Enhancing Early Childhood Education through Generative AI: A Formative Assessment and Lesson Planning Initiative.
The project leverages Generative AI, specifically T-bots (e.g. duobao ai, Deepseek ai or ByteDance’s ai), to facilitate lesson planning and formative assessments, providing real-time feedback and personalized learning experiences. This innovative approach not only streamlines the planning process but also enhances the quality of education by making it more adaptive to individual student needs. T-bots support lesson planning and formative assessment by generating tailored lesson ideas and automated feedback (Luckin, 2018). This enhances teaching efficiency and personalization, improving student engagement and learning outcomes (Roll & Wylie, 2016). AI will adapt to diverse learning needs, providing personalised recommendations (Zawacki-Richter et al., 2019). This ensures inclusive
learning experiences for all students.
Project Start Year: 2025, Principal Investigator(s): SAXENA, Anika
SDGs Information: 4 - Quality Education
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Exploring ICT competence beliefs, self-efficacy and outcome expectations for technology integration in education and TPACK of in-service preschool teachers in Hong Kong and Mainland China
Rapid technological advancements directly influence the development of education. The competencies expected from 21st-century learners include the use of technology. Moreover, curriculums nowadays are consistently adjusting to keep up with technological trends. In turn, teachers were directly affected by the changes, making it as one of their major challenges in teaching. This situation has been the same condition with preschool teachers. Early childhood curriculum is also starting to promote ICT integration in the classroom. Therefore, it is important to investigate how teachers adapt to these developments. This study will focus on examining whether ICT competence beliefs will influence teachers’ technological pedagogical content knowledge. It will also explore the mediating role of teachers’ self-efficacy and outcomes expectations on technology integration in education. As Hong Kong and Mainland China are both at the forefront of promoting technological advances, preschool teachers from these two contexts will be invited to participate in answering a survey packet.
Project Start Year: 2023, Principal Investigator(s): VALDEZ, Jana Patricia Millonado (SAXENA, Anika as Co-Investigator)
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Enhancing learning through developing teaching practices by adding gamification in learning activities and analyse learner’s motivational needs.
ECE student teachers need more exposure to gamification to integrate similar play-based aspects into their regular classroom activities. Our current in-class activities, including lectures, discussions, and videos, were limited to engaging students. Developing a gamification-integrated learning environment will enhance student motivation and student achievement. This will enhance student teachers’ learning motivation as well as their understanding of the importance of motivation concerning student achievement in their class.
Project Start Year: 2023, Principal Investigator(s): SAXENA, Anika
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Improving Students’ Learning Experiences and Outcomes by Developing Affective Teaching Practices
This project aims to derive insights about the influence of the affective dimension of class climate on students’ experiences and outcomes in both traditional and online environments. The purpose is to develop recommendations for fostering a supportive learning environment and hence improve student outcomes. https://www.playfullearningproject.com/videos
Project Start Year: 2021, Principal Investigator(s): HARRISON, Mark Gregory (SAXENA, Anika as Co-Investigator)
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Creativity and self-expression in Early Childhood Teacher Education: A Case Study of Curriculum-Based Professional Learning (CBPL)
Project Objective(s):
-to carry out an in-depth investigation of pre-service teachers (PTs) beliefs regarding creativity and the perceived barriers of creative processes within early childhood education;
-to examine the extent to which PTs reflect their creativity within their pedagogical practices.
-to integrate the high-quality curriculum materials and professional learning resources developed by the ECE Department;
-to theorise, conceptualise, and operationalise CBPL for pre-service ECE teachers with the three-component model of teacher learning.
Curriculum-Based Professional Learning (CBPL) will transform preservice ECE teachers' learning in this practical instructional project. CBPL aspires to transform teacher education by anchoring it in high-quality curriculum approaches and materials, exposing teachers to the learning experiences their students will get and enhancing their pedagogical content expertise (Short & Hirsh, 2020).
Project Start Year: 2021, Principal Investigator(s): SAXENA, Anika
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Extending the Margin of Play
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Project Start Year: 2020, Principal Investigator(s): CHAN, Po Lin 陳寶蓮, LAM, Pui Ching Jessie 林沛晴, FUNG SZE WUN, SERENA 馮詩韻 (SAXENA, Anika 安尼卡 as Team Member)
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