Dr CHENG, Kwok Shing   鄭國城
Acting Head / Associate Professor
Department of Mathematics and Information Technology
Phone No: (852) 2948 8394
Email: chengks@eduhk.hk
Contact
ORCiD
0000-0002-5614-3348
Phone
(852) 2948 8394
Email
chengks@eduhk.hk
Scopus ID
35995385400
Research Interest

My research interests include but are not limited to: Information Technology Supported L2 Learning, ePortfolio-mediated Learning, Computer Programming Education, Online Learning Management System, e-Assessment, and Learning Analytics.

Teaching Interest

My teaching interests include but are not limited to: Computer Programming, Computer Networks, Database, Data Mining, Design and Analysis of Algorithms, and Research Methods for IT.

External Appointment

HKDSE Subject Committee Member

  • Information & Communication Technology, Hong Kong Diploma of Secondary Education (HKDSE), Hong Kong Examinations and Assessment Authority, 2015-2021.

External Examiner

  • External Examiner, Li Ka Shing Institute of Professional and Continuing Education, The Open University of Hong Kong, 2017-2019.

Reviewer

  • Australasian Journal of Educational Technology - 2010, 2012, 2016-2018
  • Computers & Education - 2014, 2016, 2018
  • International Journal of Comparative Education and Development, 2019
  • The Internet and Higher Education - 2012, 2015-2019
  • Research and Practice in Technology Enhanced Learning - 2015
Professional Profile

Dr. Gary Cheng is currently the Acting Head and Associate Professor of the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK). Dr. Cheng's academic background is in computer science, but he has specialised in teaching Information Technology in education for over a decade. With substantial years of work experience in Hong Kong academia, Dr. Cheng has built a wealth of knowledge and a network of support to unleash the potential of technology for teacher education. He has a proven track record of exploring and evaluating the use of emerging technologies to enhance teaching and learning. Over the years, Dr. Cheng has been involved in research projects funded by EdUHK and the Research Grant Council of Hong Kong on a range of topics mainly related to technology enhanced learning. He has also devoted himself to organising events and activities to promote coding, STEM and AI in education, such as Inter-Primary School Mobile Apps Design Competition (2017), STEAM Education: 3D Chinese Cultural Architectural Design Competition (2018), STEM Competition in Smart Product Design (2019), Workshop and Seminar Series on Big Data/AI with Applications to Education and Beyond (2020), International Conference on Education and Artificial Intelligence (2020).

Research Interest

My research interests include but are not limited to: Information Technology Supported L2 Learning, ePortfolio-mediated Learning, Computer Programming Education, Online Learning Management System, e-Assessment, and Learning Analytics.

Teaching Interest

My teaching interests include but are not limited to: Computer Programming, Computer Networks, Database, Data Mining, Design and Analysis of Algorithms, and Research Methods for IT.

External Appointment

HKDSE Subject Committee Member

  • Information & Communication Technology, Hong Kong Diploma of Secondary Education (HKDSE), Hong Kong Examinations and Assessment Authority, 2015-2021.

External Examiner

  • External Examiner, Li Ka Shing Institute of Professional and Continuing Education, The Open University of Hong Kong, 2017-2019.

Reviewer

  • Australasian Journal of Educational Technology - 2010, 2012, 2016-2018
  • Computers & Education - 2014, 2016, 2018
  • International Journal of Comparative Education and Development, 2019
  • The Internet and Higher Education - 2012, 2015-2019
  • Research and Practice in Technology Enhanced Learning - 2015
Selected Output

Scholarly Books, Monographs and Chapters
In S. So, W. Lam, H. Xie, & G. Cheng (Eds) (2019). Abstract Proceedings of the International Conference on Advances in STEM Education. Hong Kong: The Education University of Hong Kong.
Cheng, G., & Ng, W. S. (2019). Secondary Students’ Views on Using Flipped Classroom to Learn Computer Programming: Lessons Learned in a Mixed Methods Study. In S.K.S. Cheung, J. Jiao, L.-K. Lee, X. Zhang, K.C .Li, & Z. Zhan (Eds.), Technology in Education: Pedagogical Innovations (pp. 27-36). Singapore: Springer Nature.
Poon, L. K. M., Li, Z., & Cheng, G. (2017). Topic classification on short reflective writings for monitoring students’ progress. In S. K. Cheung, L.-F. Kwok, W. W. Ma, L.-K. Lee, & H. Yang (Eds.), Blended Learning. New Challenges and Innovative Practices. ICBL 2017. LNCS, vol 10309 (pp. 236-246). Cham: Springer.
Cheng, G., & Chui, H. L. (2015). The Greater the Online Participation, the Better the Learning Achievement? A Study of Moodle into Learning. In K. C. Li, T. -L. Wong, S. K. S. Cheung, J. Lam, & K. K. Ng (Eds.), Technology in Education: Transforming Educational Practices with Technology (pp. 136-144). Berlin, Heidelberg: Springer-Verlag.
Chui, H. L., Au-Yeung, H. K. C., & Cheng, G. (2015). Reflective Practice with Digital Portfolio for Teacher Readiness and Maturation of Prospective Teacher within the TPACK Framework. In K. C. Li, T. -L. Wong, S. K. S. Cheung, J. Lam, & K. K. Ng (Eds.), Technology in Education: Transforming Educational Practices with Technology (pp. 156-162). Berlin, Heidelberg: Springer-Verlag.
Wang, Q.Y., Kong S.C., Zhang, B.H., Chang, B., Cheng, G., Shih, J.L., Lee, J.D., Sim, S.H., Wong, L.H., Tseng, C.C., Chun, C.C., Chao, C.C., Wang, A.C., Yen, C.J., Chen, C.P., Hong, J.C., Miao, C.Y., Looi, C.K., Li, X.M., & Shen, Z.Q. (Eds.) (2010). Workshop Proceedings of the 14th Global Chinese Conference on Computers in Education [CDROM]. Singapore: Global Chinese Society for Computers in Education.

Journal Publications
Chen, X.L., Zou, D., Cheng, G. & Xie, H. (2020). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computer & Education, 151, 1-21.
Poon, L. K. M., Ng, W. S., & Cheng, G. (2020). Automatic Topic Detection on Chinese Essays: A Technology Enhanced Approach for Facilitating Formative Use of Summative Assessment. International Journal of Mobile Learning and Organization, xx, xx-xx.
Chen, X., Chen, J., Cheng, G., & Gong, T. (2020). Topics and trends in artificial intelligence assisted human brain research. PLoS ONE, 15(4), e0231192.
Chen, X., Xie, H., Cheng, G., Poon, L. K. M., Leng, M., & Wang, F. L. (2020). Trends and Features of the Applications of Natural Language Processing Techniques for Clinical Trials Text Analysis. Applied Sciences, 10(6), 2157.
Di Zou, Minhong Wang, Haoran Xie, Gary Cheng, Fu Lee Wang, Lap-Kei Lee (2020). A comparative study on linguistic theories for modelling EFL learners: facilitating personalized vocabulary learning via task recommendations. Interactive Learning Environments, xxx, 1-34.
Wong, T.L., Zou, D., Cheng, G., Tang, K.T., Cai, Y. & Wang, F.L. (2020). Enhancing Skill Prediction through Generalizing Bayesian Knowledge Tracing. International Journal of Mobile Learning and Organisation, 0, 0-0.
Chen, X., Yu, G., Cheng, G., & Hao T. (2019). Research topics, author profiles, and collaboration networks in the top-ranked journal on educational technology over the past 40 years: a bibliometric analysis. Journal of Computers in Education, 6, 563-585.
Cheng, G. (2019). Exploring the effects of automated tracking of student responses to teacher feedback in draft revision: evidence from an undergraduate EFL writing course. Interactive Learning Environments, xx, xx-xx.
Ng, W. S., & Cheng, G. (2019). Integrating Drone Technology in STEM Education: A Case Study to Assess Teachers’ Readiness and Training Needs. Issues in Informing Science and Information Technology, 16, 61-70.
Cheng, G. (2019). Exploring factors influencing the acceptance of visual programming environment among boys and girls in primary schools. Computers in Human Behavior, 92, 361-372.
Cheng, G., Chen, J., Foung, D., Lam, V., & Tom, M. (2018). Towards automatic classification of teacher feedback on student writing. International Journal of Information and Education Technology, 8(5), 342-346.
Cheng, G. (2018). Design and analysis of Bring Your Own Device (BYOD) pedagogies in higher education. International Journal of Learning and Teaching, 4(1), 15-19.
Cheng, G. (2017). The impact of online automated feedback on students’ reflective journal writing in an EFL course. The Internet and Higher Education, 34, 18-27.
Cheng, G. (2017). Towards an automatic classification system for supporting the development of critical reflective skills in L2 learning. Australasian Journal of Educational Technology, 33(4), 1-21.
Cheng, G., Guan, Y., & Chau, J. (2016). An Empirical Study Towards Understanding User Acceptance of Bring Your Own Device (BYOD) in Higher Education. Australasian Journal of Educational Technology, 32(4), 1-17.
Cheng, G., & Chau, J. (2016). Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course. British Journal of Educational Technology, 47(2), 257-278.
Cheng, G. (2014). Exploring students’ learning styles in relation to their acceptance and attitudes towards using Second Life in education: A case study in Hong Kong. Computers & Education, 70, 105-115.
Cheng, G., & Wong, T.-L. (2014). A Study on Learning Styles and Acceptance of Using Second Life for Learning in a Visual Arts Course. Open Journal of Social Sciences, 2(2), 22-28.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement. The Internet and Higher Education, 17, 9-15.
Cheng, G., & Chau, J. (2013). A study of the effects of goal orientation on the reflective ability of electronic portfolio users. The Internet and Higher Education, 16, 51-56.
Chau, J., & Cheng, G. (2012). Developing Chinese Students' Reflective Second Language Learning Skills in Higher Education. The Journal of Language Teaching and Learning, 2(1), 15-32.
Cheng, G., & Chau, J. (2011). A Comparative Study of Using Blogs and Wikis for Knowledge Construction. International Journal of Instructional Media, 38(1), 71-78.
Chau, J., & Cheng, G. (2010). Towards understanding the potential of e-portfolios for independent learning: A qualitative study. Australasian Journal of Educational Technology, 26(7), 932-950.
Chau, J., & Cheng, G. (2010). ePortfolio, Technology, and Learning: a Reality Check. Journal of Interactive Learning Research, 21(3), 465-481.
Cheng, G., & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34 (4), 337-350.
Cheng, G. (2009). Using game making pedagogy to facilitate student learning of interactive multimedia. Australasian Journal of Educational Technology, 25 (2), 204-220.
Cheng, G. (2008). Implementation challenges of the English language ePortfolio system from various stakeholder perspectives. Journal of Educational Technology Systems, 37 (1), 97-118.

Conference Papers
Lau, W.W.F., Jong, M.S.Y., Cheng, G.K.S. & Chu, S.K.W. (2020, June). Teachers’ Concerns about STEM Education in Hong Kong. Proceedings of EdMedia + Innovate Learning, Online.
Cheng, G., Poon, L. K. M., Lau, W. W. F., & Zhou, R. C. (2019, July). Applying Eye Tracking to Identify Students’ Use of Learning Strategies in Understanding Program Code. Proceedings of the 3rd International Conference on Education and Multimedia Technology (ICEMT 2019), Nagoya, Japan.
Cheng, G., Poon, L. K. M., Lau, W. W. F., & Zhou, R. C. (2019, April). Exploring the Relationship between Self-Regulated Learning Strategies and Computer Programming Achievement in Higher Education. Proceedings of the 5th International Conference on Education (ICEDU 2019), Kuala Lumpur, Malaysia.
Cheng, G., & Ng, W.S. (2019, March). Exploring Students’ Views on Using Flipped Classroom to Learn Computer Programming in Secondary Education. Proceedings of the 4th International Conference on Technology in Education (ICTE 2019), Guangzhou, China.
Cheng, G., & Chwo, S.-M. G. (2018, December). Investigating the effectiveness of written corrective feedback on EFL student revision: A case study in Taiwan. Proceedings of London International Conference on Education 2018 (LICE 2018), Cambridge, United Kingdom.
Cheng, G., Chwo, S.-M. G., Chen, J., Lam, V., Law, E., & Lai, R (2018, July). Exploring the relationship between types of teacher feedback and types of student revision in EFL writing courses. Proceedings of International Symposium on Teaching, Education, and Learning (ISTEL 2018), Seoul, South Korea.
Ng, W. S., & Cheng, G. (2018, July). A collaborative blended learning approach for learning Web programming. Proceedings of the International Conference on Information, Communication Technologies in Education (ICICTE 2018), Crete, Greece.
Cheng, G., & Ng, W. S. (2018, April). Using an automatic approach to classify EFL students’ revisions of their academic writing. Proceedings of the International Conference on Education and Global Studies (IConEGS 2018), Osaka, Japan.
Poon, L. K. M., Zhang, N. L., Xie, H., & Cheng, G. (2018, April). Handling Collocations in Hierarchical Latent Tree Analysis for Topic Modeling. Paper presented in the 3rd International Conference on Computer and Communication Systems, Nagoya, Japan.
Cheng, G., Chwo, S.-M. G., Chen, J., Foung, D., Lam, V., & Tom, M. (2017, December). Automatic classification of teacher feedback and its potential applications for EFL writing. Proceedings of the 25th International Conference on Computers in Education (ICCE 2017), Christchurch, New Zealand.
Yan, O.-S. & Cheng, G. (2017, December). Exploring the impact of flipped classroom on students’ acceptance of programming in secondary education. Proceedings of the 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2017), Hong Kong.
Cheng, G., Law, E, & Wong, T.-L. (2016, December). Investigating Effects of Automated Feedback on EFL Students’ Reflective Learning Skills. Proceedings of the 2016 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2016), Bangkok, Thailand.
Cheng, G., & Chau, J. (2015, July). Using an Automatic Approach to Classify Reflective Language Learning Skills of ESL Students. Proceedings of the 2015 IEEE 15th International Conference on Advanced Learning Technologies (ICALT 2015), Hualien, Taiwan.
Cheng, G., & Chau, J. (2015, May). Exploring Students' Perceptions on the Use of the A-S-E-R Framework in Reflective L2 Learning. Proceedings of the 3rd International Conference on Social Science and Management (ICSSAM), Kyoto, Japan.
Cheng, G., & Chui, H. L. (2014, July). The greater the online participation, the better the learning achievement? A study of integrating Moodle into learning. Proceedings of the Inaugural International Conference on Technology in Education (ICTE 2014), Hong Kong.
Chui, H. L., Au Yeung, H. K. C., & Cheng, G. (2014, July). Reflective practice with digital portfolio for teacher readiness and maturation of prospective teacher within the TPACK framework. Proceedings of the Inaugural International Conference on Technology in Education (ICTE 2014), Hong Kong.
Chau, J., & Cheng, G. (2014, May). Towards an Online Automatic System for Classifying Reflective Language Learning Abilities: from Development to Implementation. Proceedings of the International Conference on Social, Education and Management Engineering (SEME 2014), Macau.
Wong, T.-L., Ho, W. S., Tang, J., Wang, F. L., & Cheng, G. (2014, January). An Automatic Approach for Analyzing Online Discussion Forum via Text Mining. Proceedings of the Inaugural International Conference on Open and Flexible Education (ICOFE 2014), Hong Kong.
Cheng, G., & Chau, J. (2013, December). An Approach to Identify Levels of Reflection Using Latent Semantic Analysis. Proceedings of the 3rd International Conference on IT Convergence and Security (ICITCS 2013), Macau.
Kong, S. C., Li, K. M., Cheng, K. S., & Kwok, W. Y. (2010, June). Conceptualizing the Framework for Developing an Online Resource Bank Geared to School Education. Proceedings of the 14th Global Chinese Conference on Computers in Education (GCCCE 2010), Singapore.
Cheng, G., & Kong, S. C. (2010, April). Lessons Learned from Planning the Use of Mobile Technologies at Schools in Hong Kong. Proceedings of the 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE 2010), Kaohsiung, Taiwan.
Cheng, G., & S.C. Kong. (2010, April). Lessons learned from planning the use of mobile technologies at schools in Hong Kong. Proceedings of the 6th International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (WMUTE2010), Kaohsiung, Taiwan.

Creative and Literary Works, Consulting Reports and Case Studies
Kong, S.C., Li, K.M., & Cheng, K.S. (2009). A report on the study on need analysis of an online depository of curriculum-based learning and teaching resources for various key learning areas at key stage 3. Hong Kong: Education Bureau.

Project

Establishing a Research Cluster for Promoting Artificial Intelligence in Technology-Enhanced Language Learning (AI-TELL) Research
This project aims to propose and establish a research cluster to promote artificial intelligence in technology-enhanced language learning (hereafter, AI-TELL) research in Hong Kong. The ultimate goal of the proposed AI-TELL research cluster is to identify and bridge the gap between AI techniques and TELL towards developing pedagogical innovations to enhance language learning.
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Facilitating Artificial Intelligence and Big Data Analytics Research in Education
This project aims to develop AI in education and big data analytics in education as the departmental strategic areas. It is also planned to facilitate the development of the two areas through various related research activities, which include organizing research seminars, undertaking collaborative research, and inviting world-leading scholars for discussion and consultation
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Facilitating Theme-based Vocabulary Learning by Neural Topic Modeling based on Completely Random Measures
In this interdisciplinary project, we will exploit the topics identified by our proposed neural topic models (NTMs) for theme-based vocabulary learning. The topics and relevant documents identified through NTMs will assist teachers to easily organize and produce appropriate learning materials for vocabulary learners. Drawing on the proposed models, a vocabulary learning framework will be developed to support students in learning theme-based vocabulary.
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Online Self-learning Programme on Statistical/Data Science
This project aims to provide an online self- learning programme with modules that are tailor made to meet the diverse needs of different students/projects taking into account that previous trainings in statistics may be very minimal. The modules will serve as a quick entry guide on a specific statistical skill set for students/research assistants of this faculty and the university at large.
Project Start Year: 2020, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Promoting AI Literacy and Effective Use of AI in Education
The objectives of this project are twofold: firstly to prepare students with AI literacy and secondly to explore and develop AI tools for teaching and learning in a range of academic disciplines. The project will offer a good opportunity not only to develop the AI literacy of students, but also to promote effective use of AI in education as well as to prepare students to adopt AI-powered technology in their future teaching careers.
Project Start Year: 2020, Principal Investigator(s): LI, Wai Keung 李偉強 (CHENG, Kwok Shing 鄭國城 as Co-Principal Investigator)
 
Teachers’ Concerns about STEM Education: A Territory-wide Evaluation
This project draws upon a large-scale regionally representative sample of primary and secondary school teachers in Hong Kong and surveys their key concerns about STEM education. Findings of the study will make significant and original impact to policy makers, teachers, and researchers alike. Policy makers will be provided with an empirical understanding of teachers’ concerns about STEM education, allowing them to formulate evidence-based policy to institute educational change.
Project Start Year: 2020, Principal Investigator(s): LAU, Wilfred Wing Fat [CUHK] (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Using AI Chatbot as Intelligent Tutor to provide Personalized Feedback and Enhance Learning Support
To provide an adaptive learning environment, we proposed to use Artificial Intelligence (AI) chatbot to provide personalized feedback to students to meet their diverse needs. One-on-one individualized tutoring can help to provide specific study tips to enhance students’ learning performance and experience if timely feedback can be received, but it is difficult to be employed in large class size or intensive courses. Using chatbots to create intelligent tutors is a potential solution. Students ca . . .
Project Start Year: 2020, Principal Investigator(s): LAM, Wai Man Winnie 林惠民 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Cross-domain Beauty Item Retrieval via Unsupervised Embedding Learning
..
Project Start Year: 2019, Principal Investigator(s): CHENG, Kwok Shing 鄭國城, XIE HAORAN 謝浩然
 
Emotion Detection for Discussion Logs in Collaborative Learning with Hybrid Neural Networks
To address the above problem, this project aims to develop a deep neural network, one of the recent techniques in artificial intelligence, to detect emotional signals form discussion logs of the collaborative learning process automatically.
Project Start Year: 2019, Principal Investigator(s): POON, Kin Man 潘建文 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Enhancing Students’ Mathematics Learning through Instructional STEM Activities with Mathematical Modeling
..
Project Start Year: 2019, Principal Investigator(s): LING, Man Ho Alpha 凌萬豪 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Infuse STEM/STEAM elements into Mathematics and Information Technology Courses
This project aims to infuse STEM/STEAM elements into our subject-based courses in Mathematics and Information Technology courses. For each learning area of the subject-based courses, a relevant exemplar will be established to integrate STEM/STEAM elements into the teaching and learning of the subject. Instructional materials for each exemplar will be designed and implemented by a team of developers in consultation with the project’s supervisors. The materials will be freely available online to t . . .
Project Start Year: 2019, Principal Investigator(s): SO, Wing Wah Simon 蘇永華 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Integrating Artificial Intelligence Techniques in Education
..
Project Start Year: 2019, Principal Investigator(s): CHENG, Kwok Shing 鄭國城, XIE HAORAN 謝浩然
 
Supervised Humor Detection Models with GAN-based Data Argumentation Framework for Affective Vocabulary Learning Systems
..
Project Start Year: 2019, Principal Investigator(s): XIE HAORAN 謝浩然, CHENG, Kwok Shing 鄭國城
 
Tracking Students’ Use of Self-Regulated Learning Strategies for Computer Programming in Teacher Education
This project aims to draw on the concept of self-regulated learning (SRL) to engage student teachers in goal setting, progress monitoring and strategic management through electronic portfolio (ePortfolio). Students’ use of SRL strategies to attain specific learning goals will be identified from a multitude of data sources, including their written reflective entries on the e-Portfolio platform, their eye-tracking and think-aloud data recorded in a computer lab, as well as their verbal feedback co . . .
Project Start Year: 2019, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
A Study of Online Evidence-based Assessment System to Promote Collaborative and Cooperative Learning in Group Activities
Many courses involve group projects and/or activities to let students to collaborate and work together to solve problems. However, it is not easy to ensure all students are actively contributed and collaborate with each other to complete the project. As teachers usually collect the final outcome and mark it as a whole, it is difficult to assess the group project fairly within a group if the workload is unevenly distributed. In this project, we proposed to use “An Online Evidence-based Assessment . . .
Project Start Year: 2018, Principal Investigator(s): LAM, Wai Man Winnie 林惠民 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Towards Automatic Tracking of Student Responses to Teacher Feedback in Draft Revision
This project aims to design and implement an automated system for identifying types of student revision and teacher feedback in L2 writing. In addition, it is designed to detect the associations between student revision and teacher feedback. The impact of the system on the teaching and learning process of L2 writing will also be investigated. The project opens up opportunities for students to be promptly informed about the links of their revisions with teacher feedback, generating a new layer of . . .
Project Start Year: 2017, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Setting up a Coding Education Centre/Unit at EdUHK/HKIEd
This project aims to set up the Coding Education Unit for EdUHK/HKIEd. The Unit is operated under the Centre for Learning, Teaching and Technology (LTTC). Its goal is to nurture youth’s competence, character, confidence, connection and caring for a healthy and productive life through coding education. The Unit organizes courses and activities for students in EdUHK/HKIEd and local schools to learn coding skills, App development, design and production of artifacts with 3D printing. Through learnin . . .
Project Start Year: 2015, Principal Investigator(s): KONG, Siu Cheung 江紹祥 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Automatic Classification Techniques In Virtual Environments - The ACTIVE Project: Generating Immediate Feedback to Support Reflective Learning within ePortfolio Contexts
This project aims to support students to reflect on their English language (L2) experience in ePortfolio by making the best use of the affordances of the automatic classification technology. To guide students towards critical reflection, the project will develop an automatic software tool to evaluate levels of student reflection and subsequently generate immediate, adaptive and individualized feedback based on the evaluation results. The project will also investigate the impact of the automatic . . .
Project Start Year: 2014, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Design and analysis of Bring Your Own Device (BYOD) pedagogies in promoting student learning in higher education
The project is funded by eLearning and Blended Learning Development Grant (PolyUHK). It aims to design and implement the BYOD pedagogies at the levels of resources, communication and self-reflection for selected courses offered by the ELC of PolyUHK and the HKIEd in the academic years 2014/15 and 2015/16. In each BYOD class, students will have opportunities to explore and learn with various e-resources on a particular topic assigned by the subject teacher. They will also have opportunities to in . . .
Project Start Year: 2014, Principal Investigator(s): CHAU, Juliana (CHENG, Kwok Shing 鄭國城 as Co-Principal Investigator)
 
Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom
The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learners’ reflective engagement in line with HKIEd e-learning strategies. The project has the objectives to enhance the reflective engagement of learners in course learning in HKIEd; to enhance the reflective engagement of lecturers in course teaching in HKIEd; to enhance the sustainability of e-learning implementation in course learning and teaching in HKIEd; and to enhance the scalability of e-learning imp . . .
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, CHUNG, Wai Yee Joanne 鍾慧儀, SONG, Yanjie 宋燕捷 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Exploring the relationship between students' learning styles and satisfaction with Moodle: A pilot study
This project aims to explore the relationship between students’ learning styles and their satisfaction with Learning Management System (LMS). In view of the HKIEd’s own experiences of adopting a new LMS namely Moodle for supporting student learning at institutional level (http://moodle.ied.edu.hk) and the findings obtained from previous studies suggesting that student use and acceptance of LMS varied rather widely in different contexts, consideration of students’ cognitive and affective preferen . . .
Project Start Year: 2012, Principal Investigator(s): CHENG, Kwok Shing 鄭國城
 
Formative Evaluation of Using Mobile Device in Learning and Teaching for the QEF Project (Boundless School, Mobile Learning Project)
This project aims to evaluate the effectiveness of the use of mobile technology on school education. Eleven pilot schools will be invited to embed the designed mobile learning strategies in the learning and teaching of two selected subject units within the research period. Pre-test—Post-test instruments will be developed for evaluating the effect of the designed strategies on student achievement. Classroom observation will also be conducted to investigate student reaction to the designed strateg . . .
Project Start Year: 2009, Principal Investigator(s): KONG Siu Cheung (CHENG Kwok Shing as Co-Investigator)
 
Provision of Services for Need Analysis of an Online Depository of Curriculum-based Learning and Teaching Resources for various KLA at Key Stage 3
The Education Bureau has commissioned the Hong Kong Institute of Education to conduct a study of need analysis of an online depository of curriculum-based learning and teaching resources for various Key Learning Areas (KLAs) at Key Stage 3. For the collection of solid information to inform the development of the captioned online depository, research activities including documentary analysis, focus group discussions and online questionnaire survey are going to be conducted to study the use of e-r . . .
Project Start Year: 2009, Principal Investigator(s): KONG, Siu Cheung 江紹祥, LI, Kai Ming 李啟明 (CHENG, Kwok Shing 鄭國城 as Co-Investigator)
 
Prizes and awards

Silver Medal
In iCAN 2019, EdUHK showcased four edtech innovations and the GMoodle system for assessment automation has been awarded with two prizes: silver medal and special award. The GMoodle system is developed for assessment of collaborative learning. The whole process of collaboration is recorded by the system to provide an objective measure and fair evaluation to reflect the actual contribution of each student in a group project.
Date of receipt: 24/8/2019, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2019
 
Special Inventor Award
In iCAN 2019, EdUHK showcased four edtech innovations and the GMoodle system for assessment automation has been awarded with two prizes: silver medal and special award. The GMoodle system is developed for assessment of collaborative learning. The whole process of collaboration is recorded by the system to provide an objective measure and fair evaluation to reflect the actual contribution of each student in a group project.
Date of receipt: 24/8/2019, Conferred by: The International Invention Innovation Competition in Canada (iCAN) 2019
 
Silver Medal
The medal was awarded for the invention of an automated system for tracking student responses to teacher feedback in draft revision. The automated system was designed to classify the types of teacher feedback and student revision in English as Foreign Language (EFL) writing, as well as to detect their connections. Teachers can use the system to identify those students with revision problems and in need of early assistance. Additionally, students can use the system to generate immediate and individualized analysis on how well they respond to teacher feedback for personal reflection.
Date of receipt: /6/2019, Conferred by: Silicon Valley International Invention Festival (SVIIF)