Dr YANG, Yin Nicole    楊茵 博士
Research Assistant Professor
Department of Mathematics and Information Technology
Contact
ORCiD
0000-0002-9966-248X
Phone
(852) 2948 7766
Email
yyin@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=232480&name=YANG, Yin Nicole
Scopus ID
57213187932
SDGs
3 - Good Health and Well-Being
4 - Quality Education
5 - Gender Equality
10 - Reduced Inequality
11 - Sustainable Cities and Communities
17 - Partnerships for the Goals
Research Interests
  • AI in Interdisciplinary Education: Exploring how artificial intelligence supports teaching and learning across domains such as language, culture, and cognition.
  • Digital Literacy and Competency: Investigating how learners develop critical digital skills and competencies essential for navigating technology-rich environments.
  • Second Language Acquisition: Examining cognitive, affective, and technological factors that influence the learning of a second language acquisition.
  • Cognitive Science in Learning: Understanding the metacognitive, motivational, and behavioral strategies that learners use to manage their own learning processes, particularly in digital/ AI-assisted environments.
  • Emerging Technologies and Pedagogical Innovation: Designing and evaluating technology-enhanced learning environments (e.g., mobile apps, generative AI, AR/VR) that foster engagement, creativity, and deeper learning.
Teaching Interests
  • Emerging Technologies and Pedagogical Innovation
  • Innovative Learning Experience Design
  • Research Methods in Educational Technology/Language Education
  • Digital Literacy and Competency
  • AI and Humanities


Course Taught:

  • INT 6066 Design of Innovative Learning Environments with Technology (Postgraduates)
  • INT 8012 Technology, Education, Pedagogy (Doctoral students)
  • INT 7011 Research on ICT in Education and Related Ethical Issues (Doctoral students)
  • INT 6111 Metaverse in Education and Society (Postgraduates)
  • INT 5046 Professional Development Programme on E-Learning in Primary / Secondary English Language (In-service teachers)
  • INT 6113 Digital Literacy and Future Citizenship (Postgraduates)
  • INT 4099 Emerging Technologies for Language Learning and Assessment (Undergraduates)

 

 


Other Activities

Journal Reviewer:

  • Computers & Education
  • BJET
  • Applied Linguistics
  • System
  • Computer Assisted Language Learning
  • Computers & Education: X Reality
  • Computers & Education: AI
  • Learning and Instruction
  • Educational Psychology
  • IEEE Transactions on Learning Technologies
  • Education and Information Technologies
  • Educational Technology & Society
  • Journal of Computers in Education
  • Research and Practice in Technology Enhanced Learning





Personal Profile

Dr. Yang Yin Nicole is a Research Assistant Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK), Hong Kong SAR.


Dr Yang is an interdisciplinary researcher of cognitive science, language education, and educational technology. Her work bridges multiple disciplines, leveraging her diverse academic background to explore innovative approaches to teaching and learning in technology-enhanced environments. Drawing upon contemporary cognitive science and learning theories, her research explores the intersection of human cognition, AI, and instructional design to understand and enhance how people learn. Her interdisciplinary research advances emerging technology-driven education, with a focus on (1) AI-powered creative language learning systems that support metacognitive strategies. (2) cognitive mechanisms that drive human–computer collaboration; and (3) innovative learning design that integrates insights from cognition and technology to optimize learning outcomes (language education, STEM). Her work investigates how people learn language and other complex skills in technology-enhanced environments, with a special focus on the cognitive and metacognitive processes underlying such learning. She is particularly interested in how humans interact with AI, and emerging technologies to support self-regulated, and higher-order thinking.


Dr. Yang earned her Ph.D. in education from the Education University of Hong Kong, focusing on self-regulated learning in computer-assisted learning environments (e.g., language education). She also holds an MSc in Information Technology in Education from the University of Hong Kong, as well as a bachelor's degree in English education and linguistics. She is a visiting scholar of Paris-Saclay University in 2025, and the University of Munich in 2024.


Dr. Yang has published SSCI and top-tier journals, such as Computer-Assisted Language Learning, Educational Technology & Society, System, IEEE Transactions on Learning Technologies. She has also contributed book chapters and served as an editor for books and conference proceedings.


She was honored with the Outstanding Research Postgraduate Student Award from the Dean’s Research Fund 2023. and the Research Postgraduate Student Publication Award 2022/2023, Best Paper Presentation Awards on the 2nd Asia-Pacific Society for Computers in Education (APSCE) International Conference on Future Language Learning (2022), Platinum Awards @ 3MT® Competition (Platinum Prize, 1st Prize).


Academic Leadership & Service

· Chair of Teacher Forum at GCCCE 2025 & 2026 (Global Chinese Conference on Computers in Education)

· Programme committee member:

  • International Conference of the Learning Sciences (ICLS)
  • International Conference on Learning and Teaching (ICLT)
  • International Conference on Computers in Education (ICCE)
  • International Conference on Artificial Intelligence and Education
  • International Conference on Metaverse and Artificial Companions in Education and Society
  • Global Chinese Conference on Computers in Education
  • European Association of Computer Assisted Language Learning
  • International Conference on Computers in Education
  • HKTEA Design Thinking Community of Practice
  • AIED 2025


Please visit Dr Yang Yin Nicole’s academic website for more information:


Reviewers of International Journals

Computers & Education; British Journal of Educational Technology; Applied Linguistics; Computers and Education: Artificial Intelligence; Education and Information Technologies; IEEE Transactions on Learning Technologies; Review of Educational Research; System; Asia Pacific Journal of Education; Interactive Learning Environment; Journal of Computer-Assisted Learning; Journal of Computers in Education; Research in Science Education; Education, Technology & Society; Computers & Education: X Reality; Learning and Instruction; Educational Psychology; Thinking Skills & Creativity


Invited talks 

  1. 2025.6 Young Scholars’ Forum, Harnessing Generative AI for English Writing to Cultivate Self-Regulated Learning in Future-Ready Education, EdUHK-THU Education Forum: Future Education and Learning
  2. 2025.5 Sharing in The Paris Saclay Univeristy
  3. 2025.5 AI Literacy in Practice: Preparing Educators and Learners for the Age of GenAI" Seminar by CUHK 
  4. 2024.5 Conducting workshops in Capacity Building Program in Shenzhen on the topic of AI cutting-edge technology-empowered teaching and learning 
  5. 2024.4 Sharing AI in education in the 29th Gala for the Chinese Gardeners  
  6. 2024.7 Sharing in The University of Munich 
  7. 2023.12 A CLEVER approach to facilitate senior secondary students’ argumentative writing by using ChatGPT. The Asia-Pacific International Schools Conference, Hong Kong. 
  8. 2023.2 Developing and implementing a mobile app – “Vocab+” embedded with a self-regulation scheme to enhance students’ self-regulated vocabulary learning, The Education University of Hong Kong, Hong Kong. 
  9. 2022.11 The myth of primary students’ self-regulated English vocabulary learning leveraged by the mobile app with a self-regulation scheme, Centre for Language Education and Assessment Research, Shanghai University of International Business and Economics, Shanghai. 

 

Seminars 

  1. 2024.11 RoundTable – AI for Foes or Friends in Education (Lead: Umesh RAMNARAIN (University of Johannesburg, South Africa), Tin Tin SAMARTA (Ministry of Education, Singapore), Abu Bakr AZAM (Interdisciplinary Graduate College/NTU, Singapore), Ingrid WINKLER (SENAI University, Brazil), Felix Lena STEPHANIE (Nanyang Technological University, Singapore), YANG Yin Nicole (Education University of Hong Kong, China), CHAN Kuang Wen (Raffles Institution, Singapore)), AI in Education, Singapore.  
  2. 2023.5 Panel Discussion, Spatial intelligence in Education, organised by MetaACES 2024 
  3. 2022.10 Academic publications sharing experience, organised by The Education University of Hong Kong 
  4. 2022.3 Faculty postgraduate research seminar, organised by The Education University of Hong Kong 
  5. 2021.8 Technology-Enhanced Language Learning (TELL) members’ sharing in The 2nd TELL Workshop, organised by the Department of Mathematics and Information Technology, The Education University of Hong Kong 
  6. 2020.11 Research sharing on faculty postgraduate research seminar, organised by Graduate School, The Education University of Hong Kong


Research Interests
  • AI in Interdisciplinary Education: Exploring how artificial intelligence supports teaching and learning across domains such as language, culture, and cognition.
  • Digital Literacy and Competency: Investigating how learners develop critical digital skills and competencies essential for navigating technology-rich environments.
  • Second Language Acquisition: Examining cognitive, affective, and technological factors that influence the learning of a second language acquisition.
  • Cognitive Science in Learning: Understanding the metacognitive, motivational, and behavioral strategies that learners use to manage their own learning processes, particularly in digital/ AI-assisted environments.
  • Emerging Technologies and Pedagogical Innovation: Designing and evaluating technology-enhanced learning environments (e.g., mobile apps, generative AI, AR/VR) that foster engagement, creativity, and deeper learning.
Teaching Interests
  • Emerging Technologies and Pedagogical Innovation
  • Innovative Learning Experience Design
  • Research Methods in Educational Technology/Language Education
  • Digital Literacy and Competency
  • AI and Humanities


Course Taught:

  • INT 6066 Design of Innovative Learning Environments with Technology (Postgraduates)
  • INT 8012 Technology, Education, Pedagogy (Doctoral students)
  • INT 7011 Research on ICT in Education and Related Ethical Issues (Doctoral students)
  • INT 6111 Metaverse in Education and Society (Postgraduates)
  • INT 5046 Professional Development Programme on E-Learning in Primary / Secondary English Language (In-service teachers)
  • INT 6113 Digital Literacy and Future Citizenship (Postgraduates)
  • INT 4099 Emerging Technologies for Language Learning and Assessment (Undergraduates)

 

 


Other Activities

Journal Reviewer:

  • Computers & Education
  • BJET
  • Applied Linguistics
  • System
  • Computer Assisted Language Learning
  • Computers & Education: X Reality
  • Computers & Education: AI
  • Learning and Instruction
  • Educational Psychology
  • IEEE Transactions on Learning Technologies
  • Education and Information Technologies
  • Educational Technology & Society
  • Journal of Computers in Education
  • Research and Practice in Technology Enhanced Learning





Research Outputs
Scholarly Books, Monographs and Chapters
Yang, Y., & Yan, J. H. (2025). A proposed six-step human-AI hybrid argumentative writing framework in higher education: Enhancing students' prompt engineering techniques and critical thinking skills. Effective practices in AI literacy education: Case studies and reflections (169-177). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83608-852-320241018
SDGs infomation: 4 - Quality Education, 5 - Gender Equality, 16 - Peace, Justice and Strong Institutions

Journal Publications
Singh, M., Sun, D., & Yang, Y. (2025). Design and Implementation of Math City: An Inquiry-based Metaverse Platform for Mathematics Education. Computers and Education: Artificial Intelligence, In Press, Journal Pre-proof, Article 100462. https://doi.org/10.1016/j.caeai.2025.100462
SDGs infomation: 4 - Quality Education
Yang, Y., Song, Y., Yan, J., & Ma, Q. (2025). (online first) Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours. System, 131, 103671. https://doi.org/10.1016/j.system.2025.103671
SDGs infomation: 4 - Quality Education
Kong, S. C., Zhu, J., & Yang, Y. N. (2025). Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students. Computers and Education: Artificial Intelligence, 8, 1-13, Article 100359. https://doi.org/10.1016/j.caeai.2024.100359
Kong, S.C., & Yang, Y. (2025). Developing and Validating an Artificial Intelligent Empowerment Instrument: Evaluating the Impact of an Artificial Intelligent Literacy Programme for Secondary School and University Students. Research and Practice in Technology Enhanced Learning, 20, Article 24. https://doi.org/10.58459/rptel.2025.20024
SDGs infomation: 4 - Quality Education
Kong, S.C., Yang, Y., & Hou, C. (2024). Examining Teachers’ Behavioural Intention of Using Generative Artificial Intelligence Tools for Teaching and Learning Based on The Extended Technology Acceptance Model. Computers and Education: Artificial Intelligence, 7, Article 100328. https://doi.org/10.1016/j.caeai.2024.100328
SDGs infomation: 4 - Quality Education
Kong, S.-C., & Yang, Y. (2024). A human-centered learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K-12 settings. IEEE Transactions on Learning Technologies, 17, 1588-1599. https://doi.org/10.1109/TLT.2024.3392830
Kong, S.C., & Yang, Y. (2024). A human-centered learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K-12 settings. IEEE Transactions on Learning Technologies, 17, 1588-1599. https://doi.org/10.1109/TLT.2024.3392830
SDGs infomation: 4 - Quality Education, 17 - Partnerships for the Goals
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
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
Yang, Y., Cai, Y., & Song, Y. (2024). Examining the effect of a mobile-assisted self-regulation scheme on primary students’ self-regulated vocabulary learning via latent growth modelling. Educational Technology & Society https://www.apsce.net/events/icce-2023published version
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., 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

Conference Papers
Yang, Y., Kong, S.-C. (2025, June). University Students’ Perceptions of Language Learning in Immersive Learning Environments: An Artefact Analysis Perspective. Proceedings of the 3rd International Conference on Metaverse and Artificial Companions in Education and Society. Hong Kong: The Asia-Pacific Society for Computers in Education, Hong Kong. https://www.eduhk.hk/metaaces2025/doc/MetaACESproceedings20250616a.pdf#page=64
SDGs infomation: 4 - Quality Education, 5 - Gender Equality, 11 - Sustainable Cities and Communities
Kong, S.C., Yang, Y., & Wu, Y. (2025, May). Evaluation of a Professional Development Course on Artificial Intelligence Literacy for Administrative Staff in Hong Kong. [Paper presentation]. The 29th Global Chinese Conference on Computers in Education (GCCCE 2025): Embracing Frontier Technology: Cultivating the New Paradigm of Learners, Wuxi, China. https://gccce2025.jiangnan.edu.cn/dfiles/18334/doc/pdf/ywen.pdf
SDGs infomation: 4 - Quality Education
Yang, Y., Kong, S.-C. (2025, May). Professional Development for Teachers in AI Literacy Education: Teaching Machine Learning to Senior Primary and Junior Secondary Students.. In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025), Porto. https://doi.org/10.5220/0013200300003932
SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education, 17 - Partnerships for the Goals
Kong, S.C., Lee, J.C.K., Yang, Y., Hou, C.Y., & Ye, L.W. (2025, April). Artificial Intelligence Literacy in Higher Education: Cultivating Smart and Ethical Users, Self-Regulated Learners, and Independent Thinkers. [Poster presentation]. The American Educational Research Association Annual Meeting (AERA) 2025, Denver, USA. https://www.aera.net/Events-Meetings/AERA-2025-Annual-Meeting
SDGs infomation: 4 - Quality Education
Kong, S.C., Mak, Z.W.S., Wu, Y., & Yang, Y. (2024, November). Evaluating the Effectiveness of a Professional Development Course on Artificial Intelligence Literacy for Administrative Staff in Higher Education. [Paper presentation]. The 32nd International Conference on Computers in Education (ICCE 2024), Quezon City, the Philippines. https://doi.org/10.58459/icce.2024.4985
SDGs infomation: 4 - Quality Education
Sit, C.Y.E., Yang, Y., Yeung, W.K., & Kong, S.C. (2024, November). Developing a LLMs-Driven System Based on Human-AI Progressive Code Generation Framework to Assist Mathematics Learning. [Paper presentation]. The 32nd International Conference on Computers in Education (ICCE 2024), Quezon City, the Philippines. https://doi.org/10.58459/icce.2024.4815
SDGs infomation: 4 - Quality Education
Kong, S.-C, Yang, Y., & Zhang, H. (2024, June). A proposed framework for promoting metaverse literacy. Proceedings of the 2nd International Conference on Metaverse and Artificial Companions in Education and Society (MetaACES 2024), Taiwan.
Kong, S.-C, & Yang, Y. (2024, May). Using the robot-assisted attention-engagement-error-feedback-reflection (AEER) pedagogical design to develop machine learning concepts and facilitate reflection on learning-to-learn skills: Evaluation of an empirical study in Hong Kong primary school. Proceedings of the 16th International Conference on Computer Supported Education - Volume 2, Angers, France.
Kong, S.-C, Yang, Y., & Yeung, W. K. (2024, May). A proposed TPACK model of teaching STEM with AI components: Evaluating a teacher development course for fostering digital creativity. Proceedings of the 16th International Conference on Computer Supported Education - Volume 2, Angers, France.
Kong, S-C, & Yang, Y. (2023, December). Designing and evaluating an Attention-Engagement-Error-Reflection (AEER) approach to enhance primary school students artificial intelligence literacy and learning-to-learn skills: A pilot study. Proceedings of 31st International Conference on Computers in Education, ICCE 2023, Japan. http://www.scopus.com/inward/record.url?scp=85181767215&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://www.apsce.net/events/icce-2023published version
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.
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, Japan. https://doi.org/10.29140/9781914291050-27
Yang, Y., & Song, Y. (2022, July). Chatbot-assisted language learning: A systematic review of 2012-2021 publications. In Proceedings of The 5th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL 2022) Conference, Xi’an, China..
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, 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.
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.
Yang, Y., & Song, Y. (2021, May). How did technologies “assist” self-regulated language learning?- A systematic review of research from 2011 to 2020.. In Proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE2021), Hong Kong.
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. & 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., 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.
Kong, S. C., Lam, S. M., Jin, M. & Yang, Y (2020, September). Using learning analytics to facilitate pedagogical decision-making in higher education: A multiple case study. Conference Proceedings (English Paper) of the 28th Global Chinese Conference on Computers in Education (GCCCE 2024), Hong Kong. http://www.scopus.com/inward/record.url?scp=86000775212&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://gccce2024.swu.edu.cn/info/1173/1434.htmpublished version
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.

Prizes and awards
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 @ 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
 
Platinum Awards @ 3MT® Competition (Platinum Prize, 1st Prize), EdUHK
The contestants’ presentations attracted the audience’s attention greatly and encouraged a lively discussion among the contestant, the judging panel, and the audience about their research. Presentation title: Examining primary students’ self-regulated vocabulary learning mediated by the self-regulation scheme on a mobile app https://www.eduhk.hk/gradsch/index.php/component/content/article/16-event/event-summary/11-three-minute-thesis-3mt-competition?Itemid=101
Date of receipt: /8/2021, Conferred by: The Education University of Hong Kong
 
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)
 
Projects
Constructing Interdisciplinary Design for STEM Education through Structured Agentic Retrieval-Augmented Generation (RAG)

Project Start Year: 2025, Principal Investigator(s): YANG, Yin, Nicole

 
Designing an AI-Powered Immersive Learning and Gamified Metaverse for Future-Ready STEAM Education
This work aims to develop an AI-driven, multiplayer collaborative Metaverse platform designed to transform STEAM education, with a core focus on Physics, Chemistry, and Mathematics. The platform will foster an interactive, inquiry-driven learning environment by integrating Generative AI-driven behavioral analytics tools, AI mechanisms for detecting unusual patterns, digital metahumans, real-life assessment scenarios, and personalized learning paths. Unlike traditional classrooms, which rely on passive learning and standardized assessments, this Metaverse-based system will promote experiential learning, game-based challenges, and immersive simulations, enabling students to explore complex scientific concepts dynamically and engagingly.
Project Start Year: 2025, Principal Investigator(s): SINGH, Manpreet (YANG, Yin, Nicole as Co-Principal Investigator)
SDGs Information: 4 - Quality Education, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities
 
The Development of High Immersion Smart AI-assisted Virtual Gaming Metaverse Environments for STEAM Education
The project aims to develop an AI-driven, multiplayer collaborative Metaverse platform designed to transform STEAM education, with a core focus on Physics, Chemistry, and Mathematics. The developed platform will foster an interactive, inquiry-driven learning environment by integrating Generative AI-driven behavioral analytics tools, AI mechanisms for detecting unusual patterns, digital metahumans, real-life assessment scenarios, and personalized learning paths. The platform will feature authentic assessments, where students will apply their knowledge to real-world scientific problems, ensuring a more profound understanding beyond rote memorization. Students will engage in progressively challenging missions by incorporating embedded game quests, reinforcing their learning through hands-on problem-solving
Project Start Year: 2025, Principal Investigator(s): SINGH, Manpreet (YANG, Yin, Nicole as Co-Investigator)
SDGs Information: 4 - Quality Education
 
Three-Year Strategic Plan for Global Institute for Emerging Technologies (GIET), AAPSEF
The Global Institute for Emerging Technologies (GIET) aims to build the capacity of the education/professional development and training workforce (policymakers, leaders, teachers, and professional development and training staff) for learning innovations and emerging technologies to enhance education and professional learning equity, quality, and efficiency locally (Greater Bay Area), nationally, regionally, and internationally.The key objectives of GIET are as follows:
Objective 1 build the capacity of the future workforce for learning innovations and emerging technologies in various disciplines (e.g., STEAM, healthcare, environmental science, management, public policy);
Objective 2 enhance education and professional learning equity, quality, and efficiency;
Objective 3 strengthen internationalisation efforts by conducting work locally (Greater Bay Area), nationally, regionally, and internationally;
Objective 4 strengthen the research-professional learning nexus for learning innovations and emerging technologies
Project Start Year: 2025, Principal Investigator(s): WANG, Minjuan (YANG, Yin, Nicole as Co-Investigator)
SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education, 9 - Industry, Innovation and Infrastructure, 17 - Partnerships for the Goals
 
Cultivating Learners to be Passionate Thinkers for AI-Human Partnership: A French-Hong Kong Knowledge Exchange
Research Objective(s):

1. To strengthen the academic collaboration between France and Hong Kong.
2. To exchange best practices in AI literacy education in K-12 settings, and to explore innovative approaches to teaching and curriculum development that enhance AI literacy among students.
3. To disseminate the knowledge and insights gained in the ongoing collaboration to promote AI literacy to the general public.
4. To foster dialogues on AI-human partnership across both educational communities.
5. To establish a framework for cross-cultural knowledge exchange and capacity-building in AI education and research.
Project Start Year: 2025, Principal Investigator(s): KONG, Siu Cheung, DENEUX Thomas (YANG, Yin, Nicole as Co-Investigator)
SDGs Information: 4 - Quality Education, 5 - Gender Equality, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality, 11 - Sustainable Cities and Communities, 17 - Partnerships for the Goals
 
Harnessing Multi-agent Simulations to Enhance University Students’ Collaborative Inquiry Skills
This project aims to enhance collaborative inquiry - a critical 21st-century skill - by addressing key gaps in higher education, such as the overemphasis on group outcomes, inflexible group dynamics, and limited scalable tools for assessment and improvement. To tackle these challenges, the project develops a multi-agent simulation (MAS) system powered by large language models (LLMs) to provide university students with dynamic, adaptive, and scalable environments for practicing and refining collaborative inquiry skills. The project has three primary objectives: (1) to design and develop the MAS tool, enabling students to interact with simulated agents that replicate diverse roles and problem-solving strategies, offering tailored opportunities to enhance collaboration; (2) to optimize the tool by examining the effects of agent configurations, task structures, and feedback mechanisms on learning processes and skill development; and (3) to implement and validate the MAS system in real educational contexts through mixed-methods research to assess its effectiveness and adaptability. Conducted in two phases—iterative development via pilot studies and large-scale implementation—the project employs design-based research (DBR) for iterative refinement, leveraging learning analytics to analyze collaborative processes. Theoretically, it advances understanding of collaborative inquiry by bridging individual skill development and group dynamics, aligning with and expanding the Community of Inquiry framework. Practically, the MAS system offers a scalable, adaptable solution to foster engagement, promote diverse interactions, and improve both collaborative processes and learning outcomes in higher education.
Project Start Year: 2025, Principal Investigator(s): BA, Shen (YANG, Yin, Nicole as Co-Investigator)
SDGs Information: 4 - Quality Education, 5 - Gender Equality, 9 - Industry, Innovation and Infrastructure, 10 - Reduced Inequality
 
Developing and Evaluating MuseAIWrite: An AI-Assisted Platform to Support English Creative Writing for Senior Primary Students
This proposal is aimed to develop and evaluate an AI-driven platform, MuseAIWrite, designed to enhance self-regulated English creative writing among senior primary school students. The ultimate goal of the proposal is to integrate MuseAIWrite into the primary classrooms to aid teachers to guide students smartly harness AI for self-regulated learning (SRL). Furthermore, the platform is designed to empower students to take charge of their own creative and effective learning processes.
Project Start Year: 2025, Principal Investigator(s): YANG, Yin, Nicole
SDGs Information: 4 - Quality Education, 17 - Partnerships for the Goals
 
Design and Implementation of AI Curriculum from the Perspective of CDIO (Conceive, Design, Implement, Operate)
The team of EdUHK will mainly work with primary schools in three regions, Hong Kong, Zhejiang and Western China. This three-year project will apply the (Conceive, Design, Implement, Operate) CDIO model (Crawley et al., 2007) (refer to Figure 1) to develop AI courses for primary school students in three representative regions of China.
The primary objectives are to: 1) construct a design framework for AI courses in primary schools from the perspective of CDIO; 2) Identify relevant tools and resources for teaching AI courses, such as state-of-art AI and conduct teaching training for developing teachers’ AI literacy. 3) Evaluate the implementation of AI courses in selected schools from the perspective of student learning and teacher AI literacy.This proposed project will use design-based research (DBR), a commonly used method in learning sciences (Reeves, 2005). DBR is an iterative methodology that focuses on the continuous refinement of educational interventions. These refinements are grounded in theoretical principles that have emerged from empirical research within authentic settings by multiple iterations where each cycle encompasses phases of design, implementation, analysis and redesign. In DBR, researchers will develop the interventions first and then to test how well they work. In this case, the interventions will be AI courses. The testing of the new and innovative courses will be conducted through action research and multiple case studies, using mixed-method design to collect both qualitative and quantitative data. The study will further select typical school cases to Each school will be treated as an individual case then compared with other schools in AI teaching and effectiveness. The research team will collect data through in-field course observation, follow-up interviews and surveys with teachers, and students. The analyses will focus on the influencing factors of AI course design and implementation, and their perceptions on the AI courses.
Project Start Year: 2024, Principal Investigator(s): WANG, Minjuan (YANG, Yin, Nicole as Co-Investigator)
SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education, 17 - Partnerships for the Goals
 
Investigating postgraduates’ perceptions on metaverse learning: A perspective of student-created artefact approach
In recent years, the integration of the metaverse into higher education has garnered significant interest from educators and researchers alike. The metaverse enables students to have immersive experiential learning opportunities and exposes them to diverse educational environments. Numerous studies have investigated various metaverse learning environments to enhance both teaching and learning (Beck et al., 2023; Wang et al., 2023). However, these studies often overlook the specific features and characteristics that students desire in the metaverse, which could potentially increase their motivation. Notably, there is a scarcity of research focusing on learner-created artefact creation and surveys to gather feedback within these virtual spaces. However, little study has been conducted to explore the features and characteristics that students want in the Metaverse to enhance motivation via using learner-created artefact approach and surveys.
The primary aim of this study is to investigate postgraduate students' perceptions of learning and teaching within the metaverse. This will be achieved by enrolling participants in a course underpinned by the metaverse literacy course (Kong et al., 2024). In light of this, the proposed project aims to (1) explore postgraduates’ perceptions on the learning and teaching experiences in the metaverse; and (2) examine the effect of metaverse literacy on their perceptions.


This study is poised to make significant contributions to the existing body of knowledge regarding instructional design within the metaverse. By focusing on the learners’ viewpoints and the impact of metaverse literacy, the research will provide valuable insights into how educational strategies can be optimised in virtual learning environments to enhance student engagement and learning outcomes.
Project Start Year: 2024, Principal Investigator(s): YANG, Yin, Nicole
SDGs Information: 3 - Good Health and Well-Being, 4 - Quality Education, 5 - Gender Equality, 11 - Sustainable Cities and Communities, 17 - Partnerships for the Goals
 
Uncovering the "Black Box" of Machine Learning: Promoting Artificial Intelligence Literacy with AlphaAI robots in Senior Primary/Junior Secondary Schools across Hong Kong and France
Artificial intelligence (AI) including machine learning is changing the landscape of development of the society globally. The promotion of AI literacy to all young learners in their schooling can empower them to have an identification as part of the future AI society (OECD, 2021). Despite the need for nurturing AI literacy, few studies have explored using robots in AI literacy education to “Unboxing the black box of AI” to engage young students in an interactive way (Kong & Yang, 2023).

To address these issues, the project aims to (1) equip senior primary/junior secondary students in Hong Kong and France with AI literacy, using the AlphAI robots; (2) develop and implement a neuroscience-informed pedagogical framework, placing a strong emphasis on upskilling in-service teachers to teach AI literacy course in senior primary/junior secondary schools; (3) develop and validate research instruments for AI literacy in K-12 context; and (4) strengthen collaboration and facilitate knowledge exchange between Hong Kong and France in the field of AI literacy education.

The findings of the research will make a substantive contribution to the academic field of AI education in both Asian and European regions, establishing a benchmark for future research endeavors and providing valuable insights for the educational policies.
Project Start Year: 2024, Principal Investigator(s): KONG, Siu Cheung, LEE, Chi Kin, John (YANG, Yin, Nicole as Co-Principal Investigator)

 
Knowledge Transfer Activities
Public Dissemination and Speeches
Guest Talks by Dr. Yin Nicole Yang and Dr. Shurui Tiffany Bai
Date: 2024-07-22 - 2024-07-30