Dr BAI, Shurui Tiffany    白書瑞 博士
Assistant Professor
Department of Mathematics and Information Technology
Contact
ORCiD
0000-0003-2004-7810
Phone
(852) 2948 8247
Email
tstbai@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=289566&name=BAI, Shurui Tiffany
Scopus ID
57213191256
SDGs
4 - Quality Education
Research Interests
Technology-enhanced learning, gamification, and intrinsic motivation to learn.
Teaching Interests

Foundation of ICT. Coding and Computational Thinking.

External Appointments

HKAECT 2022-2024 organization committee member and editor

Personal Profile

Dr. Shurui Bai Tiffany is an Assistant Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong, where she also serves as the Programme Director for the Master of Science in Artificial Intelligence and Education Technology. She holds a Ph.D. in E-learning Environment from The University of Hong Kong, an M.A. in English Linguistics & Literature from Renmin University of China, and a B.A. in Translation & Interpreting with a minor in Economics from Shandong University.


Dr. Bai’s research explores the innovative integration of artificial intelligence in education, particularly through adaptive feedback, gamification, and scenario-based learning. She has been awarded several prestigious research grants, underscoring her leadership in this domain. Notably, she is the Principal Investigator of an Early Career Scheme (ECS) funded by the Research Grants Council of Hong Kong, focusing on the effects of adaptive gamification on student engagement and performance. Additionally, she leads a project under the Germany/Hong Kong Joint Research Scheme, investigating the impact of AI-enabled automated adaptive feedback on students’ motivational and cognitive learning outcomes.


Her research contributions have been widely recognized, with publications in leading academic journals such as Computers & Education and Educational Research Review. Her work on gamification and AI in education has garnered significant attention, including a highly cited meta-analysis published in Educational Research Review. Beyond her research, Dr. Bai actively contributes to the academic community. She serves as a peer reviewer for prominent journals like Computer & Education and Educational Research Review. She has also been deeply involved in conference organization, serving as a co-chair and proceedings editor for the Hong Kong Association for Educational Communications and Technology (HKAECT) International Conference from 2020 to 2026. Dr. Bai’s work has earned her several accolades, including the Best Overall Paper Award at the International Conference on Blended Learning and the Second Prize in Course Design at the International Contest on Blended Teaching & Learning. She also has won the President’s Award for Outstanding Performance in Teaching 2024/25 (Early Career Faculty Member Category). Her dedication to advancing educational technology continues to shape the field and inspire future research.

Research Interests
Technology-enhanced learning, gamification, and intrinsic motivation to learn.
Teaching Interests

Foundation of ICT. Coding and Computational Thinking.

External Appointments

HKAECT 2022-2024 organization committee member and editor

Research Outputs
Scholarly Books, Monographs and Chapters
Steven Kwan Keung Ng, Tiffany Shurui Bai, Noble Po Kan Lo, Anna Wing Bo Tso, Wendy Wing Lam Chan (2025). Transcending boundaries in the digital age. Springer. https://doi.org/10.1007/978-981-96-2921-3
SDGs infomation: 4 - Quality Education
Tiffany Shurui Bai, Yingxue Liu, Yue Qiu (2023). Evaluation of good practices of using rewards in online classrooms based on the five principles of motivation. Springer. https://doi.org/10.1007/978-981-99-7559-4_8
SDGs infomation: 4 - Quality Education
Anna Wing Bo TSO, Wendy Wing Lam CHAN, Steven Kwan Keung NG, Tiffany Shurui BAI, Noble Po Kan LO (2023). Critical reflections on ICT and education: Selected papers from the HKAECT 2023 International Conference. Hong Kong: Springer. https://doi.org/10.1007/978-981-99-7559-4
Tso, A. W. B., NG, S. K. K., Law, L., & BAI, T. S. (2023). The Post-pandemic Landscape of Education and Beyond: Innovation and Transformation Selected Papers from the HKAECT 2022 International Conference.

Journal Publications
Cheng, M., Lai, X., Zeng, W., Bai, S., Duan, C., & Sun, D. (2026). Unlocking the power of gamification in K-12 STEM education: A meta-analysis of the effects on domain knowledge, higher-order thinking, and affective outcomes. Educational Psychology Review, 38, Article 60. https://doi.org/10.1007/s10648-026-10148-1
SDGs infomation: 4 - Quality Education
Zamzami Zainuddin, Michael Sailer, Shurui Bai, Madziatul Churiyah, Agung Winarno (2026). Quiz-based inquiry: Embedding incrementally sequenced questions to enhance engagement and learning in synchronous online lectures. Educational Technology Research and Development. https://doi.org/10.1007/s11423-026-10614-1
SDGs infomation: 4 - Quality Education
Shurui Bai, Siu Sze Yeung, Chung Kwan Lo (2026). Enhancing the effect of AI-assisted learning: The use of scaffolding strategies to develop students’ prompt engineering skills. Interactive Learning Environments. https://doi.org/10.1080/10494820.2026.2649547
SDGs infomation: 4 - Quality Education
Amadeus J Pickal, Matthias Stadler, Michael Sailer, Shurui Bai, Manuel Ninaus, Samuel Greif, Nicolas Becker, Marco Koch (2026). The winner takes it all: Effects of leaderboard-based feedback on cognitive performance and motivation. Learning and Individual Differences, 126, Article 102836. https://doi.org/10.1016/j.lindif.2025.102836
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Shurui Bai, Yingxue Liu, Khe Foon Hew, Michael Sailer, Ya Xiao (2026). Effects of reward strategies in gamified learning on academic performance: A systematic review. Educational Research Review, 50, Article 100766. https://doi.org/10.1016/j.edurev.2026.100766
SDGs infomation: 4 - Quality Education
Shurui Bai, Chen Yang, Amadeus J. Pickal, Yingxue Liu, Melissa D. Özsoy, Yin Yang, Shi-Ting Chen (2025). Harnessing educational digital storytelling: A systematic review of cognitive and affective learning outcomes in the recent decade (2014–2024). Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-04-2025-0092
SDGs infomation: 4 - Quality Education
Shurui Bai, Peiyao Tian (2025). Educational robotics may enhance students’ conceptual knowledge, applied skills, and learning attitude in STEM education: A meta-analysis. Educational Technology and Society, 28(4), 274-303. https://www.scopus.com/pages/publications/105019807492 Scopus publicationLink to publication in Scopus, https://www.j-ets.net/collection/published-issues/28_4published version, https://doi-org.ezproxy.eduhk.hk/10.30191/ETS.202510_28(4).SP06published version (EdUHK Users only)
SDGs infomation: 4 - Quality Education
Bai, S., & Hew, K. F. (2025). How different gamified leaderboards affect individual students’ learning engagement, strategies, performance, and perceptions in online classes. Educational Technology & Society, 28(4), 42-61. https://doi.org/10.30191/ETS.202510_28(4).RP03
SDGs infomation: 4 - Quality Education
Shurui Bai, Chung Kwan Lo & Chen Yang (2024). Enhancing instructional design learning: A comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher. Interactive Learning Environments. https://doi.org/10.1080/10494820.2024.2420184
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Echo Shang Liang & Shurui Bai (2024). Generative AI and the future of connectivist learning in higher education. Journal of Asian Public Policy. https://doi.org/10.1080/17516234.2024.2386085
SDGs infomation: 4 - Quality Education, 8 - Decent Work and Economic Growth
Shurui Tiffany BAI & Khe Foon HEW (2024). Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-02-2024-0043
SDGs infomation: 4 - Quality Education
Shurui Bai, Donn Emmanuel Gonda, & Khe Foon Hew (2024). Write-Curate-Verify: A Case Study of Leveraging Generative AI for Scenario Writing in Scenario-Based Learning. IEEE Transactions on Learning Technologies, 1, 1-10. https://doi.org/10.1109/TLT.2024.3378306
SDGs infomation: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure
Bai, S., Hew, K.F., Gonda, D.E. et al. (2022). Incorporating fantasy into gamification promotes student learning and quality of online interaction. Int J Educ Technol High Educ, 19, 29. https://doi.org/10.1186/s41239-022-00335-9.
Hew, K. F., Bai, S., Huang, W., Dawson, P., Du, J., Huang, G., Jia, C., & Thankrit, K. (2021). On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis. Australasian Journal of Educational Technology, 37(2), 132–151.
Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers and Education, 173 Doi:10.1016/j.compedu.2021.104297.
Hew, K.F., Bai, S., Dawson, P., & Lo, C.K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393.
Chengyuan Jia, Khe Foon Hew, Shurui Bai & Weijiao Huang (2022). Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement. Journal of Research on Technology in Education, 54(2), 281-301 Doi:10.1080/15391523.2020.1847220.
Khe Foon Hew, Chengyuan Jia, Donn Emmanuel Gonda & Shurui Bai (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17 Doi:10.1186/s41239-020-00234-x.
Shurui Bai, Khe Foon Hew, Biyun Huang (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30 Doi:10.1016/j.edurev.2020.100322.

Conference Papers
Chen Yang, Shurui Bai, Siu Sze Yeung (2025, December). From prompts to performance: Investigating students' critical thinking in artificial intelligence chatbot interactions. Proceedings of 2025 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2025, Macau. https://doi.org/10.1109/TALE66047.2025.11346605
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Lingyi Zhu, & Shurui Bai (2025, November). How Duolingo users perceive the use of game elements in their learning motivation. Proceedings of 2025 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2025, Macau. https://doi.org/10.1109/TALE66047.2025.11346677
SDGs infomation: 4 - Quality Education
Shurui Tiffany BAI, Tse Tin David CHAN (2024, September). Enhancing students’ digital story design: Investigating the impact of an AI chatbot on performance and intrinsic motivation. Proceedings of 2024 the 4th International Conference on Educational Technology (ICET 2024), Wuhan, China. https://doi.org/10.1109/ICET62460.2024.10867905
SDGs infomation: 4 - Quality Education, 9 - Industry, Innovation and Infrastructure
Bai, S., & Hew, T. K. F. (2024, April 11–14). Examining impacts of two fantasies on university students’ behavioral engagement in gamified learning experience [Paper presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, United States.
Shurui Bai (2024, April). Empowering scenario-based online learning tasks through generative AI: The write-curate-verify approach. Paper presentation]. International Congress on Educational Futures 2024, Hong Kong.
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Bai, S., Liu, Y., Song, Y., & Cross, J. S. (2023). Exploring the Effects of Digital Storytelling-Enhanced Scenario-Based Learning on Students’ Learning Outcomes. 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), 1–7. https://doi.org/10.1109/TALE56641.2023.10398298
Leminen, Felix & Bai, Shurui (2023, September). Applying visual mnemonics enhances Chinese characters learning for Chinese as second language learners: A mixed-method study. Proceedings of the 7th International Conference on Digital Technology in Education, ICDTE 2023, Hangzhou China. https://doi.org/10.1145/3626686.3631646
Gonda, D. E., Huang, L., & Bai, S. (2023, May 17–19). Increasing students’ Moodle engagement through gamification and storytelling [Paper presentation]. International Conference on Learning and Teaching for Future Readiness 2023: “Learning and Teaching in the Eve of Metaverse”, Hong Kong, China.
S. Bai, K. F. Hew, S. Zhang, W. Huang and D. E. Gonda, "Examining Effects of Science Flipped Classrooms A Meta-analysis," 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE), Hung Hom, Hong Kong, 2022, pp. 276-283, doi: 10.1109/TALE54877.2022.00053.
Bai, S., Hew, K. F., & Gonda, D. E. (2022, November). How Fantasy May Affect Student Engagement in Gamified Fully Online Classes: A Mixed-Method Study. In 2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1-6). IEEE.
S. Bai, K. F. Hew and D. E. Gonda, "Examining Effects of Different Leaderboards on Students' Learning Performance, Intrinsic Motivation, and Perception in Gamified Online Learning Setting," 2021 IEEE International Conference on Educational Technology (ICET), Beijing, China, 2021, pp. 36-41, doi: 10.1109/ICET52293.2021.9563130.
S. Bai, D. E. Gonda and K. F. Hew, "Effects of Tangible Rewards on Student Learning Performance, Knowledge Construction, and Perception in Fully Online Gamified Learning," 2021 IEEE International Conference on Engineering, Technology & Education (TALE), Wuhan, Hubei Province, China, 2021, pp. 899-904, doi: 10.1109/TALE52509.2021.9678741.
Hew,K.F., Bai,S., Huang,W., Du,J., Huang,G., Jia,C., & Khongjan,T. (2020). Does flipped classroom improve student cognitive and behavioral outcomes in STEM subjects? Evidence from a second-order meta-analysis and validation study. Blended learning: Education in a smart learning environment: 13th International Conference, ICBL 2020, Bangkok, Thailand, August 24–27, 2020, proceedings, 264-275 Doi:10.1007/978-3-030-51968-1_22.
Shurui BAI, Khe Foon HEW (2020, 4). Gamification enhances student academic performance in educational contexts: Evidence from meta-analysis. Paper presented at 2020 Annual Meeting of American Educational Research Association: "The Power and Possibilities for the Public Good When Researchers and Organizational Stakeholders Collaborate", San Francisco
Shurui Bai (2019, November). Examining the effects of leaderboards in gamified learning environment. Proceedings of the 27th International Conference on Computers in Education, Taiwan. http://www.scopus.com/inward/record.url?scp=85077683974&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://apsce.net/icce/icce2019/04_Proceedings.htmlpublished version
Shurui Bai & Khe Foon Hew (2019, 11). Examining the effect of gamification in information science, computer and engineering education: A meta-analysis of student learning performance. Proceedings of the 27th International Conference on Computers in Education, Taiwan.

Projects
AI Laziness or Efficiency: Unpack the Black Box of Human-AI Collaborative Design Problem-solving Process and Strategy
To investigate the design problem-solving processes of learners engaged in multimedia artefact creation with generative AI over time, using a combination of statistical analysis and process mining techniques applied to multimodal data. The goal is to unpack how learners interact with AI and how this influences their cognitive, metacognitive, and motivational trajectories. It can be divided into several smaller objectives:
• About Motivational Dynamics: To compare changes in learner motivation (e.g., extrinsic motivation) throughout the design problem-solving process between learners with varying degrees of AI reliance using latent growth modeling.
• About Metacognitive Strategy Profiling: To identify and compare metacognitive strategies (e.g., self-regulated learning behaviors) across different stages of the design problem-solving process between learners with varying degrees of AI reliance using using hierarchical clustering and process mining and epistemic network analysis.
• About Strategy-Outcome Relationships: To examine the relationship among different identified metacognitive strategies, motivational dynamics, quality of the designed multimedia artefacts and degree of AI reliance using sequence clustering, process mining and regression analysis to uncover patterns and predictive relationships.
Project Start Year: 2026, Principal Investigator(s): BAI, Shurui, Tiffany
SDGs Information: 4 - Quality Education
 
Developing an Adaptive Gamified Learning Moodle Plugin for Improved Students’ Engagement, Self-Efficacy, and Achievement: A Dynamic Gamification Adaptation Approach
Gamification applies game elements (e.g., points) to boost motivation in non-game contexts. Traditional one-size-fits-all gamification (OG) in education often fails due to inconsistent motivational outcomes, attributed to its inability to address varied student motivations. Adaptive gamification (AG), which customizes game elements to individual motivations, shows promise but faces two limitations: 1) current AG uses "static" adaptations based on initial motivation reports, ignoring dynamic motivational shifts; 2) insufficient evidence on AG’s impacts on educational outcomes (engagement, self-efficacy, learning performance). This project addresses this gap. We will develop a dynamic gamification adaptation (DGA) system adjusting game elements based on evolving student motivations and LMS engagement data via a Moodle plugin, followed by iterative testing. Outcomes will advance understanding of motivation dynamics, inform AG design principles, and provide an open-source DGA plugin for global educational applications.
Project Start Year: 2025, Principal Investigator(s): BAI, Shurui, Tiffany

 
E-learning through Adaptive Gamification: Effects on Students' Course Engagement, Self-efficacy and Learning Performance
1. To assess the impacts of the dynamic gamification adaption implementation on students’ course engagement, self-efficacy, and learning performance before and after the use, with necessary refinement based on these impacts.
2. To compare the impacts of the adaptive gamification approach using the refined dynamic gamification adaption implementation, with the one-size-fits-all gamification approach on students’ course engagement, self-efficacy, and learning performance.
Project Start Year: 2025, Principal Investigator(s): BAI, Shurui, Tiffany

 
Developing Hong Kong Students’ Critical Thinking-driven Prompt Engineering Education for Enhanced Self-efficacy and Problem-solving Ability in the AI Era: A Design-based Research Approach
The rapid expansion of Artificial Intelligence (AI) in education has sparked significant interest and debate around its potential to transform learning environments. Yet, the effective use of AI hinges on users’ ability to interact with these systems efficiently—particularly through the process of prompt engineering. Despite the growing integration of AI tools in education, a critical gap exists in students' ability to use these tools effectively due to a lack of training in prompt engineering, which is essential for maximizing AI's potential. This project aims to address this gap by developing a Critical Thinking-Driven Prompt Engineering (CTPE) educational framework, with the potential to significantly impact educational practices, student outcomes, and AI integration in education. • To propose critical thinking-driven prompt engineering (CTPE) educational framework and a set of human-AI interactive learning design principles based on the collected feedback. • To evaluate and validate the CTPE educational framework for implementing critical thinking-driven prompt engineering education and its impacts on students’ learning self-efficacy and problem-solving ability.
Project Start Year: 2024, Principal Investigator(s): BAI, Shurui, Tiffany, YEUNG, Siu Sze

 
Developing Students' Critical Thinking-driven Prompt Engineering Education for Enhanced Self-efficacy and Problem-solving Ability in the AI Era: A Design-based Research Approach
• To propose critical thinking-driven prompt engineering (CTPE) educational framework and a set of human-AI interactive learning design principles based on the collected feedback. • To evaluate and validate the CTPE educational framework for implementing critical thinking-driven prompt engineering education and its impacts on students’ learning self-efficacy and problem-solving ability.
Project Start Year: 2024, Principal Investigator(s): BAI, Shurui, Tiffany

 
Leveraging Generative AI for Scenario Writing in Scenario-Based Learning
This project will adopt a design-based research method to develop a generative artificial intelligence (GenAI) prompt engineering process for effective SBL design. A scenario-based learning design framework will be used to design the SBL scenarios and tasks. In phase 1, the first version of GenAI prompt engineering process will be conducted to design the Scenario-based learning (SBL) scenarios and tasks. Then, students’ suggestions on improving the SBL scenarios and tasks will be collected. In phase 2, the refined second version of GenAI prompt engineering process will be conducted to design the SBL scenarios and tasks. The PI will compare students’ motivation, learning performance, and learning perceptions between the first and second versions of GenAI prompt engineering process. The same postgraduate course about computational thinking skills will be used for each intervention. The course lasts for 13 weeks. This study aims to provide evidence on the use GenAI on student learning outcomes and propose useful prompt engineering process to improve the scalability of the effective SBL application.
Project Start Year: 2024, Principal Investigator(s): BAI, Shurui, Tiffany

 
Using Fantasy to Enhance Learners’ Intrinsic Motivation in Gamified Learning
This proposed study has two main objectives: (a) to examine the effects of exogenous and endogenous fantasies on students’ intrinsic motivation in gamified learning; (b) to propose an effective fantasy design for enhanced student intrinsic motivation to learn.
Project Start Year: 2024, Principal Investigator(s): BAI, Shurui, Tiffany

 
Impact of Artificial Intelligence-enabled Automated Adaptive Feedback on Students’ Motivational and Cognitive Learning Outcomes in Scenario-based Learning
Research Objective(s):
1. To examine the different specific features of adaptive feedback.
2. To investigate the effects of adaptive and static feedback on students’ motivational and cognitive learning outcomes.Artificial intelligence (AI) development makes the automation of adaptive feedback feasible and efficient. However, studies about automated adaptive feedback on student motivation are scant. These relevant questions are unanswered. What are the different specific features of adaptive feedback? What elements should the feedback adapt to for enhanced learning (Bernacki et al., 2021)? How does adaptive feedback affect learners’ motivation and cognitive learning performance? This study aims to address these important questions.
In this research, we apply automatic adaptive feedback in chatbot format in an SBL setting. The primary aim of this research is to examine the effects of automated adaptive feedback on student intrinsic motivation in scenario-based learning compared with static feedback. This work may help explore how adaptive feedback may affect students’ different aspects of motivation (i.e., affective, behavioural and cognitive). Second, we will provide easy-to-follow guidance for teachers on using AI to automate adaptative feedback and design SBL tasks for improved student motivation.
Project Start Year: 2024, Principal Investigator(s): BAI, Shurui, Tiffany

 
Impact of Artificial Intelligence-enabled Automated Adaptive Feedback on Students’ Motivational and Cognitive Learning Outcomes in Scenario-based Learning
A quasi-experimental design and a mixed method will be adopted in this study. Mixed-method research entails the utilisation of quantitative and qualitative data. We will apply the static feedback in Experiment 1 (Jan–Feb 2024) and the adaptive feedback in Experiment 2 (Mar–Apr 2024) in the same course. The course is offered in a master programme at a university in Hong Kong (the PI is the teacher). This course discusses coding strategies to develop students’ computational thinking in educational contexts.
Project Start Year: 2023, Principal Investigator(s): BAI, Shurui, Tiffany

 
Developing learners’ problem-solving competence using digital storytelling-driven gamification approach
To cope with the challenges of the Twenty-first Century, our students need to be equipped with problem-solving skills. By contextualizing the learning content in a story supported by digital multimedia and visualizing step-by-step process of solving a problem, digital storytelling presents its effectiveness in fostering students’ problem-solving competence. But feedback of students’ learning tasks performance and less-motivated students are often neglected in solely digital storytelling strategy. Gamification can provide instant feedback on one’s actions or performance and keep one motivated by awarding game elements such as points, badges and ranks on leaderboards. Hence, we suggest combining digital storytelling with gamification mechanism to better guide students in solutions formulation, implementation and evaluation process. This project aims to explore the application of the digital storytelling-driven gamification (DSDG) approach to promote students’ problem-solving skills in real-world scenarios. Through the process of working with teammates, demonstrating and evaluating the solution, students could also develop their collaborative, communicative and research competencies. The final outputs will develop DSDG design guidelines based on the research findings. A digital toolkit and a series of sandbox workshops of DSDG using this toolkit to scaffold the design process will also be generated.
Project Start Year: 2023, Principal Investigator(s): BAI, Shurui, Tiffany

 
Toward an Effective Gamification Design in Higher Education: Validating a Theoretical GAFCC-F Model Using Design-based Research
To examine how each motivational element in the GAFCC-F model (Goal, Access, Feedback, Challenge, Collaboration, Fantasy) and its relevant game design elements (e.g., points, badges, leaderboards) affect students’ intrinsic motivation in doing learning tasks. PI will also identify the challenges students, teachers, and instructional designers face when experiencing and designing gamification. To refine the GAFCC-F model based on participants’ suggestions for tackling challenges and improving the learning experience in gamified learning, with a set of proposed design principles corresponding to each motivational element.
Project Start Year: 2022, Principal Investigator(s): BAI, Shurui, Tiffany

 
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
Interview by Ta Kung Pao regarding the research on gamified learning.
Date: 2026-05-22 - 2026-05-22

Staff Engaged as Professional Consultants or Members of External Advisory Bodies
Hong Kong Association for Educational Communications and Technology
Date: 2023-01-01 - 2023-07-01