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
Scopus ID
57213191256
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. Bai received her Ph.D. in e-learning environment from the University of Hong Kong (HKU) in 2022. Before that, she got a master degree in English linguistics from Renmin University of China (RUC) in 2018 and two bachelor degrees (English literature and economics) from Shandong University (SDU) in 2015. Her research interests lie in AI-empowered learning, gamification, scenario-based learning, digital storytelling, and intrinsic motivation to learn.

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
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
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 Technology37(2), 132–151. https://doi.org/10.14742/ajet.6475
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
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

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