pupils’ collaborative science inquiry during COVID-19. Workshop Proceedings of 28th International Conference on Computers in Education, online.
Cao, J., & Song, Y. (2020, March). Design of an Interactive Dashboard for Teacher Orchestration in Collaborative Science Inquiry. Companion Proceedings of the 10th International Conference on Learning Analytics & Knowledge (LAK20), Frankfurt, Germany.
Cao, J., & Song, Y. (2019, December). Beyond Just Following Data: How Does Visualization Strategy Facilitate Learning Analytics Design. Paper presented at the 27th International Conference on Computers in Education, Taoyuan, Taiwan.
Song, Y., & Cao, J. (2019, December). A case study on adopting innovative pedagogical strategies in STEM education in a primary school. Paper presented at 2019 International Conference on Advances in STEM Education (ASTEM 2019), Hong Kong.
Song, Y., & Yang, Y. (2019, December). Enhancing Hong Kong Secondary Students’ English Grammar Learning and Collaborative Problem-solving Skills with Productive Failure Instructional Design in a MCSCL Environment. Paper presented at 27th International Conference on Computers in Education, Taoyuan, Taiwan.
Song, Y., Ogata, H. & Mouri K. (2019, July). Enhancing pupils’ English vocabulary learning mediated by a learner-generated content tool from an ecological perspective. 20th International conference of computer-assisted language learning, Hong Kong.
Song, Y. & Yang, Y. (2019, May). What “seams” have been bridged in seamless vocabulary learning? - A review of the literature. Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019), Wuhan, China.
Song, Y., Lung, K. M., Ogata, H., Yang, Y., Hasnine, N., & Mouri, K. (2019, May). (Best Teacher Forum Paper Award) Bridging in-class and real-life vocabulary learning using a mobile learner-generated content tool: A case study. Teacher Forum Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019), Wuhan, China.
Song,Y., Cao, J., Tam, W. L., & Looi, C.-K. (2019, May). M-Orchestrate Learning System - A platform for orchestrating collaborative science inquiry. Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019), Wuhan, China.
Song, Y. & Lung, K. M. (2018, June). Adopting a productive-failure instructional design in project-based learning to improve primary students' collaborative problem solving. Practitioner and Industrial Track Proceedings at ICLS 2018, co-located with of the 13th International Conference of the Learning Sciences (ICLS 2018), London: the UK.
Lung, K. M. & Song, Y. (2018, May). Examining Primary Students’ Collaborative Problem Solving in Science Using a Mobile Artifact Creation Approach. The 22nd Global Chinese Conference on Computers in Education, Guangzhou, China.
Song Y. & Lung K. M. (2017, December). Improving Primary Students’ Problem Solving Skills in Science Learning in a Seamless Learning Environment. Proceedings of the 25th International Conference on Computers in Education, New Zealand.
Song, Y., Tsang, Y.F., Yeung, Y.Y. (2017, November). Promoting STEM education in senior secondary schools in Hong Kong through STEM Olympiad. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Hong Kong.
Song, Y & Sun, D. (2017, June). Enhancing Science Learning with BYOD in a primary school. Proceedings of Global Chinese Conference on Computers in Education (GCCCE) 2017, Beijing.
Sun, D., Looi, C.-K., & Song,Y (2017, June). Pedagogical Design of Mobile Technology Supported Science Learning: An Evaluation Study. Proceedings of The 21stGlobal Chinese Conference on Computers in Education(GCCCE 2017), Beijing.
Yanjie Song, Daner Sun (2016, August). Enhancing science learning with BYOD (bring your own device) in a primary school in Hong Kong. The 2016 International Conference of East-Asian Association for Science Education (EASE 2016): Innovations in Science Education Research & Practice: Strengthening International Collaboration, Tokyo, Japan.
Song, Y., Sun, D., & Jong, S. (2016, June). Enhancing students’ science learning in a seamless inquiry-based learning environment leveraged by BYOD (Bring your own device). Proceedings of the Workshop on Computer-Based Learning Environments for Deep Learning in Inquiry and Problem-Solving Contexts, The International Conference of the Learning Sciences (ICLS), Singapore.
Sun, D., Song, Y., & Looi,C.-K. (2016, June). Exploring Teacher Adaption of Technology-enabled Science Curriculum at Workshop of "How Students Learn in East Asian Cultures and How That Learning May Evolve in The Future". The International Conference of the Learning Sciences (ICLS), Singapore.
Ku, C. H. & Song, Y. (2016, May). How to Flip the Classroom? – A Pilot Study on a Novel Pedagogy to Improve Secondary School Students’ Problem Solving Skills in Mathematics. Teacher Forum Proceedings at Global Chinese Conference on Computers in Education (GCCCE) 2016, Hong Kong.
Song, Y. & Fox. R. (2016, May). Undergraduate Use of Mobile Devices for M-learning: Where Is the Niche?. Proceedings of Global Chinese Conference on Computers in Education (GCCCE) 2016, Hong Kong.
Wan, J. & Song, Y. (2016, May). “Productive Failure” in Science Inquiry: A Case Study on “Circuit exploration”. Teacher Forum Proceedings at Global Chinese Conference on Computers in Education (GCCCE) 2016, Hong Kong.
Song, Y. & Kong, S. C. (2015, November). What are the affordances of BYOD (Bring Your Own Device) for learning from teachers’ perspectives in higher education?. Proceedings of the 23rd International Conference on Computers in Education ICCE 2015, Hangzhou, China.
Kong, S.C., & Song, Y. (2015, May). A study of bring your own device (BYOD) initiative for reflective engagement in a higher education institution. Paper presented at the 19th Global Chinese Conference on Computers in Education 2015, Chungli, Taiwan.
Song, Y.J. (2014, November). A systematic review of assessment methods in mobile computer-supported collaborative learning (mCSCL). Proceedings of the 22nd International Conference on Computers in Education, Nara, Japan.
Song, Y. & Ma, C-L. (2013, November). (Best Overall Paper Nominee) Bring Your Own Device (BYOD) for Seamless Science Inquiry: A case study in a Primary School. Proceedings of the 21st International Conference on Computers in Education. Indonesia: Asia-Pacific Society for Computers in Education, Bali, Indonesia.
Looi, C-K, Song, Y., & Wong. L-H (2013, May). (Outstanding Paper Award) Mobile technology-assisted personalized learning in science inquiry. Proceedings of The 17th Global Chinese Conference on Computers in Education (GCCCE), Beijing.
Song, Y. (2012, November). Mobile learning: Where is the niche?. Workshop Proceedings of 20th International Conference on Computers in Education ICCE 2012, National Institute of Education, Singapore.
Wong, L.-H., Song, Y., Chai, C.-S., & Ying, Z. (2011, November). (Best paper award) Analyzing Students’ After-School artifact creation processes in a mobile-assisted language learning environment. Proceedings of 19th International Conference on Computers in Education, Chiang Mai, Thailand.
Song, Y. (2008, October). Dynamic-PDA-Use for learning: An undergraduate student experience. Proceedings of 16th International Conference on Computers in Education, Jhongli, Taiwan.
Song, Y., & Fox, R. (2007, October). Educational affordances of handheld devices: Undergraduate student perceptions. Proceedings of the 6th mLearn international conference, Melbourne, Australia.
Song, Y., & Fox, R. (2007, August). Factors influencing student attitude towards handheld educational uses. Proceedings of the 2nd Mobile and Ubiquitous Learning Environments, Hong Kong.
Song, Y. (2006, November). What consequences have handheld educational uses brought about?. Proceedings of the International workshop on mobile and ubiquitous learning environments, Beijing, China.
Song, Y., & Fox, R. (2005, November). Integrating m-technology into web-based ESL vocabulary learning for working adult learners. Proceedings of the Third IEEE International Workshop on Wireless and Mobile Technologies in Education, Tokushima, Japan.
Other conference paper
Chan, K. K., & Song, Y. (2010, August). Towards a principle-based approach for knowledge creation in teacher professional development. Knowledge Building Summer Institute, Toronto, Canada.

Creative and Literary Works, Consulting Reports and Case Studies
Consulting or contract research report
Kong, S.C., Li, K.M, Song, Y. J. & Chui, H.L. (2014). Report for Provision of Services for Conducting the Research Study on the Pilot Scheme on e-Learning in Schools (Part 2). Hong Kong: The Hong Kong Institute of Education.



Projects

Developing artificial intelligence agents in an immersive learning environment - ‘AGILE’ to improve university students’ academic presentation competency and self-directed learning
This project aims to develop AI agents in an immersive learning environment called “AGILE” to explore the role and effectiveness of generative AI in enhancing students' academic presentation competency and self-directed learning in an immersive environment.
Project Start Year: 2024, Principal Investigator(s): SONG, Yanjie
 
Examining social, cognitive and teaching presences and learning outcomes in the metaverse via an intelligent MMLA approach
Examining social, cognitive and teaching presences and learning outcomes in the metaverse via an intelligent MMLA approach
Project Start Year: 2024, Principal Investigator(s): SONG, Yanjie
 
The Design and Practice of Synchronous Online Mathematics Instruction: A Visual Learning Analytics-supported Design-based Study
Project objectives: 1) To generate principles that guide the design and practice of synchronous online mathematics instruction to engage students in class discussion and increase their mathematics achievement; 2) To enhance a visual learning analytics approach for teachers to review and improve their synchronous online mathematics instruction.
Project Start Year: 2024, Principal Investigator(s): LO, Chung Kwan (SONG, Yanjie as Collaborator)
 
Developing a multi-modal learning analytics approach to understanding students’ social presence in the metaverse – ‘Learningverse’
This proposed one-year study aims to design and develop a multi-model learning analytics (MMLA) approach to understanding students’ social presence in the metaverse.
Project Start Year: 2023, Principal Investigator(s): SONG, Yanjie
 
Developing a Metaverse Platform with Virtual Reality – ‘LearningverseVR’ for Learning and Teaching
‘LearningverseVR’ proposes a pioneering solution that merges Immersive Virtual Reality (IVR) with the metaverse, creating an expansive, immersive learning platform that goes beyond traditional limitations. This ecosystem is underpinned by the principles of Embodied cognition, a theory suggesting our understanding and learning are deeply interconnected with our physical interactions within the environment.
Project Start Year: 2023, Principal Investigator(s): SONG, Yanjie
 
Development of an avatar behaviour remix system
This study proposes the development of an advanced avatar behaviour remix system that leverages the capabilities of OpenCV, MediaPipe, and PyTorch libraries to recognise and remix human behaviours to avatars.
Project Start Year: 2023, Principal Investigator(s): SONG, Yanjie
 
A Large and Flexible Immersive Learning System for Language, Health, Chinese History, and Cultural Tourism
In this collaborative activity for FITE, we plan to develop a large and flexible immersive learning system that can be generated from one domain to another, to establish a system that is versatile and applicable to many contexts of student learning.
Project Start Year: 2023, Principal Investigator(s): LI, Ping (SONG, Yanjie as Collaborator)
 
School learning support and teacher digital competence from a needs satisfaction perspective
This RGC GRF project aims (i) to investigate the mediating role that fulfilling teachers’ needs may play in the relationship between perceived school learning support and perceived personal-ethical and personal-professional competencies and (ii) to identify effective school policies and continuous professional development activities for TDC. The study will propose a research model, implement a sequential explanatory mixed-method study design and collect data via questionnaires, school-based policy documents, professional development activities and individual and focus group interviews. The participants will comprise 300 school teachers from six Hong Kong schools with different levels of academic achievement.
Project Start Year: 2023, Principal Investigator(s): CHIU, Kin Fung, Thomas (SONG, Yanjie as Co-Investigator)
 
Teachers’ Uses and Concerns about Online Open Educational Resources: A Territory-wide Study
This study has four objectives: 1. To understand teachers’ usage and adoption patterns of open educational resources; 2. To understand teachers’ concerns and barriers regarding the uses of open educational resources; 3. To collect concrete suggestions to inform the on-going and future development of open educational resources; 4. To collect concrete suggestions to inform school policies on using open educational resources.
Project Start Year: 2023, Principal Investigator(s): LO, Chung Kwan (SONG, Yanjie as Co-Investigator)
 
Understanding students’ cognitive presence in the metaverse: A multimodal learning analytics approach
This proposed study aims to develop a MMLA approach to understanding students’ cognitive presence in the metaverse platform – Learningverse. Learningverse was designed and developed by our research team using CoI as a theoretical framework (Song, et al., 2023).
Project Start Year: 2023, Principal Investigator(s): SONG, Yanjie
 
Social Robot for English Language Learning among Young Learners
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Project Start Year: 2023, Principal Investigator(s): YEUNG, Siu Sze (SONG, Yanjie as Co-Investigator)
 
An Intelligent Multi-Modal System for Boccia Training
This project is dedicated to developing an intelligent multimodal sensing system that effectively identifies, quantifies, and visualizes the training process for Boccia athletes and the important factors related to their performance. The goal is to establish a comprehensive system comprising a multimodal sensing system, intelligent algorithms, and a visualization program. This system will benefit both athletes and coaches by providing insights into upper limb movement, lower limb stability, and eye-hand coordination during Boccia training.
Project Start Year: 2022, Principal Investigator(s): FU, Hong (SONG, Yanjie as Co-Investigator)
 
Developing language teachers’ technological pedagogical content knowledge and enhancing students’ language learning in virtual learning environments
COVID-19 has considerably impacted our lives and education in these two years and has been a real test of our creativity and adaptability in language education. While we may not know when the pandemic will abate, we understand the importance of developing language teachers’ Technological Pedagogical Content Knowledge (TPACK) and enhancing students’ language learning in Virtual Learning Environments (VLE). Thus, this project aims to establish a Professional Learning Community (PLC) on technology enhanced language learning (TELL) in VLEs among researchers worldwide and in-service and pre-service language teachers in Hong Kong. The core project team will help language teachers develop TPACK as they learn by doing in the PLC. We will organize public seminars and workshops and provide language teachers with training sessions, consultations, tutorials, roundtable discussions, and technical support to promote their TPACK development. We will also create a Knowledge Transfer (KT) website to promote TELL in VLEs. This website will showcase useful resources and associated learning activities to demonstrate how to use various technologies (e.g., Augmented Reality (AR), Virtual Reality (VR), digital games, and diversified online learning systems), and disseminate effective pedagogies for quality language education in VLEs. Additionally, an international conference on TELL in VLEs will be organized to disseminate the project findings and further promote TELL in VLEs.The Education University of Hong Kong has a long history and a strong track record in teacher training, professional development programmes, and integrating technology into language education. With the support from Lingnan University, The University of Hong Kong, Chinese University of Hong Kong, and The Hong Kong Polytechnic University, this project will contribute to teaching development and language enhancement during the pandemic and the post-pandemic era. This Inter-Institutional Collaborative initiative will benefit language teachers by developing their TPACK through learning by doing in a PLC. In doing so, this project can effectively foster teachers in integrating technology in their language classrooms to meet the real-time curricular and pedagogical requirements and the needs from individual students.

Through TPACK development in the project, teachers will improve their capacities for developing various VLEs with technologies such as AR, VR, and digital games, which eventually enhance students’ language learning. The project will also evaluate the effects of these virtual learning activities on students’ language learning performance, motivation, engagement, and technology acceptance through assessment and questionnaire surveys. Moreover, student feedback will be continuously collected and analyzed to improve TELL implementation in the form of VLEs. The PLC will also disseminate the project findings concerning TELL by creating VLEs through seminars, workshops, international conferences, and international journal publications.

Project Start Year: 2022, Principal Investigator(s): WANG, Lixun (SONG, Yanjie as Co-Investigator)
 
Development of an Avatar Expression Remix System
The project aims to (1) develop an avatar expression remix system using a convolutional neural network (CNN) to recognize 7 common expressions in real-time powered by Unity animator, and (2) identify avatars’ facial expressions in online learning and teaching to enhance the effectiveness of pedagogical practices. The study contributes to the literature on avatars’ (mirror real users) seven facial expression recognition in online collaborative learning environments.
Project Start Year: 2022, Principal Investigator(s): SONG, Yanjie
 
An Intelligent Platform for Desk Behavior Assessment via Joint Action and Attention Analysis

Project Start Year: 2022, Principal Investigator(s): YU, Leung Ho, Philip (SONG, Yanjie as Co-Investigator)
 
Building a collaborative platform for enhancing artificial intelligence applications in education
This project proposes a collaborative platform for enhancing AI applications in education to lower the entry barriers for educators to develop or apply AI tools in higher education. The proposed platform will consist of educators interested in developing or applying AI tools for education purposes, as well as technical experts experienced in turning ideas into usable tools. It serves to establish a collaborative community of educators to foster an ecosystem of AI development and applications in education.

Project Start Year: 2022, Principal Investigator(s): LAM, Paul, SEE, Yew Hong Christopher (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Building a collaborative platform for enhancing artificial intelligence applications in education
This project proposes a collaborative platform for enhancing AI applications in education to lower the entry barriers for educators to develop or apply AI tools in higher education. The proposed platform will consist of educators interested in developing or applying AI tools for education purposes, as well as technical experts experienced in turning ideas into usable tools. It serves to establish a collaborative community of educators to foster an ecosystem of AI development and applications in education.
Project Start Year: 2022, Principal Investigator(s): Dr. Paul LAM , Dr. SEE Yew Hong Christopher (SONG, Yanjie as Collaborator)
 
Developing the Learningverse Prototype – A 3D Educational Metaverse Solution Focusing on Functionalising Social Interactions Between Avatars
This Knowledge Transfer project aims to develop a Learningverse prototype as a 3D educational metaverse solution, focusing on the development of the features of avatars’ social interactions and evaluate the prototype with the newly developed feature. It is expected that the Learningverse will provide an authentic, experience-based, interactiveinteractive, and engaging virtual learning environments for learning and teaching in both online and blended learning modes. The development is cutting-edgeinnovative and will contribute to the technological development for educational use.
Project Start Year: 2022, Principal Investigator(s): SONG, Yanjie
 
An AI-enhanced Way to Learn Chinese Culture: Starting from Classical Chinese Poetry
This project aims to promote learning of classical Chinese poetry by integrating AI technology. We will first set to complete a set of innovative sub-projects, including developing an AI-powered “Fun to Chinese Poetry” (樂遊古詩) application, providing customised support to students’ learning of Chinese poetry with various multimedia learning activities (e.g., animation, games, read to sing). Next, we will conduct various activities such as trial use in schools to promote our products. A series of KT workshops and activities in facilitating the application of AI in Chinese classical poetry learning will also be organized. Relevant research publications will also be generated. It is expected that this project will foster students’ interest in learning classical Chinese poetry and cultivate their recognition of Chinese culture, which will respond to the pressing needs to enhance Chinese culture education in society and strengthen the regional leadership of CRCLE in Chinese language and education.
Project Start Year: 2022, Principal Investigator(s): ZHU, Qingzhi (SONG, Yanjie as Co-Investigator)
 
Developing a leaderboard on the VocabGo app and understanding young learners’ perceptions of it for vocabulary learning
This study aims to develop a leaderboard on the existing VocabGo app, and understand young learners’ perceptions of the leaderboard for their vocabulary learning in a gamified learning environment.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Understanding Pupils’ Vocabulary Learning Engagement and Outcomes Mediated by an Augmented Reality App – VocabGo
This one-year pilot study aims to examine the effectiveness of an AR app –VocabGo developed by the Principal Investigator (PI) on ESL learners’ engagement and outcomes in vocabulary learning both within class and beyond in lower primary schools in Hong Kong. The proposed pedagogical framework integrates VocabGo into a five-stage second language vocabulary acquisition process to enhance learners’ engagement and outcomes in vocabulary learning across in-class and real-life settings. Most importantly, the design is adaptive to online class and after-class settings for learners to learn wherever they go or stay to cope with unexpected situations like COVID-19.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
An interactive avatar toolkit: Enhancing students’ online learning engagement in higher education
The project aims to develop and implement an interactive avatar (iAvatar) toolkit aligned with: (1) a framework of five dimensions of meaningful learning with technology, (2) the iAvatar toolkit design model, and (3) engagement to create a virtual interactive learning community.
Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie
 
Developing an Automated Ocular Misalignment Measurement System
Movement skill assessment is a fundamental and essential research area for professionals involved in studying human actions, such as physiotherapists, occupational therapists, pediatricians, and coaches. Movement skill assessment has benefits for many applications, especially the monitoring of motor development in children. However, current action assessments rely largely on humans‎‎‎‎‎‎‎‎‎‎‎‎, which may be relatively inefficient, more expensive and tends to be subjective. This project proposes using automated movement skill assessment in which actions are recorded as long videos and assessment is performed by computational models.
To achieve automated movement skill assessments that can help movement professionals with their evaluation skills, three fundamental problems need to be addressed: a complete localization and recognition method, domain knowledge-learning and model generalization. First, most of the existing action assessment algorithms are intended to classify segmented videos, which limits the usability and automation. We aim to create a model that can pick up useful segments from the original videos, then recognize and evaluate them.
In summary, the success of this project will provide objective, faster, cost efficient and more granular tools for professional action evaluation. The outcomes of this project are potentially beneficial for fields related to movement such as physiotherapy, occupational therapy, sports science, and behavior study. In terms of computer vision, this will also make a fundamental contribution related to high level video understanding.

Project Start Year: 2021, Principal Investigator(s): FU, Hong 傅弘 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Enhancing students’ self-regulated vocabulary learning by developing an app – Vocab+ embedded with a self-regulation scheme
1. To design and develop a self-regulation scheme embedded on the Vocab+ app to support students’ self-regulated vocabulary learning.
2. To evaluate the effectiveness of the self-regulation scheme in students’ self-regulated vocabulary learning skills and learning outcomes.

Project Start Year: 2021, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Forming a Research Cluster on Online Storybook Reading Intervention Promoting Children’s Chinese Reading Abilities and Social Skills
The project aims to: 1) investigate the effects of linguistic components (morphological awareness, orthographic awareness) and social cognitive component (theory of mind) on Chinese reading abilities and social skills in Hong Kong Chinese kindergarten second and third year children and primary school first year graders (K2, K3, and P1); 2) develop an online self-paced Chinese storybook reading program with tailor-made leveled storybooks.
Project Start Year: 2021, Principal Investigator(s): LIN, Dan (SONG, Yanjie as Co-Investigator)
 
Investigating Pupils’ English Vocabulary Learning Engagement Supported by Virtual Location-based Task Tool in COVID-19
Vocabulary learning for English as a second language (ESL) learners is a boring experience in school education because learners have few opportunities to review and apply the vocabulary learned in class to real-life settings. In the COVID-19, learners have to stay at home most of the time, the opportunities for consolidating the vocabulary in authentic learning environments are even rare. In the light of it, this study aims to develop and implement a virtual location-based task tool (refer to Figure 1) to engage learners in game-based learning activities to perform location-based tasks in a virtual world, especially in COVID-19.
Project Start Year: 2020, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Enhancing Primary Students' Collaborative Science Inquiry Through Meta-cognitive Scaffolding in a Mobile Learning Environment
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Project Start Year: 2020, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Investigating Primary Students' Real-life English as a Second Language Vocabulary Learning Leveraged by a Ubiquitous Learning Platform through Learning Analytics: A Multiple-case Study
This study aimed at investigating students’ after-class vocabulary behavioural learning patterns on a ubiquitous learning platform by tracking their learning process through learning analytics, and the impact of the patterns on students’ vocabulary learning performance.
Project Start Year: 2020, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Second Language Learning of Kindergarteners and Primary School Students: What Parents and Schools Should Know?
1. To synergize expertise of team members to accelerate our contribution and impact in second language learning.
2. To strengthen current research collaboration among team members and benefit members through (a) sharing of datasets to facilitate research and publications and (b) documentation of impact of the research of team members to ensuring the sustainability of data;
3. To disseminate basic and applied research findings of the team members by organizing knowledge transfer activities (e.g., seminars and workshops) for various stakeholders such as teachers and parents in the local and regional contexts;
4. To design new and innovative interventions to address the current challenges and concerns on second language learning in local and regional contexts; and
5. To generate new research ideas in second language learning based on knowledge exchanges with various stakeholders and academics in the field for securing future research funding.

Project Start Year: 2020, Principal Investigator(s): YEUNG, Siu Sze (SONG, Yanjie as Co-Investigator)
 
Language Enhancement at EdUHK and Beyond: Fostering a Community of Practice on Technology-enhanced Language Learning and Teaching
This project intends to achieve the following objectives: 1). Identify creative and effective use of technologies in language learning and teaching (English / Cantonese / Putonghua / other modern languages); 2). Investigate how such technologies help to enhance students’ language learning and teachers’ language teaching through guided self-reflection and critical evaluations of their technology-enhanced language learning/teaching practices; 3). Build a Community of Practice on technology-enhanced language learning and teaching among tertiary students and academic/teaching staff and motivate them to use technologies in language learning and teaching; 4). Discuss language learning related issues (e.g., English/Chinese academic writing, corpus-based language learning, etc.) and offer pedagogical suggestions on technology-enhanced language learning and teaching for both students and teachers; 5). Sustain the community members’ interests in using technologies in language learning and teaching through regular sharing of members’ successful experiences and invited talks given by local and overseas experts in the field of technology enhanced language learning and teaching, and through the organization of an international conference on technology-enhanced language learning and teaching.
Project Start Year: 2020, Principal Investigator(s): WANG, Lixun (SONG, Yanjie as Co-Investigator)
 
A Self-Regulated Vocabulary Learning Approach Supported by a Mobile-User-Generated-Content Tool for Pupils in Hong Kong
This RGC GRF project aims at examining the effect of a self-regulated vocabulary approach leveraged by a mobile-user-generated-content (m-UGC) tool on learning outcomes, self-regulated learning awareness and learning processes. The approach integrates five-stage vocabulary learning process with 3-phase self-regulated learning mediated by the m-UGC tool to enhance learners’ learning across in-class and real life settings at the right time and place, for the right task.
Project Start Year: 2020, Principal Investigator(s): SONG, Yanjie
 
Facilitating Artificial Intelligence and Big Data Analytics Research in Education
This project aims to develop AI in education and big data analytics in education as the departmental strategic areas. It is also planned to facilitate the development of the two areas through various related research activities, which include organizing research seminars, undertaking collaborative research, and inviting world-leading scholars for discussion and consultation
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Infuse STEM/STEAM Elements into Mathematics and Information Technology Courses
This project aims to infuse STEM/STEAM elements into our subject-based courses in Mathematics and Information Technology courses. For each learning area of the subject-based courses, a relevant exemplar will be established to integrate STEM/STEAM elements into the teaching and learning of the subject. Instructional materials for each exemplar will be designed and implemented by a team of developers in consultation with the project’s supervisors. The materials will be freely available online to the teaching staff. Students can truly integrate the rich and supportive STEM/STEAM elements in their projects.
Project Start Year: 2019, Principal Investigator(s): SO, Wing Wah, Simon (SONG, Yanjie as Co-Investigator)
 
Investigating Learners’ Co-regulated Learning Process and Co-creation in Collaborative Science Inquiry on a Mobile Learning System
This study aims at investigating learners’ co-regulated learning process and co-creation in collaborative science inquiry on a mobile learning system through learning analytics to trace the time and order of actions in learners’ collaborative learning on a mobile learning system, which contributes to their co-creation of artifacts.
Project Start Year: 2019, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Enhancing Preservice Teachers’ Mathematical Proficiency for Teaching: Using Hypothetical Situations within an online eLearning Community in Teacher Education
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Project Start Year: 2019, Principal Investigator(s): ZHANG, Qiaoping 張僑平 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Enhancing Pupils’ English Vocabulary Learning in a Seamless Learning Environment Supported by an Augmented Reality App
This Departmental Collaborative Research Fund project aims to develop an AR app to help learners learn vocabulary in an immersive and seamless learning environment, allow them to generate their own vocabulary learning content, increase their interaction with real objects without time and place constraints, provide opportunities for retention of the target vocabulary with the combination of picture and text media, and document their learning trails for pedagogical decision making via learning analytics.
Project Start Year: 2019, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Developing and Evaluating the Impact of Learning Dashboards on Collaborative Science Inquiry on a Mobile Learning Platform
This Dean's Individual Fund project aims to develop learning dashboards using visualization plugin for learning analytics to allow learners to monitor their learning progress and adapt their learning behaviors on a mobile learning platform, which, in turn, will enhance their collaborative inquiry learning.
Project Start Year: 2019, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Happy Start School Project: A Social and Emotional Learning Programme to Facilitate Children’s Transition to Primary School
The project aimed to facilitate children’s transition to primary school by creating positive emotional climate in the P1 classrooms, which is achieved through strengthening children’s social and emotional skills and their academic mindset as well as enhancing teachers’ interaction with students. The project involved a summer orientation programme and 12 sessions of social and emotional learning (SEL) lessons for P.1 students as well as teacher professional development workshops and education seminars for parents.
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, FONG, Wai Tsz Ricci 方蔚子 (SONG, Yanjie 宋燕捷 as Team Member)
 
Enhancing Teacher Orchestration in Students’ Seamless Collaborative Science Inquiry Leveraged by m-Orchestrate Learning System
The Knowledge Transfer (KT) project aims
To apply m-Orchestrate learning system to students’ seamless collaborative science inquiry to enhance teachers’ capacity in managing learning across different learning spaces;
To apply m-Orchestrate learning system to students’ seamless collaborative science inquiry to develop students’ collaborative inquiry learning; and
To facilitate knowledge transfer between the university and schools in Hong Kong.

Project Start Year: 2018, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Trends of Mobile and Web-based Technology Supported Vocabulary Learning: A Literature Review
This MIT Small Research Grant (SRG) project aims to investigate the strategies employed in mobile and web-based technology-enhanced learning environments to enhance students’ vocabulary learning and explore the trends and challenges in these studies in an attempt to propose a novel instructional design to bridge in-class and real-life learning experiences in students’ English vocabulary learning in school education.
Project Start Year: 2018, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Designing and Implementing a STEM-based Learning Environment: IN-STEM for Collaborative Problem Solving
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Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Enhancement of Student Learning Outcomes: Developing Pre-service and In-service English Teacher’s Corpus Literacy Using Flipped Learning Enhanced by Mobile Technologies
Despite the importance and popularity of corpus linguistics and its great potential in benefiting language teaching and learning, a corpus-based linguistic approach remains largely unknown to the majority of the professional teaching community. This project will identify gaps between corpus linguistic research and language pedagogy and come up with concrete solutions to solve authentic teaching/learning problems. This project proposes to bridge the gaps by developing pre-service English teachers’ corpus literacy using flipped learning enhanced by mobile technologies. A rich and user-friendly corpus-based teaching and learning website will be built first, then a flipped mobile training programme will be offered to both pre-service and in-service English teachers to help them develop a good corpus literacy and equip them with the skills to integrate a corpus-based approach into language classrooms. Finally, their achievement will be evaluated in real classroom teaching. This project makes use of corpus research findings at different linguistic levels, and has the potential to generate tangible pedagogical products that will benefit the large field of language education, as well as contribute significantly to the professional training of student English teachers from all three faculties by developing their corpus literacy. In addition, this project will help develop in students the four core competencies: positive personality, positive work attitude, cooperation and teamwork, and interpersonal skills. Finally, this project will demonstrate how flipped learning enhanced by mobile technologies can be used effectively to deliver subject knowledge, which will be beneficial to all disciplines at the university.
Project Start Year: 2018, Principal Investigator(s): MA, Qing 馬清 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
A Study of Online Evidence-based Assessment System to Promote Collaborative and Cooperative Learning in Group Activities
Many courses involve group projects and/or activities to let students to collaborate and work together to solve problems. However, it is not easy to ensure all students are actively contributed and collaborate with each other to complete the project. As teachers usually collect the final outcome and mark it as a whole, it is difficult to assess the group project fairly within a group if the workload is unevenly distributed. In this project, we proposed to use “An Online Evidence-based Assessment System” as a centralized platform for students to carry out group activities such as discussion, initiating activities, sharing resources, providing feedback and solution, etc. The proposed system will keep track of the progress of individuals within a group, and the best member and best group will be selected every week and showed on their main page as a compliment. Detailed reports will be generated for both students and teachers. Students will receive a regular report to show their current progress, such as the number of posts, replies, completed tasks, interaction degree with other members, etc., to promote active engagement and collaborative learning. Whereas teachers will receive activity log of all students in the class, which could be used to set assessment criteria and identify free-riders. We have invited six teachers to deliver group projects and/or activities with our pilot platform. To study the effect of this online evidence-based assessment approach on students and teachers in higher education, quantitative data will be analyzed by data mining modeling techniques to discover interesting learning patterns.
Project Start Year: 2018, Principal Investigator(s): LAM, Wai Man Winnie 林惠民 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Bridging Formal Learning and Real Life Learning Experiences with E-book and Learner-generated Content Tools to Enhance Primary Students’ English Vocabulary Learning
This Internal Research Fund (IRG) project aims to bridge the formal language learning and the real life learning experiences via e-book and learner-generated content tools to enhance students’ English vocabulary learning and motivate them to learn at a primary level in Hong Kong.
Project Start Year: 2018, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Designing Science/ STEM Learning with Boundary Activity Based Learning (BABL) Principle
Although the ubiquitous use of mobile technology creates various opportunities for connecting the formal learning process with informal spaces, the record of success is limited in terms of learning design and implementation. Additionally, there is inadequate documental support (i.e. science curriculum standards, teaching materials, online resources) on best practices for connecting formal and informal contexts with mobile technologies in science and STEM education This constrains the sustainability and scalability of such learning and teaching practices. To address these issues, we propose Boundary Activity based Learning (BABL) principle for facilitating teachers’ science and STEM learning design with aims of improving science and STEM education.
To evaluate the efficiency of the BABL activities, 4 science teachers and 100 students from 2 primary schools in Hong Kong will be involved as participants. The subject domain will be the General Studies with STEM elements. Mixed research methods will be employed to conduct qualitative data analysis on students’ learning behaviors in and out of the classroom, and quantitative data analysis on test results, survey results and the relationship among the activity performance, learning artefacts and test achievement. The research findings will inform science/STEM curriculum design and development, science/STEM education as well as inspire the pedagogical design of mobile learning.

Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒 (SONG, Yanjie 宋燕捷 as Co-Principal Investigator)
 
Teaching Development Grant (2018-2019). Productive Failure Meets the Flipped Classroom: An Innovative Pedagogy to Improve Student Learning
University lecturers typically use the direct instruction (DI) approach. Despite the strengths of DI, there is a need for constructivist pedagogy that can enhance content mastery while at the same time optimizing skills for self-regulation, collaboration, and optimal learning. The aim of this project is to apply productive-failure based flipped classroom (PF-FC) instructional design in both teacher education- and non-teacher education courses. PF-FC instructional design synergizes the strengths of productive failure (PF)-a learning design that engages students in generating solutions to novel problems first before teaching them the concept—and the flipped classroom design—which emphasizes the seamless integration of online and face-to-face sessions. The PF-FC instructional design is hypothesized to lead to improved student learning, higher levels of motivation and positive emotions, and improved self-regulation and collaboration skills. The proposed project is closely aligned with the thematic areas of the Teaching and Development Grants on innovative curriculum design, enhancement of learning outcomes, and e-learning. Upon completion of the project, it will have created a new curriculum design, engaged in teacher capacity building, and improved student learning.
Project Start Year: 2018, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
m-Orchestrate: Developing a Mobile Learning System for Teacher Orchestration in Collaborative Science Inquiry
This RGC GRF project aims to design and develop the m-Orchestrate learning system for teacher orchestration in collaborative science inquiry in a mobile learning environment;evaluate the effectiveness of implementing the m-Orchestrate learning system; and work out the teacher orchestration pedagogical principles for scaling up collaborative science inquiry practices using the m-Orchestrate learning system.
Project Start Year: 2018, Principal Investigator(s): SONG, Yanjie
 
Literacy Acquisition
The purpose of the cluster fund is to create a mutual helping system to advance members’ research work and enhance their research capacity in the following three directions:
1. To conduct cutting-edge research on reading and writing related topics that will contribute to the scientific understanding of literacy acquisition.
2. To conduct applied research for both typical and atypical developing children and benefit children in Hong Kong and beyond.
3. To disseminate information about research-based practices related to literacy learning and instruction to the community including students, teachers, parents, and policy makers.

Project Start Year: 2017, Principal Investigator(s): LIN, Dan 林丹 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Resource Recovery from Organic Wastes: Utilization of Different Organic Wastes as Substrates for Production of Biodegradable Plastics with Specific Characteristics for Industrial Applications
The overall aim of this research is to provide a potentially inexpensive source of carbon substrate from different organic wastes for the production of industrially relevant bio-derived biodegradable materials with specific properties through the exploration of novel and advanced routes for resource recovery.
Project Start Year: 2017, Principal Investigator(s): TSANG, Yiu Fai 曾耀輝 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Exploring STEM Pedagogical Models in Hong Kong Primary School Education
This Dean's Individual Fund project aims at exploring STEM pedagogical models to increase the teachers’ pedagogical competence as well as improve learners’ self-directed learning and problem solving skills, and interdisciplinary knowledge.
Project Start Year: 2017, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
m-Orchestrate: Developing a Mobile Learning System for Teacher Orchestration in Collaborative Science Inquiry
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Project Start Year: 2017, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
A Literature Review on Technology-enhanced Teacher Orchestration in School Education
This study aims at doing a systematic literature review on technology-enhanced teacher orchestration in school education in an attempt to inform researchers of the status of the research area and point out future research direction.
Project Start Year: 2016, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Positive Psychology and Education Research Program
Positive education and well-being
Project Start Year: 2016, Principal Investigator(s): KING RONNEL BORNASAL 龔仁崇, YEUNG, Siu Sze 楊少詩 (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Evaluating Students’ Collaborative Science/Mathematics Inquiry in a Seamless Learning Environment in Hong Kong Schools: A Mobile Artifact Creation Approach
Research on inquiry-based learning indicates that evaluation of collaborative science/mathematics inquiry in a seamless learning environment remains a rarely researched area. Because learners’ collaboration distributes to different spaces (e.g., formal and informal, and virtual and physical learning spaces), it poses big challenges to trace, examine and orchestrate their learning progress and outcomes. This one-year study aims at tracing and evaluating learners’ collaborative science/mathematics inquiry in a seamless learning environment in Hong Kong primary and secondary schools using a mobile artifact creation approach. A design-based research method is adopted to investigate how to evaluate learners’ collaborative science/mathematics inquiry learning using a mobile artifact creation approach and what are the affordances of the seamless learning environment that support collaborative science/mathematics inquiry learning. It is expected that the mobile artifact-creation approach can help teachers trace and examine learners’ collaborative science/mathematics inquiry process and outcomes and identify strength and weakness of their learning; in addition, the affordances of mobile apps that support the collaborative learning will be distilled.
Project Start Year: 2016, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
How to flip the classroom? – Developing a “mobile flipped classroom” pedagogical model for mathematics/science inquiry in school education
This project aims to explore a novel pedagogical model using productive failure strategy in student science and mathematics inquiry in Hong Kong school education to foster students’ problem solving skills and advance subject knowledge. Productive failure refers to “a learning design that affords students opportunities to generate representations and solutions to a novel problem that targets a concept they have not learned yet, followed by consolidation and knowledge assembly where they learn the targeted concept” (Kapur, 2015, p. 52).
Project Start Year: 2015, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Developing and Evaluating a Learning Analytics Platform to Support University Teachers for Pedagogical Decision-making in Fostering Reflective Engagement of Students
The project aims to develop a learning analytics platform conducive to data-oriented decision-making; to evaluate the impact of a learning analytics platform on facilitating reflective engagement of students in the learning process; and to evaluate the impact of a learning analytics platform on teachers’ pedagogical decision making. The expected outcomes include a deliverable learning analytics platform, which can help teachers gain a better understanding of students’ learning process, and identify learning issues to predict learning patterns and make corresponding pedagogical decision-making; a higher quality learning-teaching process, which will provide flexible teaching and learning environments where students can control their own learning; the platform will also segregate the learning objects into appropriate segments so as to address the needs of students with different learning styles; a higher degree of engagement in learning with reflection, which will enable students to engage in learning with reflective thinking associated with personal experience and social issues and interact with peers and teachers anytime, anywhere; and a transformation of teachers’ traditional pedagogical practices of summative assessment into formative assessment, which will enable teachers to give students assessment that corresponds to their learning performance (i.e. through statistical report on students’ responses on online quizzes) throughout the learning process. With various tasks and discussions throughout a course, apart from being able to give quality feedback to students, teachers will also have a clear understanding of what students know and do not know during the learning process instead of at the end of a unit of instruction. A deliverable learning analytics platform, pilot test reports, the establishment of a community of practice, analysis of evaluation data and guidelines on the use of the platform are the expected key deliverables of the project. The project dissemination activities include three teacher professional development programs for reporting the design and implementation of the learning analytics platform in the proposed project, two presentations for reporting the development and implementation status of the learning analytics platform and two conference presentations for disseminating the effects of a learning analytics platform on supporting university teachers for pedagogical decision-making in fostering reflective engagement of students.
Project Start Year: 2014, Principal Investigator(s): KONG, Siu Cheung 江紹祥, SONG, Yanjie 宋燕捷, POON, Kin Man 潘建文
 
Developing a Seamless Inquiry-based Pedagogical Model for Primary Students' Science Learning in Hong Kong
This project aims
(1) To evaluate the effects of seamless inquiry-based pedagogical design on students’ domain knowledge and inquiry skills in science supported by mobile technologies;
(2) To examine in three iterations how the seamless inquiry-based pedagogical design helps advance students’ science knowledge and skills in science inquiry;
(3) To develop a seamless inquiry-based pedagogical model for scaling up the pedagogical practices in Hong Kong schools.

Project Start Year: 2014, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Methodological issues in mobile computer-supported collaborative learning (mCSCL): What measures and what to measure? - A systematic review
This study aims to investigate (1) what measures utilized in mCSCL research; (2) whether these measures examined what the studies intend to measure in an attempt to bring to light the promising methods and design that are conducive to improving mCSCL practices and sustain the practices, and identify methodological issues in mCSCL to be addressed in future research.
Project Start Year: 2013, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom
The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learners’ reflective engagement in line with HKIEd e-learning strategies. The project has the objectives to enhance the reflective engagement of learners in course learning in HKIEd; to enhance the reflective engagement of lecturers in course teaching in HKIEd; to enhance the sustainability of e-learning implementation in course learning and teaching in HKIEd; and to enhance the scalability of e-learning implementation in course learning and teaching in HKIEd.
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, CHUNG, Wai Yee Joanne 鍾慧儀, SONG, Yanjie 宋燕捷
 
Provision of Services for Conducting the Research Study on the Pilot Scheme on e-Learning in Schools (Part 2)
The Education Bureau has commissioned the Hong Kong Institute of Education to conduct a research study, in the form of an in-depth case study of the selected 11 e-Learning pilot projects, to evaluate the effectiveness of the Pilot Scheme on e-Learning in Schools in Hong Kong.
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, LI, Kai Ming 李啟明, SONG, Yanjie 宋燕捷
 
A case study of investigating “niche m-learning” in English for digital kids on-the-move in a Hong Kong primary school
This project aims to investigate how the mobile technology can be appropriated as a tool to mediate learning in the “niche” where meaningful mobile learning (m-learning) in English for digital kids on-the-move occurs.
Project Start Year: 2012, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Bring Your Own Device for Mobile Knowledge Building
"Bring your own device for mobile knowledge building" (2012-2013)
Project Start Year: 2012, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Faculty Conference Grant
Faculty Conference Grant for Research Postgraduate Students, the University of Hong Kong (2007)
Project Start Year: 2007, Principal Investigator(s): SONG, Yanjie 宋燕捷
 
Committee on Research and Conference Grants (CRCG) Research Fund
“Mobile technology affordances for learning support in higher education” (applied and investigated together with Prof. Robert Fox. This research grant made my PhD research study and publication possible.), the University of Hong Kong (2005-2007)
Project Start Year: 2006, Principal Investigator(s): (SONG, Yanjie 宋燕捷 as Co-Investigator)
 
Prizes and awards

"Bronze Award" for Educational Technology Innovation ("Learningverse") in Poster Session 2023

Date of receipt: /12/2023, Conferred by: Teaching and Learning Innovation EXPO, Chinese University of Hong Kong
 
“Silver Medal” and "Special Prize" for the newly developed metaverse platform - “Learningverse” 2023

Date of receipt: /9/2023, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2023
 
Best Paper Presentation Award @ 2nd ICFULL 2023
Yin Yang and Yanjie Song's paper presentation "Investigating Primary Students’Self-regulated Vocabulary LearningMediated by the Mobile App through the Lens of Affordance-Actualization Theory" won "The Best Paper Presentation Award" at the 2nd APSCE International Conference onFuture Language Learning 2023.
Date of receipt: 31/5/2023, Conferred by: The 2nd APSCE International Conference on Future Language Learning 2023
 
Best Oral Presentation Award @ 5th PPTELL 2023
Yin Yang and Yanjie Song's presentation "Understanding undergraduate students' self-regulated vocabulary learning processes and outcomes leveraged by a mobile app embedded with a self-regulation scheme" won "The Best Oral Presentation Award" at the 5th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) Conference 2023
Date of receipt: 28/5/2023, Conferred by: The 5th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) Conference 2023
 
Gold Medal

Date of receipt: /4/2023, Conferred by: International Exhibition of Inventions of Geneva 2023
 
“Bronze Medal” for the newly developed metaverse platform - “Learningverse”
The rich experience in developing different apps with cutting-edge technologies provided the foundation for the resesarch team to conduct this project on design and development of the iAvatar toolkit which is further developed into the metaverse platfrom - Learningverse.
Date of receipt: 28/4/2023, Conferred by: The 48th International Exhibition of Inventions Geneva
 
Best Oral Presentation Award @ 4th PPTELL 2022
Yin Yang, Yanjie Song, Jiaxin Cao, Kaiyi Wu's presentation "Understanding undergraduate students' self-regulated vocabulary learning processes and outcomes leveraged by a mobile app embedded with a self-regulation scheme" won "The Best Oral Presentation Award" at the 4th Pedagogy and Practice in Technology Enhanced Language Learning (PPTeLL) Conference
Date of receipt: 12/7/2022, Conferred by: The 4th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL) Conference 2022
 
Best Paper Presentation Award @ 1st ICFULL 2022
Yin YANG and Yanjie SONG's presentation "Clustering Primary Students' Self-regulated Vocabulary Learning Behaviours on A Mobile App Embedded with a Self-regulation Scheme" won "The Best Paper Presentation Award" at the 1st APSCE International Conference on Future Language Learning (ICFULL) 2022
Date of receipt: 2/7/2022, Conferred by: The 1st APSCE International Conference on Future Language Learning (ICFULL) 2022
 
VocabGo app: "Gold Medal" (2021)

Date of receipt: /8/2021, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2021
 
VocabGo app: "Organizer's Choice Award" (2021)

Date of receipt: 28/8/2021, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2021
 
VocabGo app: "Gold Medal"

Date of receipt: 16/11/2020, Conferred by: International Innovation and Invention Competition (IIIC) Taiwan 2020
 
Best Presentation Award @ International Conference on Education and Artificial Intelligence 2020

Date of receipt: 11/11/2020, Conferred by: The Education University of Hong Kong (EdUHK)
 
m-Orchestrate app: "Special Award"
The 5th Anniversity Edition of The International Society of Innovation & Advanced Skills (TISIAS)
Date of receipt: /8/2020, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2020
 
m-Orchestrate app: "Silver Medal"
The 5th Anniversity Edition of The International Society of Innovation & Advanced Skills (TISIAS) This project aims at designing, developing and implementing an innovative mobile learning app - m-Orchestrate app to increase teacher’s capacity in orchestrating students’ collaborative science inquiry in a mobile learning environment across formal and informal learning settings; in the meantime to improve students’ conceptual understanding and collaborative inquiry learning skills in science.
Date of receipt: /8/2020, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2020
 
Dean's Research Output Prize 2020

Date of receipt: /6/2020, Conferred by: FLASS, EdUHK
 
Best Presentation Award @ 2019 International Conference on Advances in STEM Education (ASTEM 2019)

Date of receipt: 20/12/2019, Conferred by: The Education University of Hong Kng (EdUHK)
 
Special Inventor Award
In iCAN 2019, EdUHK showcased four edtech innovations and the GMoodle system for assessment automation has been awarded with two prizes: silver medal and special award. The GMoodle system is developed for assessment of collaborative learning. The whole process of collaboration is recorded by the system to provide an objective measure and fair evaluation to reflect the actual contribution of each student in a group project.
Date of receipt: 24/8/2019, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2019
 
Silver Medal
In iCAN 2019, EdUHK showcased four edtech innovations and the GMoodle system for assessment automation has been awarded with two prizes: silver medal and special award. The GMoodle system is developed for assessment of collaborative learning. The whole process of collaboration is recorded by the system to provide an objective measure and fair evaluation to reflect the actual contribution of each student in a group project.
Date of receipt: 24/8/2019, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2019
 
Best Teacher Forum Paper Award 2019
YanjieSong, Ka Man Lung, Hiroaki Ogata, Yin Yang, Nehal Hasnine, Kosuke Mouri
Date of receipt: 27/5/2019, Conferred by: 23rd Global Chinese Conference on Computers in Education(GCCCE 2019)
 
2018年度香港教育大學教職員組硬筆書法比賽教職員組冠軍

Date of receipt: 25/5/2018, Conferred by: 香港教育大學中國語言學系 主辦, 香港教育大學香港教育博物館 協辦
 
Dean's Research Output Prize 2018

Date of receipt: 9/4/2018, Conferred by: FLASS
 
Best Teacher Forum Paper Award 2016
The paper was awarded "Best Teacher Forum Paper Award" among papers from four regions (Hong Kong, Taiwan, Singapore, and Mainland) under the sub-theme of Teacher Forum in 20th Global Chinese conference on Computers in Education (GCCCE 2016), held in Hong Kong during 23-27 May, 2016.
Date of receipt: 27/5/2016, Conferred by: Globle Chinese Society for Computers in Education
 
Best Overall Paper Nominee 2013

Date of receipt: /11/2013, Conferred by: Asia-Pacific Society for Computers in Education
 
Best Paper Award 2013

Date of receipt: 30/5/2013, Conferred by: The 17th Global Chinese Conference on Computers in Education (GCCCE)
 
Best Overall Paper Award 2011
The paper entitled "Analyzing Students’ After-School artifact creation processes in a mobile-assisted language learning environment" by Wong, L.-H., Song, Y., Chai, C.-S., & Ying, Z. (2011) obtained the Best Overall Paper Award. Among 244 paper submissions (168 full papers) to the ICCE 2011, five types of awards were given: Best WIPP (Work in Progress Paper) Award, Best Poster Award, Best Technical Paper Award, Best Student Paper award, and Best Overall Paper Award. For each type of the awards, “best paper award nominees” were chosen first, then one paper will be nominated as the “finalist”. “Best Overall Paper Award” was evaluated highly in all aspects among 13 full best paper nominees.
Date of receipt: 2/12/2011, Conferred by: Asia-Pacific Society for Computers in Education
 
The graduate Student Community Services Award

Date of receipt: 27/10/2008, Conferred by: Asia-Pacific Society for Computers in Education
 
APSCE Merit Scholarship

Date of receipt: 27/10/2008, Conferred by: Asia-Pacific Society of Computers in Education
 
Contribution Award

Date of receipt: 27/8/2007, Conferred by: Asia-Pacific Society for Computers in Education
 
The University of Hong Kong Research Postgraduate Studentship (2005-2009)

Date of receipt: /9/2005, Conferred by: The University of Hong Kong
 
First Prize for Excellent Teaching Results

Date of receipt: 10/8/1996, Conferred by: Graduate School, Harbin Institute of Technology, China
 
Patents

Method and apparatus for analyizing emotions of text and generating feedback responses on text (HK)
The main function of the invention is to create an AI-powered mobile app called ‘AIrtDiary’ that promotes positive education for university students. - A/G16
 
Method and apparatus for analyizing emotions of text and generating feedback responses on text (USA)
The main function of the invention is to create an AI-powered mobile app called ‘AIrtDiary’ that promotes positive education for university students. - A/G16
 
A System and Method for Animating An Avatar in a Virtual World (USA)
A System and Method for Animating An Avatar in a Virtual World - A/G16
 
A System and Method for Animating An Avatar in a Virtual World (Mainland China)
A System and Method for Animating An Avatar in a Virtual World - A/G16
 
A System and Method for Animating An Avatar in a Virtual World (HK)
A System and Method for Animating An Avatar in a Virtual World - A/G16