Dr SUN, Daner    孫丹兒 博士
Assistant Professor
Department of Mathematics and Information Technology
Contact
ORCiD
0000-0002-9813-6306
Phone
(852) 2948 8473
Email
dsun@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55207430900
Research Interests
  • ICT-supported science education
  • AI in education
  • Mobile learning
  • Technology-oriented STEM education
  • Pedagogy in Educational Technology
  • Higher-order thinking in interdisciplinary education
Teaching Interests
  • STEM education: curriculum and pedagogy
  • Technology-supported learning environment
  • Research methods in educational technology/STEM education/AIED
  • e-learning pedagogy


External Appointments

Editorship

1)  Jan 2024- Associate Editor,  Education and Information Technologies, JCR, 19/269, IF=5.5, Q1 in Education, A

2) Jan 2023-, Associate Editor, Research and Practice in Technology Enhanced Learning (RPTEL), SJR, Q1 in Education, A

3) Jan 2024 -, Editorial Board Member, Discover Education

4) 5 June 2023-, Editorial Board Member, Technology, Pedagogy and Education, SSCI, 27/269, IF=4.9, JCR Q1 in Education, A

5)    1 Jan 2023- , Editorial Board Member, Educational Technology & Society (ET&S), SSCI, 46/269, IF=4.0, JCR Q1 in Education, A

6)    25 Nov 2022-, Academic Editor, PLOS ONE, SJR, Q1 in Multidisciplinary, A


Journal Special Issue

Sun, D*., Keane, T., & Lee,J.C.-K. (2025). Intelligent Robotics in STEM Education: Pedagogical Innovation, Higher-Order Thinking, and Interdisciplinary Competence. Educational Technology & Society, 28 (4). [SSCI, Q1, IF=4, 46/269 = Top 17%, A] https://drive.google.com/file/d/1IIh5ud9TD4mm2EWD95xPFaqPM0sSAkr9/view

Sun, D*., Wong, L. H., Looi, C-K. (2023). Emerging Technologies and Pedagogical Transformations in STEM Education. Future in Educational Research. https://onlinelibrary.wiley.com/page/journal/ 28359402/homepage/call-for-papers/stem-educ

Sun, D*., Looi, C-K., Hsu., T-C. & Yang, Y. (2023). Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices. 1) Education Sciences. [SJR, Q1, IF=3, 114/759 = Top 15%, B] 2) Sustainability. [SSCI, Q2, IF=3.9, 48/128 = Top 38%, B]. https://www.mdpi.com/journal/education/special_issues/X100DVF9RZ; https://www.mdpi.com/journal/sustainability/special_issues/7LT039908L

Kuo, B-C., Li, C-H., Hsu, T-C., & Sun, D. (2023). Educational Big Data Analytics for Promoting Smart Learning. Smart Learning Environments. [SJR, Q1, IF=4.8, 63/759 = Top 8%, A]. https://www.springeropen.com/collections/EBDSL 

Sun, D*& Hsu, Y-S. (2016). Innovations of Technology-Supported STEM Education. Research and Practice in Technology Enhanced Learning. [JCI, Q1, IF=3.2, 142/759 = Top 19%, A]


Keynote Speech and Invited Talks


Reviewers of International Journals

IEEE Transactions on Learning Technolgies; Educational Review (2022-); Review of Educatioanl Research; Educational Researcher; Journal of Educational Evaulation (2020-); Asia Pacific Journal of Education (2019-); Interactive learning environment; British Journal of Educational Technology; Journal of Computer-Assisted Learning; Computers & Education; Science Education; Technology, Pedagogy and Education; Journal of Science Education and Technology; Journal of Computers in Education; Research in Science Education; Education, Technology & Society; ACM Transactions on Computing Education (2023-); Research in Science & Technological Education; npj Science of Learning (2023-)

 

Reviewers of International Conferences

  • Global Chinese Conference on Computers in Education (GCCCE)
  • International Conference of the Learning Sciences (ICLS)
  • International Conference of Computers on Education (ICCE)
  • The National Association for Research in Science Teaching (NARST)


Members of Committees

  • APSCE Executive Committee (EC) member 2024-2027
  • Program Committee Chair, CTE-STEM 2024
  • International Program Coordination Vice-Chair, Chair of Doctoral Students Forum of GCCCE2024
  • Chair of C 8: PBL and STEM education at GCCIL2023; Mentor of DSC-4 at Doctoral Student Consortium, ICCE 2023
  • Vice IPC of GCCCE 2023, Chair of Teacher Forum at GCCCE 2023, Mentor of Doctoral Forum of GCCCE2023
  • Chair of SIG CUMTEL 2022-23; Chair of C2, Teacher Forum at GCCCE 2022; Associate Editors of GCCCE2021 proceedings; Hong Kong Local Organising Committee member of GCCCE2021 teacher forum
  • Co-Chair of SIG CUMTEL 2020-22; Chair of C1 at GCCCE 2020;Co-chair of C2 at GCCCE 2019; Chair of C2 at GCCCE 2018; Session Chair (C8-7) of GCCCE 2016
  • Chair of C4 at ICCE 2019; Chair of W15 of ICCE 2018; Chair of C7 at ICCE 2017; Co-chair of C2 2017; Co-Chair of C7 at ICCE2016; Session chair a CUMTEL session of ICCE2015
  • Subject experts of STEM Olympiad 2016, 8 July, EudHK.
  • Members of the International Society of the Learning Sciences
  • Program Committee Member of ICCE and GCCCE
  • Member of the Journal of Research in Science Teaching (JRST) award selection committee


Personal Profile

Dr Sun Daner is an assistant professor and associate head at the Department of Mathematics and Information Technology, the Education University of Hong Kong (EdUHK), Hong Kong. Before joining EdUHK in 2015, she had been working as a postdoc fellow at the Learning Sciences Lab of the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. Dr Sun follows a long–term research agenda spanning ICT-supported science education, AI in education, mobile learning, technology-oriented STEM education, and higher-order thinking in interdisciplinary education. In her research, she addresses the prevailing hot topics and challenges in these fields, thereby developing a solid understanding of the developments in these fields as well as making her contributions. Her papers appeared in flagship journals in the field of educational technology and learning sciences, such as Computers & Education (IF=12, Q1, Top 1 in education), British Journal of Educational Technology (IF=6.6, Q1), Journal of Science Education and Technology (IF=4.4. Q1), Educational Technology & Society (IF=4, Q1).


Dr Sun published several book chapters and served as the editor/co-editor for the journal's special issues and international conference proceedings. Meanwhile, she actively leads or contributes to research projects including the General Research Fund (GRF) project and other external projects. Based on a review report, Dr Sun is listed as one of the top 20 influential researchers of mobile learning in the world (ranking: 15/20) (Goksu, 2021).


Dr Sun spares no effort in taking various leading roles in local and international academic events and activities to contribute to the professional research community. She has taken leading roles as an organizer of ICCE and GCCCE international conferences. Three of her conference papers have been awarded nominations for the best student paper, the best overall paper, the best design paper, and in referred international conferences (i.e. GCCCE2018, ICCE2013, CSCL2013). She is the Executive Committee Member of APSCE; the chair of the Special Interest Group (SIG) of CUMTEL of APSCE (2022-23); She is the Associate Editor of Education and Information Technologies, and APSCE official journal: RPTEL; and an editorial member of Educational Technology & Society (ET&S), Technology, Pedagogy and Education (TPE). She is a reviewer of SSCI journals and serves as a member of relevant societies and associations. She is the awardee of the Outstanding Reviewer Award of Computers & Education 2018.


Dr Sun is the awardee of the President's Award of Outstanding Performance in Research: Early Career Research Excellence Award, 22/23; APSCE Early Career Researcher Award (ECRA) 2022; the President’s Award for Outstanding Performance in Knowledge Transfer (Team) 19/20; Dean's Research Output Prize 21/22 in EdUHK.


Research Interests

  • ICT-supported science education
  • AI in education
  • Mobile learning
  • Technology-oriented STEM education
  • Pedagogy in Educational Technology
  • Higher-order thinking in interdisciplinary education
Teaching Interests

  • STEM education: curriculum and pedagogy
  • Technology-supported learning environment
  • Research methods in educational technology/STEM education/AIED
  • e-learning pedagogy


External Appointments

Editorship

1)  Jan 2024- Associate Editor,  Education and Information Technologies, JCR, 19/269, IF=5.5, Q1 in Education, A

2) Jan 2023-, Associate Editor, Research and Practice in Technology Enhanced Learning (RPTEL), SJR, Q1 in Education, A

3) Jan 2024 -, Editorial Board Member, Discover Education

4) 5 June 2023-, Editorial Board Member, Technology, Pedagogy and Education, SSCI, 27/269, IF=4.9, JCR Q1 in Education, A

5)    1 Jan 2023- , Editorial Board Member, Educational Technology & Society (ET&S), SSCI, 46/269, IF=4.0, JCR Q1 in Education, A

6)    25 Nov 2022-, Academic Editor, PLOS ONE, SJR, Q1 in Multidisciplinary, A


Journal Special Issue

Sun, D*., Keane, T., & Lee,J.C.-K. (2025). Intelligent Robotics in STEM Education: Pedagogical Innovation, Higher-Order Thinking, and Interdisciplinary Competence. Educational Technology & Society, 28 (4). [SSCI, Q1, IF=4, 46/269 = Top 17%, A] https://drive.google.com/file/d/1IIh5ud9TD4mm2EWD95xPFaqPM0sSAkr9/view

Sun, D*., Wong, L. H., Looi, C-K. (2023). Emerging Technologies and Pedagogical Transformations in STEM Education. Future in Educational Research. https://onlinelibrary.wiley.com/page/journal/ 28359402/homepage/call-for-papers/stem-educ

Sun, D*., Looi, C-K., Hsu., T-C. & Yang, Y. (2023). Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices. 1) Education Sciences. [SJR, Q1, IF=3, 114/759 = Top 15%, B] 2) Sustainability. [SSCI, Q2, IF=3.9, 48/128 = Top 38%, B]. https://www.mdpi.com/journal/education/special_issues/X100DVF9RZ; https://www.mdpi.com/journal/sustainability/special_issues/7LT039908L

Kuo, B-C., Li, C-H., Hsu, T-C., & Sun, D. (2023). Educational Big Data Analytics for Promoting Smart Learning. Smart Learning Environments. [SJR, Q1, IF=4.8, 63/759 = Top 8%, A]. https://www.springeropen.com/collections/EBDSL 

Sun, D*& Hsu, Y-S. (2016). Innovations of Technology-Supported STEM Education. Research and Practice in Technology Enhanced Learning. [JCI, Q1, IF=3.2, 142/759 = Top 19%, A]


Keynote Speech and Invited Talks


Reviewers of International Journals

IEEE Transactions on Learning Technolgies; Educational Review (2022-); Review of Educatioanl Research; Educational Researcher; Journal of Educational Evaulation (2020-); Asia Pacific Journal of Education (2019-); Interactive learning environment; British Journal of Educational Technology; Journal of Computer-Assisted Learning; Computers & Education; Science Education; Technology, Pedagogy and Education; Journal of Science Education and Technology; Journal of Computers in Education; Research in Science Education; Education, Technology & Society; ACM Transactions on Computing Education (2023-); Research in Science & Technological Education; npj Science of Learning (2023-)

 

Reviewers of International Conferences

  • Global Chinese Conference on Computers in Education (GCCCE)
  • International Conference of the Learning Sciences (ICLS)
  • International Conference of Computers on Education (ICCE)
  • The National Association for Research in Science Teaching (NARST)


Members of Committees

  • APSCE Executive Committee (EC) member 2024-2027
  • Program Committee Chair, CTE-STEM 2024
  • International Program Coordination Vice-Chair, Chair of Doctoral Students Forum of GCCCE2024
  • Chair of C 8: PBL and STEM education at GCCIL2023; Mentor of DSC-4 at Doctoral Student Consortium, ICCE 2023
  • Vice IPC of GCCCE 2023, Chair of Teacher Forum at GCCCE 2023, Mentor of Doctoral Forum of GCCCE2023
  • Chair of SIG CUMTEL 2022-23; Chair of C2, Teacher Forum at GCCCE 2022; Associate Editors of GCCCE2021 proceedings; Hong Kong Local Organising Committee member of GCCCE2021 teacher forum
  • Co-Chair of SIG CUMTEL 2020-22; Chair of C1 at GCCCE 2020;Co-chair of C2 at GCCCE 2019; Chair of C2 at GCCCE 2018; Session Chair (C8-7) of GCCCE 2016
  • Chair of C4 at ICCE 2019; Chair of W15 of ICCE 2018; Chair of C7 at ICCE 2017; Co-chair of C2 2017; Co-Chair of C7 at ICCE2016; Session chair a CUMTEL session of ICCE2015
  • Subject experts of STEM Olympiad 2016, 8 July, EudHK.
  • Members of the International Society of the Learning Sciences
  • Program Committee Member of ICCE and GCCCE
  • Member of the Journal of Research in Science Teaching (JRST) award selection committee


Research Outputs

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Maiga Chang, Hyo-Jeong So, Lung-Hsiang Wong, Fu-Yun Yu, Ju-Ling Shih, Ivica Boticki, Ming-Puu Chen, Ali Dewan, Stian Haklev, Elizabeth Koh, Tomoko Kojiri, Kuo-Chen Li, Daner Sun, Yun Wen (2019). Proceedings of ICCE 2019 - 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education.
Sun.D & Looi, C-K. (2019). An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces.In: Looi CK., Wong LH., Glahn C., Cai S. (eds) Seamless Learning. Lecture Notes in Educational Technology. Singapore: Springer, Singapore.
莊紹勇, 施如齡 , 呂賜傑 , 黃慕雄, 陳雄輝 , 謝幼如 , 張學波 , 李海雲 , 張屹 ,孫丹兒, 郭立平 , 陳成志 , 劉永發 , 謝浩然 , 江波 , 王敏紅 , 涂仕奎 (2018).《第22屆全球華人計算機教育應用大會:大會論文集》. 華南師範大學
Chapter in an edited book (author)
Zhan, Y., Sun, D., Chan, N. C., Chan, K. W., Lam, T. S., & Lee, T. H. (2021). Enhancing learning engagement through formative e-assessment in general education foundation course tutorials. LIM, C. P. & GRAHAM, C. R. (, Blended learning for inclusive and quality higher education in Asia (281-299). Singapore: Springer.
Sun, D.,& Looi, C.-K. (2018). Learning Primary Science by Inquiry: What does a technology-enabled curriculum look like?. Kerry J. Kennedy & John Chi-Kin Lee, Routledge International Handbook of Schools and Schooling in Asia (144-155). New York: Routledge.
Looi, C.-K., Lim,K.F., Pang,P., Koh, A., Seow, P., Sun, D., Boticki,I., Norris,K., & Soloway,E (2016). Bridging Formal and Informal Learning with the Use of Mobile Technology. In C. S. Chai, C. P, Lim. & C. M. Tan (Eds), Future Learning in Primary Schools: A Singapore Perspective (79-96). Singapore: Springer Singapore.
Looi, C-K., Sun, D., Wu, L-K., Wong,L-H. (2016). Professional development for sustaining a mobile learning-enabled curriculum. In Ng,W & Cumming, T.M., Sustaining Mobile Learning: Theory, Research and Practice (80-100). Australia: Routledge.
Looi,C-K., Sun,D., Xie,W (2016). Design for linking science learning to the informal spaces. Ronghuai HUANG, KINSHUK, Jon K. PRICE, ICT in education in global context: Comparative reports of innovations in K-12 education (75-94). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-47956-8_4
Looi, C-K., Sun, D., Wu, L., & Ye,X (2015). Seeding a Curricular Innovation from One School to Five Schools: A Case Study from Singapore. Looi, C-K., & Teh, L, Scaling Educational Innovations (100-120). Singapore: Springer-Verlag Singapur.
Edited book (editor)
Sun, D., Kong, S. C., Wang, Q., Huang, R., Li, Y., & Hsu, T. C. (eds.) (2021). Teacher Forum Proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE 2021). Hong Kong: The Education University of Hong Kong.
王祖浩, 孫丹兒 (2015)。 化學實驗研究方法及教學應用。中國南寧: 廣西教育出版社。

Journal Publications
Publication in refereed journal
Sun, D., Looi, C-K., Yang, Y., & Jia, F. (Accepted) (2024). Exploring Students’ Learning Performance in Computer-Supported Collaborative Learning Environment During and After Pandemic: Cognition and Interaction.. British Journal of Educational Technology, xx, 0-0. https://doi.org/10.1111/bjet.13492
Yang, Y., Chan, C.K.K., Zhu, G. Tong, Y., Sun, D. (2024). Reflective assessment using analytics and artifacts for scaffolding knowledge building competencies among undergraduate students. International Journal of Computer-Supported Collaborative Learning, 0, 0-0. https://doi.org/10.1007/s11412-024-09421-8
Sun, F., Tian, P., Sun,D.,Fan, Y., & Yang, Y. (2024). Pre-Service Teachers’ Inclination to Integrate AI into STEM Education: Analysis of Influencing Factors. British Journal of Educational Technology, xx, 0-0. https://doi.org/10.1111/bjet.13469
Zeng, J., Sun, D., Looi, C-K., & Fan, C.W. (2024). Exploring the Impact of Gamification on Students Academic Performance: A Comprehensive Meta-Analysis of Studies from the Year of 2008 to 2023.. British Journal of Educational Technology, XX, 0-0. https://doi.org/10.1111/bjet.13471
Sun, D., Chou, K.L., Yang, L., & Yang, Y. (accepted) (2024). A Systematic Review of Technology-Supported Scaffoldings in Empirical Studies from 2017-2022: Trends, Scaffolding Design Features and Learning Outcome.. Educational Technology & Society, 27(3), 185-203. https://doi.org/10.30191/ETS.202407_27(3).RP11
Yang, Y., Chen, Y., Feng, X., Sun, D., Pang, S (2024). Investigating the mechanisms of analytics‑supported refective assessment for fostering collective knowledge. Journal of Computing in Higher Education, xx, 0-0. https://doi.org/10.1007/s12528-024-09398-1
Zhan, Y., So, W.M.W., Sun, D., & Yan, Z (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19(33), 0-0. https://doi.org/10.58459/rptel.2024.19033
Jiang, W., Zhan, Y., Sun, D*., Looi,C-K (2024). Development and Validation of a Blended Learning Perception Scale for Higher Vocational Students. Research and Practice in Technology Enhanced Learning, 19(32), 0-0. https://doi.org/10.58459/rptel.2024.19032
Tian, P., Fan, Y., Sun, D*.,& Li, Y (2024). Evaluating Students’ Computation Skills in Learning Amount of Substance based on SOLO Taxonomy in Secondary Schools.. International Journal of Science Education, XX, 0-0. https://doi.org/10.1080/09500693.2023.2291691
Yeung, C.Y., Yeung, C.H., Sun, D*., & Looi, C-K. (2024). A Systematic Review of Drone Integrated STEM Education at Secondary Schools (2005-2023): Trends, Pedagogies, and Learning Outcomes. Computers and Education, xx, 0-0. https://doi.org/10.1016/j.compedu.2024.104999
Zhu, L.,Shu, L., Tian, P., Sun, D*., Luo, M (2024). Facilitating Students’ Design Thinking Skills in Science Class: An Exploratory Study. International Journal of Science Education, xx, 0-0. https://doi.org/10.1080/09500693.2024.2309658
Jiang, W., Zhan, Y., Sun, D*., Sun, J., & Tian, P (2023). Exploring the Effects of SPOC-based Blended Learning on Students’ Learning Performance at Higher Vocational Education. Interactive Learning Environments, xx, 0-0. https://doi.org/10.1080/10494820.2023.2294774
Pang,S., Lai S., Zhang, A., Yang,Y. & Sun,D (2023). Graph convolutional network for automatic detection of teachers’ nonverbal behavior. Computers and Education: Artificial Intelligence, 0, 0. https://doi.org/10.1016/j.caeai.2023.100174
48. Sheng,J., Tian, P., Sun, D., & Fan, Y (2023). Influence of STEM Value Perceptions on STEM Career Preferences among Agricultural and Forestry Undergraduates. Journal of Baltic Science Education, 22 (5), 914-928. https://doi.org/10.33225/jbse/23.22.914
49. Jia, F., Sun, D*. & Looi, C.K. (2023). Artificial Intelligence in Science Education (2013-2023): Research Trends in Ten Years. Journal of Sciene Education and Technology, 0, 0. https://doi.org/10.1007/s10956-023-10077-6
50. Chen, H., Sun, D *., Yang, Y., Looi, C.K.,& Jia,F. (2023). Detecting and visualizing research trends of blended learning: A bibliometric analysis of studies from 2013-2022.. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), 0. https://doi.org/10.29333/ejmste/13592
Deng, F, Lan, W., Sun,D*., & Zheng, Z (2023). Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom. Sustainability, 15(21), 0-0. https://doi.org/10.3390/su152115441
趙玥穎、孫丹兒和尚俊傑 (2023). 國際教育遊戲實證研究綜述---基於2018-2022年的文獻分析. 開放教育研究, 29(5), 106-120.
45. Zhang, Y., Zhan, Y., Wan, Z. & Sun, D (2023). What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners.. International Journal of Science Education, 0, 0. https://doi.org/10.1080/09500693.2023.2262728
46. Looi, C.K., Chan, S.W., Wu, L., Huang, W., Kim, M.S.& Sun, D (2023). Exploring Computational Thinking in the Context of Mathematics Learning in Secondary Schools: Dispositions, Engagement and Learning Performance.. International Journal of Science and Mathematics Education, 0, 0. https://doi.org/10.1007/s10763-023-10419-1
47. Yan, S., Sun, D., Zhou, Q., Yang, Y., & Tian, P (2023). Exploring the Impact of Virtual Laboratory with KWL Reflective Thinking Approach on Students’ Science Learning in Higher Education. Journal of Computing in Higher Education, 0, 0. https:// https://doi.org/10.1007/s12528-023-09385-y
44. Sun, D., Zhan, Y., Wan, Z. H., Yang, Y., & Looi, C.K (2023). Identifying the Roles of Technology: A Systematic Review of STEM Education in Primary and Secondary Schools from 2015 to 2023. Research in Science & Technological Education, 0, 0. https://doi.org/10.1080/02635143.2023.2251902
43. Yang, Y., Feng, X., Zhu, G., & Sun, D (2023). Exploring the mechanisms of data-supported reflective assessment for pre-service teachers' knowledge building. Interactive Learning Environments, 0, 0. https://doi.org/10.1080/10494820.2023.2223238
42. Zhan,X., Sun, D*., Song,R., Yang, Y., & Zhan,Y (2023). Empowering Students’ Engineering Thinking: An Empirical Study of Integrating Engineering into Science Class at Junior Secondary Schools. Thinking Skills and Creativity, 0, 0. https://doi.org/10.1016/j.tsc.2023.101364
41. Zhu, L., Sun, D*., Luo, M., Liu, W.,& Xue, S (2023). Investigating Pre-service Science Teachers Design Performance in Laboratory Class: The Inquiry-based Design Thinking Approach. Journal of Science Education and Technology, 0, 0. https://doi.org/10.1007/s10956-023-10050-3
40. Wu,M., Sun*, D., Yang, Y., Li, M.,& Sun, J (2023). Investigating Students’ Performance at Self-Regulated Learning and Its Effects on Learning Outcomes in Chemistry Class at the Senior Secondary School. International Journal of Science Education, 0, 0. https://doi.org/10.1080/09500693.2023.2209693
39. Xu,Q, Sun, D*., & Zhan, Y. (2023). Embedding Teacher Scaffolding in a Mobile Technology Supported Collaborative Learning Environment in English Reading Class: Students Learning Outcomes, Engagement, and Attitudes. International Journal of Mobile Learning and Organisation, 17, 280-302.
37. Tian, P., Sun, D., Han,R., Fan, Y. (2023). Integrating micro project-based learning to improve conceptual understanding and cruical learning skills in chemistry. Journal of Baltic Science Education, 22(1), 130-152.
38. Chen, H.E., Sun, D*., Hsu, T-C., Yang, Y., & Sun, J. (2023). Visualising Trends in Computational Thinking Research from 2012 to 2021: A Bibliometric Analysis. Thinking Skills and Creativity, 47, 0-0. https://doi.org/10.1016/j.tsc.2022.101224
36. Jia,F., Sun,D*., Ma, Q.,& Looi, C-K. (2022). Developing an AI-based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language. Sustainability, 14, 15227. https://www.mdpi.com/2071-1050/14/23/15527
35. Zhang, H., Wang,C.,Huang, F., & Sun,D (2022). How does mobile learning support second language learning: Evidence from CSL learners’ turn construction in online communication. International Journal of Mobile Learning and Organisation, xx, 0-0. https://doi.org/DOI: 10.1504/IJMLO.2024.10055036
34. Zhan,X.,Sun, D*., Wen, Y., Yang, Y., & Zhan,Y (2022). Investigating Students' Engagement in Mobile Technology-Supported Science Learning through Video based Classroom Observation. Journal of Science Education and Technology, 31, 514-527. https://doi.org/10.1007/s10956-022-09970-3
33. Yang,Y., Zhu, G., Sun, D., & Chan, K (2022). Collaborative Analytics-Supported Reflective Assessment for Scaffolding Pre-Service Teachers' Collabortive Inquiry and Knowledge Building,. International Journal of Computer Supported Collaborative Learning, 17, 249–292. https://doi.org/10.1007/s11412-022-09372-y
32. Xue, S., Sun, D., Zhu, L., Huang, H-W., & Topping, K (2022). Comparing the Effects of Modelling and Analogy on High School Students's Content Understanding and Transferability: The Case of Atomic Structure. Journal of Baltic Science Education, 21(2), 325-341. https://doi.org/10.33225/jbse/22.21.325
31. Zhan, Y., Wan, Z.H.,& Sun, D (2022). Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors. Computers & Education, 176, 0-0. https://doi.org/10.1016/j.compedu.2021.104341
30. Luo, M., Sun, D*, ., Zhu, L., & Yang,Y (2021). Evaluating scientific reasoning ability: Student performance and the interaction effects between grade level, gender, and academic achievement level. Thinking Skills and Creativity, 41, 100899. https://doi.org/10.1016/j.tsc.2021.100899
29. Zhan, X., Sun, D*., Wan, Z., Hua, Y., & Xu, R. (2021). Investigating Teacher Perceptions of Integrating Engineering into Science Education in Mainland China. International Journal of Science and Mathematics Education, 19, 1397-1420. https://doi.org/10.1007/s10763-020-10117-2
28. Yeung, W. K., & Sun, D*. (2021). An exploration of inquiry-based authentic learning enabled by mobile technology for primary science. International Journal of Mobile Learning and Organisation, 15(1), 1-28. https://doi.org/10.1504/IJMLO.2021.111594
27. Sun, D., Looi, C.-K., Yang, Y., & Sun, J. (2020). Design and Implement Boundary Activity Based Learning (BABL) Principle in Science Inquiry: An Exploratory Study. Journal of Educational Technology & Society, 23(4), 147-162. https://www.j-ets.net/collection/published-issues/23_4
26. Yang,Y., Du. Y., Jan van, A., Sun, D., & O, F (2020). Self-directed reflective assessment for collective empowerment among pre-service teachers. British Journal of Educational Technology, 51(2), 1960-1980. https://doi.org/10.1111/bjet.13040
25. Yang, Y., Long, Y., Sun, D., van Aalst, J., & Cheng, S. (2020). Fostering Students’ Creativity via Educational Robotics: An Investigation of Teachers' Pedagogical Practices based on Teacher Interviews. British Journal of Educational Technology, 51(5), 1826-1842. https://doi.org/10.1111/bjet.12985
Kong, S.C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy. Computers and Education, 151 (103872), 1-19.
23. Luo, M., Wang, Z, Sun, D*., Wan, Z.H., Zhu, L (2020). Evaluating Scientific Reasoning Ability: the Design and Validation of an Assessment with a focus on Reasoning and the use of Evidence. Journal of Baltic Science Education, 19(2), 261-275. https://doi.org/10.33225/jbse/20.19.261
22. Zhan, X., Sun, D*., Qiang,C., Song,R., Wan, Z.H. (2019). Propensity score analysis of the impacts of junior secondary students' participation in engineering practices on their attitudes toward engineering.. Eurasia Jorunal of Mathematics, Science and Technology Education, 15(11), em1765. https://doi.org/10.29333/ejmste/106761
21. Sun, D*.,&Looi, C.-K. (2018). Boundary interaction: Towards developing a mobile technology-enabled science curriculum to integrate learning in the informal spaces. British Journal of Educational Technology, 49(3), 505-515. https://doi.org/10.1111/bjet.12555
20. Looi, C.-K., Sun, D*., Kim, M.S.,& Wen,Y. (2018). The impact of a professional development model for a mobilized science curriculum: a case study of teacher changes. Research in Science & Technological Education, 36(1), 86-110.
19. Sun,D*., Looi, C-K.,& Xie, W. (2017). Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students. Technology, Pedagogy and Education, 26(3), 241-263.
18. Sun, D., Looi,C-K., Wu, L., & Xie, W (2016). The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study. Research in Science Education, 46(4), 547-573.
17. Sun, D. & Looi, C-K (2016). Focusing a mobile science learning process: difference in activity participation. Research and Practice in Technology Enhanced Learning, 2(3),https://doi.org/10.1186/, Online.
16. Looi, C.-K., Sun, D., & Xie, W. (2015). Exploring Students’ Progression in an Inquiry Science Curriculum Enabled by Mobile Learning. IEEE Transactions on Learning Technologies, 8(1), 43-54.
15. Sun, D., & Looi, C.-K. (2014). Collaborative Inquiry with a Web-Based Science Learning Environment: When Teachers Enact It Differently. Journal of Educational Technology &Society, 17(4), 390-403.
14. Looi, C.-K., Sun, D., Wu, L., Seow, P., & Chia, G. (2014). Implementing Mobile Learning Curricula in a Grade Level: Empirical Study of Learning Effectiveness at Scale. Computers & Education, 77, 101-115.
13. Looi, C.-K, Sun, D., Seow, P., Chia, G (2014). Enacting a Technology-based Science Curriculum across a Grade Level: The Journey of Teachers' Appropriation. Computers & Education, 71, 222-236.
12. Sun, D., & Looi, C.-K. (2014). Designing for Model Progression to Facilitate Students' Science Learning. Research and Practice in Technology Enhanced Learning (RPTEL), 9(2), 301-322.
11. Sun, D., Wang, Z. H., Xie, W.T., & Boon, C.C. (2014). Status of Integrated Science Instruction in Junior Secondary Schools of China: An Exploratory Study. International Journal of Science Education, 36(5), 808-838.
10. Sun, D., & Looi, C.-K (2013). Designing a Web-based Science Learning Environment for Model-based Collaborative Inquiry. Journal of Science Education and Technology, 22(1), 73-89.
9. 孫丹兒 (2013)。 中學化學實驗研究的視角及其啟示。 化學教學,7,7-10。
8. 孫丹兒,韋斯林 (2012)。 探索仿真科學實驗軟件的專業化發展思路--以科羅拉多大學PhET項目為例。 現代教育技術,7,114-118。
7. 孫丹兒,張寶輝 (2012)。 國外基於模型的科學學習環境比較研究。 電化教育研究,6,33-40。
6. 孫丹兒,韋斯林 (2012)。 國外科學教育中傳感器技術教學研究及啟示。 遠程教育雜誌,5,50-55。
5. 孫丹兒,王祖浩 (2012)。 內容統整視角下我國綜合科學教科書體系特征研究。 河北師範大學學報(教育科學版),14(2),78-82。
4. 孫丹兒,葉孝軒 (2012)。 計算機技術支持的中學科學探究式學習環境設計。 中國電化教育,300,104-108。
3. 孫丹兒 (2011)。 實體聯繫模型在學習環境設計中的應用與啟示。 現代教育技術,21,42-47。
2. 王祖浩,孫丹兒, 李法瑞, 占小紅 (2010)。 基於手持技術的高中生化學概念學習認知研究。 中國電化教育,6,82-86。
1. 孫丹兒,王祖浩 (2009)。 化學教師實驗研究選題的新視角。 上海教育科研,2,91-93。
Publication in non-refereed journal
孫丹兒 (2018)。 新加坡教育為何能創新?。 上海教育,2018(2),22-23。

Conference Papers
Refereed conference paper
Ma, Y. T., Kong, S.-C., & Sun, D. (2023, December). Using self-regulated digital storytelling in primary students’ English learning: An exploratory factor analysis. Proceedings of 31st International Conference on Computers in Education, ICCE 2023, Japan.
Sun, D., Tian, P., Law, K. Y., & Cheuk, W. H. (2023, December). Empowering students computational thinking through robotics-enabled STEM education. Proceedings of 31st International Conference on Computers in Education, ICCE 2023, Japan.
Wong, L.-H., Sun, D., Ogata, H., So, H.-J., Gu, X., Hsu, T.-C. (2023, December). Mobile learning: Reflections on the past and visions for the future. Proceedings of 31st International Conference on Computers in Education, ICCE 2023, Japan.
Ma, Y.S., Kong, S.C., & Sun, D (2022, November). Using digital storytelling on scratch to support primary school EFL/ESL students’ writing: A self-regulated learning approach. Proceedings of the 30th International Conference on Computers in Education, ICCE 2022, Malaysia. http://www.scopus.com/inward/record.url?scp=85151066494&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus
Sun, D., & Yang, L. (2020, November). Designing technology supported scaffolding for fractions learning in primary schools. ICCE 2020-28th International Conference on Computers in Education Conference proceedings, Virtual.
Sun, D.,& Looi, C-K. (2019, December). Crossing border: Mobile technologies integrating into STEM activity in and out of classroom. the 27th International Conference on Computers in Education, Kenting, Taiwan.
Yeung, W.K., & Sun, D (2019, December). Exploring students performance in ICT-supported STEM learning activities at primary school. Paper presented at 2019 International Conference on Advances in STEM Education (ASTEM 2019)
Yeung, W. K., & Sun, D (2019, May). A Study of Inquiry-Based STEM Learning Supported by Mobile Technologies. Proceedings of Global Chinese Conference on Computers in Education (GCCCE) 2019, Wuhan, China.
Yeung, W.K., & Sun, D (2019, May). A study of inquiry-based STEM learning supported by mobile technologies. Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019)
Sun, D (2018, November). Designing a Seamless STEM Learning Environment: IN-STEM for Collaborative Problem Solving. Proceedings of The 26th International Conference on Computers in Education (ICCE 2018), Manila, Philippines.
Wing Kei Yeung, Daner Sun (2018, May). nQuire-it: Engaging Students in Authentic Inquiry Learning. Proceedings of The 22st Global Chinese Conference on Computers in Education(GCCCE 2018), Guangzhou, China.
Yeung, W.K., & Sun, D (2018, May). nQuire-it: Engaging students in authentic inquiry learning. The 22nd Global Chinese Conference on Computers in Education: Conference proceedings
Sun, D., & Looi, C.-K (2017, December). Designing Boundary Activity for Mobile Learning in Science Inquiry. Proceedings of The 25th International Conference on Computers in Education (ICCE 2017), New Zealand.
Sun, D.,& Looi, C.-K. (2017, November). Designing boundary activity for mobile learning in science inquiry. Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education
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.
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.
Sun, D & Looi, C-K (2015, November). Students’ Participation Patterns in a Science Curriculum Supported by Mobile Technology. Proceedings of the 23rd International Conference on Computers in Education. China: Asia-Pacific Society for Computers in Education, Hangzhou.
Looi, C.-K., Xie, W.,& Sun,D (2015, May). Developing teachers for implementing mobilized science inquiry: A case study of a beginning teacher.. Global Chinese Conference on Computers in Education, Tai Wan.
Looi, C.-K., Sun, D., Xie, W., Tan, C., &Hajar, S (2014, November). How do students progress in a mobilized inquiry science Curriculum. International Conference on Computers in Education, Nara, Japan.
Sun, D., Looi, C-K., Xie, W., & Lim, K. (2014, May). Exploring an Innovative Immersion of Mobile Learning into a Science Curriculum. The Global Chinese Conference on Computers in Education, Shanghai,Chna.
Sun, D., & Looi, C.-K (2013, November). Teacher Enactment in Collaborative Inquiry with a Science Learning Environment. International Conference of Computers on Education, Bali, Indonesia.
Sun, D., Looi, C.-K & Phua, J (2013, November). Design and Evaluation of a Collaborative Inquiry Environment to Enhance Science Learning. International Conference of Computers on Education, Bali, Indonesia.
Sun, D., Looi, C.-K, Lim, J., & Ng, J. (2013, November). Developing a Professional Development Model for Science Teachers to Implement a Mobilized Science Curriculum. International Conference of Computers on Education, Bali, Indonesia.
Ke, K., Sun, D., Looi, C.-K., & Teo, E. (2013, June). Exploring Teacher Interventions in Collaborative Inquiry with A Science Learning Environment. Redesigning Pedagogy Conference, Singapore.
Phua, J., Sun, D., Looi, C.-K., Teo, E., Low, C., Lim, K., & Ke, K (2013, June). Collaborative Inquiry with a Science Learning Environment: CSI System with Secondary School Students. Redesigning Pedagogy Conference, Singapore.
Sun, D., Looi, C.-K., & Teo, E (2013, June). Learning with Collaborative Inquiry: CSI as a Science Learning Environment for Secondary School Students. International Conference of Computer Supported Collaborative Learning, Wisconsin, USA.
Teo, E., Sun, D., & Looi, C.-K (2013, May). An Exploration of Collaborative Inquiry with a Science Learning Environment. Global Chinese Conference on Computers in Education, Beijing, China.
Sun, D., & Looi, C.-K (2012, November). Designing for Model Progression to Facilitate Students’ Science Learning. International Conference of Computers on Education, Singapore.
Sun, D., & Looi, C.-K., & Zhang, B.H (2012, July). Bridging Design and Practice: Towards a Model-based Collaborative Inquiry Science Learning Environment. International Conference of the Learning Sciences, Sydney, Australia.
Sun, D., & Looi, C.-K., & Chen, W.L., & Zhang, B.H (2012, May). Facilitate Secondary School Students’ Science Learning: Design of WiMVT Science Learning Environment. Global Chinese Conference on Computer in Education, Taiwan.
Zhang, B. H., Sun, D., Mous, K., & Koh, Q. B (2011, July). Developing A Web-based Modeling and Visualization Technology Integrated Inquiry-based Science Learning Environment (WiMVT) for CSCL. International Conference of Computer Supported Collaborative Learning, Hong Kong, China.
Zhang, B.H., Sun, D, Foong, S. K., & Ye, X.X (2011, May). Applying an iMVT Pedagogy to Address Student Learning Difficulties in Forces and Motion. Redesigning Pedagogy Conference, Singapore.

Creative and Literary Works, Consulting Reports and Case Studies
Consulting or contract research report
Looi, C.-K., Seow, P., Chia, G., Kim, M., Wong,L-H., & Sun,D (2012). Design for Scalability: From a Class Intervention to a Level Intervention. Singapore: National Institute of Education.

All Other Outputs
Journal editor ('editorial membership' should be excluded)
D.Sun., L-H.Wong.,& C-K. Looi (2023). Emerging Technologies and Pedagogical Transformations in STEM Education. WILEY. https://onlinelibrary.wiley.com/page/journal/28359402/homepage/call-for-papers/stem-educ?fbclid=IwAR22kI8mhLuTvyysSk1YYGANlRBEppUZ13K9iwlCBU5c3EyoYJO0K06rggg
D. Sun. , C-K., Looi, T-C. Hsu., & Y. Yang (2023). Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices. Education Sciences,. https://www.mdpi.com/journal/education/special_issues/X100DVF9RZ (Special Issue)
Kuo,B-C., Li, C-H., Hsu, T-C., & Sun, D. (2023). Educational Big Data Analytics for Promoting Smart Learning. Smart Learning Environments.. https://www.springeropen.com/collections/EBDSL (Special Issue)
D. Sun. , C-K., Looi, T-C. Hsu., & Y. Yang (2023). Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices. Sustainability. https://www.mdpi.com/journal/sustainability/special_issues/7LT039908L (Special Issue)
D. Sun., & Y-S. Hsu. (2016). Special issue: Innovations of Technology-Supported STEM Education. Research and Practice in Technology Enhanced Learning.
Postgraduate research theses
孫丹兒 (2010)。 我國科學課程內容統整研究。中國上海: 華東師範大學博士论文。

Prizes and awards

President’s Award for Outstanding Performance in Research: Early Career Research Excellence Award

Date of receipt: 3/4/2023, Conferred by: EDUHK
 
APSCE Early Career Researcher Award
The award recognises early career researchers who have produced international quality research output, and have demonstrated ambitions and aspirations consistent with the potential to achieve world-leading status, in the field of computers in education.
Date of receipt: 12/9/2022, Conferred by: The Asia-Pacific Society for Computers in Education (APSCE)
 
Dean's Research Output Prize 21/22

Date of receipt: /6/2022, Conferred by: FLASS, EdUHK
 
President’s Awards for Outstanding Performance in Knowledge Transfer
Professor Kong, the Principal Investigator of CoolThink@JC, Professor Chiu and Dr Sun, leaders of Course Design and Development, and the Teacher Development Subcommittee, led a joint effort with MIT to develop the course curriculum, learning and teaching materials, and evaluation tools for CT; to design and deliver teacher professional development courses; and to organize international conferences to facilitate the adoption of CT education by primary schools. Professor Kong’s team contributed their professional knowledge of programming education to nurture students’ proactive use of technology for social good from a young age. CoolThink@JC worked closely with the Education Bureau, benefiting more than 18,000 primary students.CoolThink@JC’s programme deliverables exceeded expectations.
Date of receipt: 22/5/2020, Conferred by: EDUHK
 
Best Student Paper Nomination at GCCCE 2018
The research on the mobile learning tool facilitating students' Science Learning is always a hot topic and worthy deep exploration. In this paper, we adopt an existing mobile tool, namely nQuire-it for exploring its contribution on students' cognition and attitudes towards Science Learning in Authentic Learning context. Experimental design was carried out for comparing the performance on conceptual understanding and attitudes towards Science Learning between experimental group and control group. The results have showed the learning efficiency of nQuire-it learning activities in students' improvement of conceptual understanding and development of positive attitudes. Copyright © 2018 Global Chinese Society for Computers in Education.
Date of receipt: 26/5/2018, Conferred by: The 22nd Global Chinese Conference on Computers in Education
 
Best Overall Paper Award Nomination and Best Technical Design Paper Award Nomination at ICCE 2013
The CSI (Collaborative Science Inquiry) learning environment is designed to help secondary school students understand scientific concepts, and develop scientific inquiry knowledge and skills through collaborative inquiry-based learning activities. This paper presents the design rationale and architecture of the system to support the shape of CSI learning environment. A pilot study that evaluates the effectiveness of the learning design is then reported. The findings attest to the positive role that CSI plays in enhancing students' conceptual understanding, learning interest and engagement in collaborative inquiry activities.
Date of receipt: 18/11/2013, Conferred by: 21th International Conference of Computers on Education
 
Best Paper Award & Best Design Paper Award Nominations at CSCL 2013
The paper presents a study of science instruction using collaborative inquiry with the CSI (Collaborative Science Inquiry) system which combines multiple learning design features with CSCL design elements. The study reported here explores the educational value of the system on students’ conceptual understanding, performance on inquiry phases and collaborative work. Promising results have been received from the comparison of pre-test and post-test achievements, the examination of artefacts, peer discussions, and interview transcripts. The results indicate that the collaborative inquiry facilitated by the CSI system can engage students in activities and promote their conceptual understanding in a progressive way.
Date of receipt: 15/6/2013, Conferred by: International Conference of Computer Supported Collaborative Learning 2013
 
Projects

Exploring Students’ Computational Thinking in Science-oriented STEM Education
..
Project Start Year: 2023, Principal Investigator(s): SUN, Daner
 
Systematic Review of Technology Oriented Leadership at K-12 Education System from 2013-2023

Project Start Year: 2022, Principal Investigator(s): SUN, Daner
 
Revisiting and Reexamining University Students' Knowledge Transfer and Collaboration in Computer Supported Collaborative Learning (CSCL) Environment in Higher Education: Social Network Analysis

Project Start Year: 2022, Principal Investigator(s): SUN, Daner
 
Preparation for Post Pandemic Society: Providing Technology-Supported Adaptive Scaffoldings for Students with Mathematics Learning Difficulties in Hong Kong Primary Schools
In this project, we describe the background information of the proposed project, articulate the literature and rationales of the system development, as well as how to operate this project methodologically. Specifically, an interactive learning environment, namely, ScaffoldiaMyMaths with features of adaptive scaffoldings for mathematics problem solving and responsive assessment in the form of learning analytics is introduced. To explore the impact of ScaffoldiaMyMaths, experimental research design together with the pedagogical design of learning activities, will be conducted involving Grade 4, 5 and 6 primary students in Hong Kong. The statistical data analysis will be conducted on students mathematics achievement test, self-concept and motivation pre and post-tests for exposing the impact of scaffolding changes and scaffolding logic and the interaction effect between them on the changes of students learning performance. The beneficial impact of ScaffoldiaMyMaths on students with learning difficulties and typical achievers will also be compared for exposing the internal factors related to students performance. The study will not only fill the blank on technology-supported mathematics education for students with learning difficulties but also provide in-time facilitation for them to better adapt formal and informal learning contexts.
Project Start Year: 2022, Principal Investigator(s): SUN, Daner 孫丹兒
 
Mechanism and Intervention Path of Preschool Children's Connection with Nature Environment (學前兒童自然聯結的形成機制和干預路徑研究 )
The study explores the mechanism of children's interaction with the natural environment, a kind of informal learning environment. The investigation of children's emotions, cognition and social skills impacted by these interactions will be conducted.
Project Start Year: 2021, Principal Investigator(s): ZHAI, Junqing (SUN, Daner 孫丹兒 as Co-Investigator)
 
Concentrating on an Edge-cutting Area: Establishing a Research Hub for STEM Integration in Primary Schools
In recent ten years, there is an increasing emphasis in governments’ policies worldwide to promote Science, Technology, Engineering, and Mathematics (STEM) education. Although the significance of promoting STEM education has been widely recognized and considerable numbers of studies have been conducted in recent years, the research on the integration in STEM education as a distinct field of study is still in its embryonic stages. This cluster will target at this significant but under-investigated area, which entails three-folded objectives: (i) building strategic alliance and leverage synergy among researchers of STEM education to develop a new area of research strength; (ii) elevating our university’s international reputation as a research hub of STEM education; and (iii) informing practitioners of STEM education. This cluster will sever to fill current research gaps concerning STEM integration in primary schools and plant the seed of STEM talents for the sustainable development of Hong Kong.
Project Start Year: 2021, Principal Investigator(s): WAN, Zhihong 萬志宏 (SUN, Daner 孫丹兒 as Co-Investigator)
 
When Assessment Meets High-order Thinking (HOT): Building Up a Cluster for Integrating the Research on Assessment and HOT
Higher-order thinking (HOT) skills are key 21st century skills (Rotherham & Willingham, 2010) that improve learning outcomes (Fong et al., 2017), reduce negative life events (Butler, 2012) and increase job opportunities (OECD, 2017). However, inadequate assessment of HOT, especially formative assessment, hinders adaptation of HOT teaching to fit one's students. This proposed cluster will develop a new Area of Strength by integrating the research on assessment and HOT and target high impact output that is practical and corresponding to education in Hong Kong and transferrable to other contexts. A dual-centric approach is adopted:
1) Research into assessment especially formative assessment tasks which can be used to facilitate students’ HOT development, as well as antecedents of teachers’ practices of and students’ engagement in HOT assessment in non-Anglophone contexts.
2) Professional development and knowledge transfer to develop HOT assessment literacy among pre- and in-service teachers.

Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying (SUN, Daner as Co-Investigator)
 
Exploring Boundary Interaction in Technology Supported Learning in Different Contexts: Mainland China, Singapore and Hong Kong.
Various attempts have been made to explore the use of "boundary objects" in border-crossing contexts. Boundary objects have been defined as artifacts that articulate meaning, address multiple perspectives, and fulfill a bridging function. Few studies were conducted on exploring how the boundary objects operated in formal and informal learning contexts supported by technologies. In this study, an international comparison study will be done in Wuhan, Singapore and Hong Kong, with aims of exposing the mechanism of boundary interaction in technology supported learning environment and identify the characteristics of boundary objects in different learning activities situated in difference places. Mixed research methods will be employed with the use of concepts tests and survey questionnaire, as well as the onsite classroom observation and log data. The research will contribute to the technology supported mobile learning and seamless learning.
Project Start Year: 2021, Principal Investigator(s): SUN, Daner 孫丹兒
 
Investigation into the obstacles Hong Kong undergraduates encounter in online peer feedback processes: Dual perspectives
With the rapid development of computer technology and the Internet, online peer feedback (OPF) has become popular and is increasingly replacing traditional peer feedback. However, OPF does not always bring about improved learning. Any assessment task must have students as active participants for it to be effective. Students’ lack of active participation in OPF activities has been reported as a major challenge. Finding optimal ways to support students’ use of OPF is hard without first apprehending the barriers to their engagement. Such understanding will not only inform the design of interventions that target poor student engagement with OPF, but also aid the design of OPF mechanisms that take account of inhibiting factors. However, few studies have systematically investigated the difficulties that undergraduates experience in giving and making use of OPF. To fill such a research gap, this study will adopt retrospective journals and post-journal individual interviews to systematically explore Hong Kong undergraduates’ perceptions of the obstacles that they encounter in giving and receiving OPF in a General Education course.



Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying 詹穎 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Developing Computational Thinking of Senior Primary School Students through Programming Education – Phase II
This project strives to inspire students to apply digital creativity in their daily lives and nurture their proactive use of technologies for social good from a young age. The project aims to prepare students for a fast-changing digital future through a hands-on, minds-on, and joyful learning experience. An independent evaluation has found that students participated in the first pilot phase of the project grew twice as much in problem-solving skills when compared with non-participating students. Following the successful implementation of the four-year pilot, the second phase of the project is launched in 2020, with the aim of mainstreaming computational thinking education.
Project Start Year: 2020, Principal Investigator(s): KONG, Siu Cheung, Prof. ABELSON, Hal, Prof. LEE, Kwok On Matthew (SUN, Daner as Co-Investigator)
 
Production of e-Learning Packages for the Professional Development and Training of Principals and Teachers under the “T-excel@hk” Project
This project aims to provide services for the production of e-learning packages for the professional development and training the in-service principals and teachers in Hong Kong. T-surf 24/7 which is one of the focus areas under the "T-excel@hk" Project, is a one-stop portal that enables the teaching profession to have easy access to information on various professional development programmes offered by the Education Bureau (EDB), tertiary institutions and other educational bodies, as well as various e-learning resources and repositories for self-paced learning. While the "Pilot Scheme on Self-paced e-Learning Course Fee Reimbursement for Teachers" under T-surf 24/7 has been implemented since March 2018 to encourage teachers to participate in various kinds of e-learning courses or web-based seminars (webinars), the production of local tailor-made e-learning packages for in-services principals and teachers to further facilitate the paradigm shift of principals and teachers from traditional face-to-face lessons to on-line e-learning programmes.
Project Start Year: 2020, Principal Investigator(s): CHAN, Tsan Ming Kenneth 陳湛明, HO, Chun Sing Maxwell 何振聲 (SUN, Daner 孫丹兒 as Team Member)
 
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe)
Educators in higher education encounter lots of difficulties in maintaining high academic standards and high quality attributes in today's classes with a large number of students with diverse needs. It remains a challenging task for teachers to, on one side, well organize the teaching/learning content so that all students are more likely to actively participate in the learning process, and on the other side, to well assess students’ use of their higher-order/self-directed learning processes (e.g., self-assessment, peer-assessment, use of formative feedback from teachers) to achieve academic success and high quality attributes upon graduation. There is a compelling need to provide a rigorous blended learning approach that can link teaching, both online and offline learning and assessment practices (self-assessment, peer-assessment, and teacher-assessment) in a visible, achievable and sustainable way. The A+BLe approach is expected to also encourage students to not only undertake the learning activities actively, but also tell students and teachers how well the objectives of teaching and learning have been achieved. Based on these concerns, this project aims to provide an innovative and creative blended learning approach (A+BLe) to link teaching, learning, and assessment practices in a visible and systematic way to promote EdUHK students’ multiple learning outcomes that are essential for their professional development.
Project Start Year: 2020, Principal Investigator(s): YANG, Lan 楊蘭 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Content Integration: Filtering STEM Projects via an Interactive Learning Environment
..
Project Start Year: 2019, Principal Investigator(s): SUN, Daner 孫丹兒
 
Humanoid and Virtual Learning and Teaching Environment for STEM Education
This project aims to establish an infrastructure for innovative learning and teaching with humanoid and virtual reality environment in STEM Education. A cloud server will be established to support the humanoid and virtual reality interaction. Situated learning, anchored instruction, growth mindset and collaborative learning are the core theoretical underpinnings to this research project. We will program a situated mathematical learning scenario anchored on different learning aspects to be deployed through humanoid and virtual reality environment.
Project Start Year: 2019, Principal Investigator(s): SO, Wing Wah Simon 蘇永華 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Designing and Implementing a STEM-based Learning Environment: IN-STEM for Collaborative Problem Solving
..
Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒
 
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
 
Enhancing learning engagement and outcomes through formative e-assessment tasks in the General Education foundation course
This project aims to enhance freshmen’s learning engagement and outcomes in the General Education (GE) foundation course by incorporating formative e-assessment (FEA) tasks into the tutorial process. A teacher guide on FEA task design and implementation, FEA tasks, cases of using FEA tasks, and a relevant website will be developed and refined during the project. The GE foundation course is an important course aimed at cultivating undergraduates’ generic skills for their future life and work. The effectiveness of the course depends on the level of student engagement and learning outcomes. FEA can enhance undergraduates’ learning engagement and outcomes due to the nature of formative assessment and the relative affordance of technology. This project will adapt Salmon's five stage model to design and implement FEA tasks in tutorials. A quasi-experimental design will be utilized to collect data from at least 10 tutorial groups of the GE foundation course using the methods of survey, interviews and document analysis. The data will be used to evaluate the effects of FEA on learning and provide insights to formulate an FEA framework as a reference for assessment innovation in GE at the tertiary level.
Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Adaptive Scaffolding for Learning Fraction among Students with Learning Disabilities
Scaffolding is generally attributed to Wood, Bruner and Ross (1978) who describe it is as a: ∙∙∙process that enables a child or a novice to solve a problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts (p. 90). If a leaner is scaffolded by the tutor, he could not lonely accomplish the task at higher level, but also would be able to internalize their thinking, strategies or mechanisms used to be able to approach other similar tasks (Rogoff and Gardner, 1984). Recognizing its merits and potential benefits, scaffolding has become the frequently discussed topic in the field of learning sciences and relevant research areas. Recently, computer-mediated scaffoldings attract eye balls of many educators and scholars with focusing on their effectiveness of students’ learning. Although relevant studies have been conducting for addressing this, limited studies exploring the students with learning disabilities learning abstract concepts in key subjects in STEM education. To bridge the gap between research on computer-mediated scaffoldings and its impact on students with learning disabilities, in this proposed project, we will conduct research on the influence of computer-mediated scaffoldings on students who have learning disabilities learning the mathematical concept: fraction, which has been identified the concept received comparative more misconceptions and learning difficulties in maths subject. In the study, the research team will design the computer-supported mathematic program following a similar program called Fun Fraction (Shin and Bryant, 2017) with particular design features of fixed scaffoldings and adaptive scaffoldings. Students with learning disabilities will be recruited and randomly assigned into three groups:1) fixed scaffolding 2) self-selected scaffolding; and 3) performance-based scaffolding. Pre- and post-tests will be administrated and the results will be analyzed for exposing the impacts of different types of computer-mediated scaffoldings on students maths learning. The quality of tasks regarding to fraction calculation done in the computer program will also been categorized and analyzed for identifying students differences in the conceptual understanding. Classroom observation will be conducted for observing students’ interaction with the program and the teacher, which will be used a supplementary data for identifying the differences affected by these types of computer-mediated scaffoldings. The study will inform the learning design of maths subject, technology-supported learning, as well as teacher education in special education. Furthermore, the study will fill the blank of the research on learning disabilities students’ learning supported by technology.
Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒
 
Developing a Science Education on Indoor Air Quality (IAQ) for Primary and Secondary Schools Based on a Pilot Case Study in EdUHK
Microorganisms are ubiquitous in the environment, not only do they cover virtually all surfaces we contact, they also cover our skin and are abundant in the air we breathe. Hong Kong’s worsening indoor air quality (IAQ) has attracted increased attention in the global press. Various studies have been conducted to assess the impacts on human health due to excessive exposure to bacteria polluted indoor air and these data provided evidence that rates of respiratory illnesses and symptoms could be elevated with high bacteria pollution. Most people in Hong Kong spend 80% of time in indoor environment, which presents a major health risk to city residents. The main aim of this proposal is to analyze the IAQ including airborne bacteria at the Education University of Hong Kong (EdUHK). A seminar will be organized to introduce our findings and knowledge of IAQ. After that, we will convert our professional data to an educational kit which is easy to be used for general studies or science teachers to use in the primary and secondary schools. The teaching kit includes (1) one cartoon video introducing IAQ and bacteria; (2) some brochure about IAQ and the bacteria in the air we lived; (3) some compare experiments designed under the different condition (temperature, humidity, air flow, and so on) for science student teachers to cultivate the bacteria aimed to teach them what kind of environment is conductive to bacterial growth; (4) how to improve the air quality in where we lived; (5) related STEM and environmental education, such as the air flow calculation, design of an experiment to count the airborne bacterial, etc. The proposed initiative can support the strategic development of EdUHK. Our vision is to build our core capability in this important strategic research area through incorporating our existing strength expertise in analytical chemistry, toxicology, molecular biology, environmental engineering, and education,, with a view to establish EdUHK as the opinion leaders in environmental issues and education in the local community.
Project Start Year: 2018, Principal Investigator(s): DENG, Wenjing 鄧文靖 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Low-cost Online Experiments for Science Education in Hong Kong and China: Trial Implementation and Evaluation of Learning Effectiveness
In many disciplines of science and engineering education, online (or called remote-controlled) experiments are recently emerging as another important exemplar of technology-enhanced learning because it can support not only e-learning for engaging students with authentic experiments but also break through the spatial and temporal constraints of conducting experiments. Over the last two decades, there exist a number of famous remote-controlled experiments for engineering and science (mostly in physics) education but they are generally not only expensive but also difficult for widespread applications in education because of the proprietary hardware and software used for their development. Besides, many of those experiments were just converted directly from the existing traditional experiments by adding the remote control functions or features and so they generally lack effective pedagogies to make the best use of the online mode of learning. In the last two years, we have formulated an innovative low-cost and open-source approach for developing online experiments. Through the Internet, students can readily set and control the Arduino-based platform for conducting the experiments in their smart phones, tablets or computers at anytime and anywhere by using a web browser without installing any bulky and/or proprietary plugins. We shall integrate a kind of pedagogy called Prediction-Observation-Explanation into a number of online science experiments (as already been successfully developed at the EdUHK) for converting them into some self-contained courseware for students’ self-regulated learning.
Project Start Year: 2018, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry.
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Designing a Visualization Tool for Facilitating STEM Integration
As the practitioners of STEM education, teachers greatly influence students’ attitude, interest and engagement in the STEM activities and have been identified as the critical variable to promote students’ STEM learning and their STEM career pursuit (Kim, et al., 2015; Nugent, et al., 2015). Reports also discussed that limited teacher awareness, experience and expertise represent a sizable obstacle to the implementation of an interdisciplinary or multidisciplinary approach. Additionally, poorly principled learning design and implementation of STEM-based activities is another factor to affect the quality of STEM education. The above problems lead to the generation of an initial idea of engaging teachers into a series of STEM learning activity design and implementation with the guide of pedagogical principle: inquiry-based learning principle supported by IN-STEM learning environment. This project is a part of In-STEM project (ECS proposal for 2018-2019) with aiming at designing and developing a visualization tool for the teacher to identify the knowledge and skills involved in the STEM activity. The tool will show the level of STEM integration with identifying the subject scope and integration level for STEM activities. The data of STEM integration in the system will inform teachers to design and implement STEM teaching and learning with clearer addressing the learning objectives in knowledge and skills either in separate subjects or integrated subjects.
Project Start Year: 2018, Principal Investigator(s): SUN, Daner 孫丹兒
 
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 (SUN, Daner 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 (SUN, Daner 孫丹兒 as Co-Investigator)
 
Boundary Interaction: Developing a Science Curriculum to Integrate Learning in the Informal Spaces
The project will be a part of a two-year project focusing on the conceptualization of boundary activity for connecting the merits of learning in informal spaces with formal learning, as relates to inquiry-based science curriculum development. An iterative design and refinement of the boundary activity based on the design-based approach will be conducted together with teacher professional development. With an aim to evaluating the efficiency of the intervention, student and teacher performance will be examined. A lesson package will be shared across schools with the purpose of scaling the innovation at the final stage. In this project, the participants are 16 science teachers and 300 students from 4 junior secondary schools in Hong Kong. The subject domain will be the secondary 1 integrated science in Hong Kong. Mixed research methods will be employed to conduct qualitative data analysis on teaching and learning behaviors in and out of the classroom, and quantitative data analysis on achievement test results, survey results and the relationship among the activity performance, learning artefacts and test achievement. Case study methods will be used to interpret the teacher changes. The research findings will inform science curriculum design and development, science syllabus improvement, science teacher education as well as inspire the pedagogical design of mobile learning.
Project Start Year: 2017, Principal Investigator(s): SUN, Daner 孫丹兒
 
Computational Thinking and Coding Education
The aim of the coding education project is to nurture and enhance youth’s capabilities of computational thinking through coding mobile applications. The objectives of the project are to: (1) Equip senior primary school students with fundamental programming concepts as the foundations for learning more in the future; (2) Develop computational thinking, including logical thinking and problem solving skills, of senior primary school students; (3) Develop computational thinking perspectives of senior primary school students, including understandings of themselves, their relationships to others, the technological world, and the generation of interest and motivation for further advancement in coding and computational thinking; and (4) Raise public awareness of the importance of developing computational thinking of the young generation starting at an early learning stage.
Project Start Year: 2016, Principal Investigator(s): KONG, Siu Cheung 江紹祥, Prof. ABELSON, Hal, Prof. LI, Robert (SUN, Daner 孫丹兒 as Co-Investigator)
 
Learning Design for Bridging Formal Learning and Informal Learning with Mobile Devices
The study focuses on investigating the design and implementation of learning supported by mobile technologies for informal context. A series of research activities will be conducted on studying and evaluating the “best practice” of formal and informal learning connection. The study is proposed to contribute the design principles of seamless learning, especially for the curriculum design for seamless learning. The study will also contribute to the principles on the ICT-integrated curriculum.
Project Start Year: 2015, Principal Investigator(s): SUN, Daner 孫丹兒
 
Bridging Formal and Informal Learning Spaces for Self-directed & Collaborative Inquiry Learning in Science
With the use of mobile devices, the project develops a mobilized science curriculum innovation for facilitating students' learning in a seamless learning environment.
Project Start Year: 2013, Principal Investigator(s): Looi Chee Kit (SUN, Daner 孫丹兒 as Co-Investigator)
 
IDM Future School Project: Towards Pervasive Pedagogical Practices and Learning in the 21st Century-Science (WiMVT)
A web-based science learning environment
Project Start Year: 2010, Principal Investigator(s): Looi, Chee-Kit (SUN, Daner 孫丹兒 as Co-Investigator)