Prof. CHIU Kin-fung, Thomas

BSc (HKUST), PGDE, PhD (HKU), MSc (PolyU)

Assistant Professor
Prof. CHIU Kin-fung, Thomas

Prof. CHIU Kin-fung, Thomas

Assistant Professor

HTB Rm. 303
3943 6932


Website
Introduction
Thomas Chiu is Assistant Professor at the Department of Curriculum and Instruction, and Associate Director of the Centre for University and School Partnership and Centre for Learning Sciences and Technologies at The Chinese University of Hong Kong. Prior to this he was a Lecturer and School-university Partnership Director in the Faculty of Education at The University of Hong Kong. He has extensive teaching and leadership experience in schools.

His research interests include Digital Education, STEM Education, and Teacher Education. To support research agenda, he has collaborated with local, regional and international scholars to win grants exceeding USD$ 32 million (USD$6.2 million PI / CO-PI; 25.5 million CO-I) external grants and USD$ 0.09 million internal grants. These include AI for The Future.

Thomas is named Top 2% most cited scientist 2022 and 2023 in education by Stanford University. He ranks 10th in the global list both 2017 to >2022, using SciVAL Field-weighed citation index. He is also the recipient of Research Excellence Award 2022-23 from Chinese University of Hong Kong, Reviewer Excellence Award from the Journal Educational Technology Research and Development, and Teaching Awards from the University of Hong Kong, and Hong Kong Education Bureau.

He currently is associate editor of four international journals - International Journal of STEM Education (IJSTEM / Q1), Interactive Learning Environments (NILE / Q1), Australasian Journal of Educational Technology (AJET / Q1) and The Asia-Pacific Education Researcher (TAPER / Q2), and a member of editorial board of three journals in STEM education and educational technology, and is a reviewer for more than 30 international journals, and competitive grants. Thomas is an international scholar of Centre for Self-determination Theory (SDT).

Thomas has served on a few advisory panels for IT in education policy and curriculum development, and the Steering Committee on Strategic Development of Information Technology in Education. He is a joint-faculty programme coordinator of BSc Learning Design and Technology, and his teaching expertise is Digital learning, STEM teaching with specific emphasis on mathematics and technology, and research method.

Thomas also provides consultancy services to design and organize school-based staff development activities. Outside of work, he is an avid chess, tennis, and football enthusiast.

To collaborate with Thomas in any of these professional or personal areas, please contact him at .
My site: https://sites.google.com/view/tchiu
ORCID: http://orcid.org/0000-0003-2887-5477
Twitter: @thomaskfchiu
Linkedin: https://www.linkedin.com/in/thomas-chiu-88469587/
ResearchGate: https://www.researchgate.net/profile/Thomas_Kf_Chiu
MAIN RESEARCH INTERESTS
  • Digital Education
  • STEM Education
  • Teacher Education
RESEARCH OUTPUT
(** supervisee; underline: corresponding author)
(Citations: 3,080; Source: google scholar, August 28, 2023)

Special Issues
  1. Learning guest editor, Computers and Education Open, AI Literacy for All, with Mr Sanusi (University of Eastern Finland)
  2. Learning guest editor, Sustainability, Digital Education for Sustaining Our Society, with Professor Ismailov (University of Tsukuba) and Professor Chai (Chinese University of Hong Kong)
  3. Leading guest editor, Journal for STEM Education Research: Affordances and Challenges of Emerging Technologies in STEM Education (2022) with Professor Yeping Li (Texas A&M University)
  4. Leading guest editor, The Asia-Pacific Education Researcher: Motivating online learning: The challenges of COVID-19 and beyond (2021) with Professors Tzung-Jin Lin (National Taiwan Normal University) and Kirsti Lonka (University of Helsinki)
  5. Guest editor, Educational Media International: Integrating mobile technologies, social media and learning design (2014) with Professor Daniel Churchill (University of Hong Kong)

Published Journal Papers
  1. Sanusi, I. T., Ayanwale M. A., & Chiu, T. K. F. (Accepted). Investigating the moderator effects of social good and confidence on teachers’ intention to prepare school students for artificial intelligence education, Education and Information Technologies
  2. Chiu, T. K. F. & Li, Y. (2023). How can emerging impact STEM education? The Journal of STEM Education Research.
  3. Moorhouse, B. L., Kohnke, L., & Chiu, T. K. F. (2023). Developing a context- and subject-specific professional digital competence framework for beginning English language teachers in Hong Kong, The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-023-00778-2
  4. Chiu, T. K. F. (2023). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney, Interactive Learning Environments. https://dx.doi.org/10.1080/10494820.2023.2253861
  5. Chiu, T. K. F. (2023). Using Self-determination Theory (SDT) to explain student STEM interest and identity development, Instructional Science, advanced online publication. http://dx.doi.org/10.1007/s11251-023-09642-8
  6. Xia, Q.**, Chiu, T. K. F., & Li, X. (2023). A scoping review of BCIs for learning regulation in mainstream educational contexts, Behaviour and Information Technology. https://doi.org/10.1080/0144929X.2023.2241559.
  7. Chiu, T. K. F., Moorhouse, B. L., Chai, C. S., & Ismailov, M. (2023). Teacher support and student motivation to learn with artificial intelligence (AI) chatbot, Interactive Learning Environments, Advanced online publication. https://doi.org/10.1080/10494820.2023.2172044
  8. Chiu, T. K. F. (2023). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 33(6), 3326-3339. http://dx.doi.org/10.1080/10494820.2021.1926289
  9. Weng, X. J.**, Ng, O-L, & Chiu, T. K. F. (2023). Competency development of pre-service teachers during video-based learning: A systematic literature review and meta-analysis, Computers & Education, 199, 104790. https://doi.org/10.1016/j.compedu.2023.104790
  10. Weng, X. J.**, & Chiu, T. K. F. (2023). The mediating effects of engagement on the relationship between perceived digital inquiry and creativity, Journal of Research on Technology in Education, Advanced online publication. https://doi.org/10.1080/15391523.2022.2160392
  11. Chiu, T. K. F., Ismailov, M., Zhou, X-Y **, Xia, Q. **, Au, D.**, & Chai, C.S. (2023). Using Self-Determination Theory to explain how community-based learning fosters student interest and identity in integrated STEM education, International Journal of Science and Mathematics Education, 21, 109 -130. https://doi.org/10.1007/s10763-023-10382-x
  12. Xia, Q.**, Chiu, T. K. F., Chai, C. S., & Xie, K. (2023). The mediating effects of needs satisfaction on the relationships between prior knowledge and self-regulated learning through artificial intelligence chatbot, British Journal of Educational Technology, 54(4), 967-986. https://doi.org/10.1111/bjet.13305
  13. Xia, Q.**, Cheng, M-T, Xue, X-A, Chiu, T. K. F., & Lai, J-T. (2023). How to effectively integrate ChatGPT into education from an international perspective based on a systematic review, Modern Educational Technology, 6, 26-30. http://kns.cnki.net/kcms/detail/11.4525.N.20230616.0928.002.html
  14. Weng, X.J.**, & Chiu, T. K. F. (2023). Instructional design and learning outcomes of intelligent computer assisted language learning: Systematic review in the field, Computer Education: Artificial Intelligence, 4, 100117, https://doi.org/10.1016/j.caeai.2022.100117
  15. Chai, C.S., Chiu, T. K. F., Wang, X., Feng, J., & Lin, X. F. (2023). Modelling Chinese secondary school students’ behavioral intentions to learn Artificial Intelligence with theory and planned behavior and Self-determination theory, Sustainability, 15(1), 605. https://doi.org/10.3390/su15010605
  16. Chiu, T. K. F., Xia, Q.**, Zhou, X-Y**, Chai, C. S., & Cheng, M-T. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education, Computer & Education: Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2022.100118
  17. Xia, Q.**, & Chiu, T. K. F., & Chai, C.S. (2022). The moderating effects of gender and need satisfaction on self-regulated learning through Artificial Intelligence (AI). Education and Information Technologies, 28, 8691-8713. https://doi.org/10.1007/s10639-022-11547-x
  18. Hu, X-Y; He, W., Chiu, T. K. F., Zhao, L. (2022). Using a teacher scheme for educational dialogue analysis to investigate student-student interaction patterns for optimal group activities in an artificial intelligence course, Education and Information Technologies, 28, 8789-8813. https://doi.org/10.1007/s10639-022-11556-w
  19. Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R., Ntoumanis, N., Reeve, J., …………. Chiu, T. K. F., …, Lonsdale, C. (in press). A classification system for teachers’ motivational behaviours recommended in self-determination theory interventions. Journal of Education Psychology, Advance online publication. https://doi.org/10.1037/edu0000783
  20. Sun, J. C-Y, Ye S-L. Ye, b, Yu, S-J., & Chiu, T. K. F. (2022). Effects of wearable hybrid AR/VR learning material on high school students' situational interest, engagement, and learning performance: The case of a physics laboratory learning environment, Journal of Science Education and Technology, 3, 1-12. https://doi.org/10.1007/s10956-022-10001-4
  21. Sanusi, I. T., Olaleye, S. A., Agbo, F. J., & Chiu, T. K. F. (2022). The role of learners’ competencies in K-12 artificial intelligence education, Computer Education: Artificial Intelligence, 3, 100098. https://doi.org/10.1016/j.caeai.2022.100098
  22. Xia, Q.**, Chiu, T. K. F., Lee, M., Temitayo, I., Dai, Y., & Chai, C.S. (2022). A self-determination theory design approach for inclusive and diverse artificial intelligence (AI) K-12 education, Computers & Education, 189, 104582. https://doi.org/10.1016/j.compedu.2022.104582
  23. Yau, S.**, Chai, C.S., Chiu, T. K. F., Meng, H., King, I., & Yam, Y. (2022). A phenomenographic approach on teacher conceptions of teaching artificial intelligence (AI) in K-12 schools, Education and Information Technologies, 28, 1041-1064. https://doi.org/10.1007/s10639-022-11161-x
  24. Weng, X. J.**, Chiu, T. K. F., & Tsang, C. C. (2022). Promoting student creativity and entrepreneurship through real-world problem-based maker education, Thinking skills and Creativity, 45, 101046. https://doi.org/10.1016/j.tsc.2022.101046
  25. Chiu, T. K. F., Sun, J. C. Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, 42(10), 1263-1282. https://doi.org/10.1080/01443410.2022.2074966
  26. Chiu, T. K. F. (2022). School learning support for teacher technology integration from a Self-Determination Theory perspective. Educational Technology Research and Development, 70, 931-949. https://doi.org/10.1007/s11423-022-10096-x
  27. Chai, C. S., Teo, T., Huang, F., Chiu, T. K. F., & Wang, X. (2022). Secondary school students’ intentions to learn AI: Testing moderation effects of readiness, social good and optimism. Educational Technology Research and Development, 70, 765-782. https://doi.org/10.1007/s11423-022-10111-1
  28. Weng, X. J.**, Cui, Z., Ng, O-L, & Jong, M. S. Y., & Chiu, T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making, Journal of Science Education and Technology, 31, 372-385. https://doi.org/10.1007/s10956-022-09961-4
  29. Ismailov, M., & Chiu, T. K. F. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective, Frontiers in Psychology, 13, 819884. https://doi.org/10.3389/fpsyg.2022.819884
  30. Chiu, T. K. F. (2022). Applying the Self-determination Theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), 14-30. http://dx.doi.org/10.1080/15391523.2021.1891998
    [awarded the most read in “all time” and most cited paper in 2021 and 2022]
  31. Weng, X. J.**, Chiu, T. K. F., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities, Frontiers in Psychology, 12, 800569. https://doi.org/10.3389/fpsyg.2021.800569
  32. Chiu, T. K. F., Meng, H., Chai, C. S., King, I., Wong, S., & Yeung, Y. (2022). Creation and evaluation of a pre-tertiary artificial intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30-39. http://dx.doi.org/10.1109/TE.2021.3085878
  33. Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on Self-determination Theory. Computers in Human Behavior, 124, 106909 http://dx.doi.org/10.1016/j.chb.2021.106909
  34. Chiu, T. K. F., Lin, T. J., & Lonka, Kirsti. (2021). Motivating online learning: The challenges of COVID-19 and beyond. Editorials. The Asia-Pacific Education Researcher, 30, 187-190. https://doi.org/10.1007/s40299-021-00566-w
  35. Chiu, T. K. F. (2021). A holistic approach to Artificial Intelligence (AI) curriculum for K-12 schools, TechTrends, 65, 796–807. http://dx.doi.org/10.1007/s11528-021-00637-1
  36. Chai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K. F., & Qin, J. (2021). Primary school students’ perceptions and behavioral intentions of learning artificial intelligence. Educational Technology & Society, 24(3), 89 -101.
  37. Chiu, T. K. F., Chai, C. S., Williams, J, & Lin, T. J. (2021). Teacher professional development on Self-determination Theory-based design thinking in STEM education. Education Technology & Society, 24(4), 153–165. https://www.jstor.org/stable/48629252
  38. Ismailov, M., Chiu, T. K. F. , Dearden, J., Yamamoto, Y., & Djalilova, N. (2021). Challenges of internationalizing programmes in higher education: A systematic thematic synthesis of qualitative research on learner-centred English Medium Instruction (EMI) pedagogy, Sustainability, 13(22), 12642; https://doi.org/10.3390/su132212642
  39. Chiu, T. K. F., & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A Self-Determination Theory perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568
  40. Chiu, T. K. F., Jong, M. S. Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68, 2305-2320. https://doi.org/10.1007/s11423-020-09775-4
  41. Chiu, T. K. F., & Lim, C. P. (2020). Strategic use of technology for inclusive education in Hong Kong: A content-level perspective, ECNU Review of Education, 3(4), 715-734. https://doi.org/10.1177/2096531120930861
  42. Chiu, T. K. F., & Hew, T. K. F. (2018). Asynchronous online discussion forum in MOOCs: Does openness matter for peer learning and performance? Australasian Journal of Educational Technology, 34(4), 16-28. https://doi.org/10.14742/ajet.3240
  43. Lam, Y. W.**, Hew, T. K. F., & Chiu, T. K. F. (2018). Improving Hong Kong secondary school students’ argumentative writing: Effects of a blended learning approach and gamification. Language Learning and Technology, 22(1), 97-118. https://dx.doi.org/10125/44583
  44. Chiu, T. K. F., & Mok, I. A. C. (2017). Learner expertise and mathematics different order thinking skills in multimedia learning, Computers & Education, 107, 147-164. http://dx.doi.org/10.1016/j.compedu.2017.01.008
  45. Chan, B. S. K., Churchill, D., & Chiu, T. K. F. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research. https://doi.org/10.19030/jier.v13i1.9907
  46. Chiu, T. K. F. (2017). Introducing electronic textbooks as daily-use technology in schools: A top-down adoption process. British Journal of Educational Technology, 48(2), 524-537. http://dx.doi.org/10.1111/bjet.12432
  47. Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370. http://dx.doi.org/10.1080/10494820.2015.1006237
  48. Chiu, T. K. F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. http://dx.doi.org/10.1080/10494820.2015.1113709
  49. Chiu, T. K. F., & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: multimedia learning and variation theory. Computers & Education, 82, 280-291. https://doi.org/10.1016/j.compedu.2014.12.001
  50. Churchill, D., Lu, J., & Chiu, T. K. F. (2015). Integrating mobile technologies, social media and learning design. Educational Media International, 51(3), 163-165. https://doi.org/10.1080/09523987.2014.969895

Scholar Books
  1. Churchill, D., Lu, J., Chiu, T. K. F., & Fox, B. (2016). Mobile learning design: Theories and applications. Springer: Singapore. [Top ten scholar book seller in 2016 Springer]

Academic Blog
  1. Chiu, T. K. F. (2021), Is Artificial Intelligence a solution to the challenges of the pandemic? ASCILITE Technology Enhanced Learning Blog. Retrieved from https://blog.ascilite.org/is-artificial-intelligence-a-solution-to-the-challenges-of-the-pandemic/
GRANTS

2024-2026 PI: QNRF – Academic Research Grant
Developing an Evidence-based Artificial Intelligence (AI) educational framework: An exploratory study of secondary learner outcomes, experiences, competencies, and teacher efficiency. Lead PI: Dr. Zubair Ahmad, Qatar University.
USD$739,665, project code: ARG01-0502-230058.
2023-2024 PI: Hong Kong Research Council - General Research Fund
School learning support and teacher digital competence from a needs satisfaction perspective
HK$324,000 (US$41,538), project code: 2180090.
2023-2024 CO-I: Policy Innovation and Coordination Office - Public Policy Research Funding Scheme
Establishing a performance expectation framework for STEM education among primary and secondary school students in Hong Kong.
HK$546,137 (US$70,017), project code: 2022.A8.125.22C.
2022-2026 CO-PI: Hong Kong Research Council - Theme-based Research Scheme
Multimodal approaches to testing and prediction in early academic achievement: Chinese, English, and Mathematics. PI: Professor Catherine McBride (The Chinese University of Hong Kong)
HK$37,570,000 (US$4,816,000), project code: T44-410/21-N.
2022-2024 PI: Hong Kong Research Council - Early Career Scheme
Hong Kong secondary school student interest and identity development in integrated Science, Technology, Engineering and Mathematics (STEM) education: A Self-determination Theory perspective.
HK$483,000 (US$61,920), project code: 2191277.
2021-2022 PI: Quality Education Fund
The curriculum development of artificial intelligence and education in Hong Kong schools.
HK$490,300 (US$63,115), project code: 6906035.
2021-2022 CO-I: Education Bureau - Standing Committee on Language Education and Research
Hong Kong students’ acceptance of using flipped classroom in Chinese language subject and influencing factors. PI: Professor Dinky Lau (The Chinese University of Hong Kong)
HK$616,000 (US$78,975), project code: 182942995.
2016-2018 CO-I: Hong Kong Research Council - Grant Research Fund
Student engagement in online learning: What factors and strategies can be learnt from massive open online courses (MOOCs)? PI: Professor Timothy Hew (The University of Hong Kong).
HK$262,940 (US$33,710), 2016-2018, project code: 17651516.
2001-2002 PI: Quality Education Fund
Development of an information technology learning center.
HK$800,000 (US$102,564), 2001-2002, project code: 20000292.

External Knowledge Exchange Grants (Research Based)
2022-2026 CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
AI for the future Phrase II. PI: Professor Yeung Yam (The Chinese University of Hong Kong). https://cuhkjc-aiforfuture.hk/
HK$98.02 million (US$12.49m), 2022-2026
2023-2024 CO-I: Education Bureau
Provision of services for the development and delivery of professional training programmes on artificial intelligence for the junior secondary (S.1-3) learning and teaching materials. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
HK$ 1,399,987 (US $178,420), project code: EDB/CSD/TE/03-05/002.
2022-2023 CO-I: Education Bureau
Provision of services to develop a set of learning and teaching materials on AI for junior secondary (S.1-3) students and to provide the professional training programmes for teachers. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
HK$ 1,399,987 (US $178,420), project code: EDB/CSD/TE/03-05/001.
2019-2022 CO-I / Team Leader (Head of school engagement and teacher education): The Hong Kong Jockey Club Charities Trust
AI for the future. PI: Professor Yeung Yam (The Chinese University of Hong Kong).
https://cuhkjc-aiforfuture.hk/
HK$59,984,488 (US$ 7,690,318), project code: 6905143.
2020-2021 CO-I: Education Bureau
Using learning management systems (LMS) and IT tools to develop self-directed learning abilities of secondary school students. PI: Professor Morris Jong (The Chinese University of Hong Kong)
HK$540,960 (US$ 69,353), project code: 165936707.
2020-2021 CO-I: Education Bureau
Professional development programme for school teachers: Effective use of mobile computer devices for e-Learning. PI: Professor Morris Jong (The Chinese University of Hong Kong)
HK$540,960 (US$ 69,353), project code: 134503241.
2019-2021 CO-I: The Hong Kong Jockey Club Charities Trust
Jockey Club self-directed learning in STEM programme - Inspiring self-directed learners for the future. PI: Professor Nancy Law (The University of Hong Kong). https://jcstem.cite.hku.hk/
HK$30,820,000.00 (US$ 3,951,282), project code: AR180050.
2019-2020 CO-I: Education Bureau
Research project on the development and validation of knowledge structures and assessment questions for the mathematics subject for student adaptive learning. PI: Professor Ida Mok (The University of Hong Kong).
HK$1,399,680 (US$ 179,487), project code: EDB(BCA)/P&S/5/2019/10.
2017-2019 CO-I: Education Bureau
Multilevel leadership network for SDL innovation to advance STEM development. PI: Professor Nancy Law (The University of Hong Kong)
HK$8,658,000 (US$102,564), project code: KE160024.
2017-2018 CO-I: Education Bureau
Development of a student adaptive learning system for mathematics for primary schools to enhance learning and teaching. PI: Professor Ida Mok (The University of Hong Kong).
HK$1,399,660 (US$ 179,487), project code: EDB(BCA)/P&S/5/2017/78.
2015-2016 CO-I: Education Bureau
Provision of consultancy services on school version of world skills competition. PI: Policy 21.org
HK$ 6,000,000 (US$769,231), 2015-2016, project code: SVWS 150831.
2014-2015 PI: Education Bureau
Google products to enhance the effectiveness of lesson planning, peer collaboration and dissemination of good practices among teachers.
HK$1,000,000(US$128,205), project code: EDB(EID/ITE)/IT/PRO/22/144

Internal Research Grant
2022-2023 PI: The Chinese University of Hong Kong - Direct Grant
Teacher professional development on Artificial Intelligence in South Asian regions
HK$39,200 (US$ 4,900), project code: 4058094.
2020-2021 PI: The Chinese University of Hong Kong - Direct Grant
A comparative study on a Self-determination Theory designed professional development programmes for Artificial Intelligence education.
HK$39,200 (US$ 4,900), project code: 4058077.
2018-2019 CO-I: The University of Hong Kong - Faculty Research Fund
Conception of teacher professionalism in Hong Kong: A cross-sector comparative study. PI: Dr Anthony Cheng (The University of Hong Kong).
HK$59,955 (US$7,687), project code: 000250337.
2015-2016 PI: The University of Hong Kong - Faculty Research Fund
Benefits of group-based working space in multimedia e-portfolios.
HK$30,000. (US$3,846), project code: 200007704.
2015-2016 PI: The University of Hong Kong - Faculty Research Fund
Factors affecting motivation in multimedia learning
HK$27,800 (US$ 3,564), project code: 200007679.
2013-2014 PI: The University of Hong Kong - Faculty Research Fund
How school learn innovation address school policies from the teachers’ perspective.
HK$30,000 (US$3,846), project code: 000250337.

External Teaching Grant
2017-2019 CO-I: University Grant Council – Funding Scheme for Teaching and Learning
Joint university collaboration to develop students’ competence and leadership in promoting integrated STEM education. PI: Professor Lee (The Education University of Hong Kong)
HK$4,953,900 (US$635,115), project code: EdUHK5/T&L/16-19.

Internal Teaching Grant
2020-2022 PI: The Chinese University of Hong Kong – Grant Scheme for Internationalization of Curriculum Developing digital learning course for internationalization of curriculum through contemporary learning environments.
HK$82,000 (US$ 10,512), project code: 4170732.
2016-2018 CO-I: The University of Hong Kong - Dean Innovation Fund
Designing and evaluating four master-level courses based on an active learning- flipped classroom-and-gamification framework. PI: Professor Timothy Hew (The University of Hong Kong).
HK$246,701 (US$31,628), project code: N/A.
2015-2016 PI: The University of Hong Kong – Faculty Teaching Development Fund
Applying multimedia learning to online learning
HK$80,000 (US$10,256), project code: 000250335.
2016-2017 CO-PI: The University of Hong Kong – Common Core Teaching Development Grant
Games: Playing, learning and society. PI: Professor Sam Chu (The University of Hong Kong)
HK$70,000 (US$8,974), project code: CCHU9060.
EDITORSHIPS
Editor
  • Associate Editor, The International Journal of STEM Education, 2022-present
  • Associate Editor, The Asia-Pacific Education Researcher, 2022-present
  • Associate Editor, Interactive Learning Environments, 2022 – present
  • Associate Editor, Australasian Journal of Educational Technology, 2021 – present
  • Book Review Editor, Interactive Learning Environments, 2021 – 2022
  • Editorial Board Member, International Journal of STEM education, 2021-present
  • Editorial Board Member, TechTrends, 2021-present
  • Editorial Board Member, Computers & Education Open, 2021-present
  • Editorial Board Member, Vietnam Journal of Educational Sciences, 2021-present
  • Editorial Board Member, Frontiers in Education (STEM education), 2017-present
  • Editorial Board Member, Journal of Education and Training Studies, 2016-2019

Grant Reviewer
  • Swiss National Science Foundation, Europe, 2020-2021
  • Ministry of Education Tertiary Education Research Fund, Singapore, 2021-2022
  • University of Macau Multi-Year Research Grant – General Research Grant, 2022-2023
  • Education University of Hong Kong, Teaching Development Grant, 2022-2023, 2023-2034
AWARDS AND HONORS
  • Top 2% most-cited scientist in Education 2022 (named by Stanford university)
  • Research Excellence Award 2022-2023, Chinese University of Hong Kong
  • Reviewer Excellence Award 2022, Educational Technology Research and Development
  • Reviewer Excellent Award 2021, Educational Technology Research and Development
  • The Hong Kong ICT Awards 2021: Smart People Award (Smart Education and Learning) Gold Award (from the project AI4future)
  • Nomination for The Falling Walls Engage Award 2021 (from the project AI4future)
  • Nomination for Saint Francis Prize in Techno-Humanities 2022 (from the project AI4future)
  • Faculty outstanding teaching award, Faculty of Education, The University of Hong Kong (2018)
  • Faculty early career teaching award, Faculty of Education, The University of Hong Kong (2016)
  • Honorary assistant professor, Faculty of Education, The University of Hong Kong (September 1, 2017 to August 31, 2021)
  • Outstanding professional performance (K-12), Education Bureau (2009)
Keynotes, Invited Talks and Workshops (Selected, Since 2019)
Keynotes addresses (Total: 4)
  1. Design framework for blended learning, Symposium on blended learning, Hong Kong Baptist University, 26 August, 2023 (100 participants)
  2. How can AI be used in schools?, Learning and Teaching Expo, Hong Kong, December 9, 2022 (200 participants)
  3. Transforming school education in a post-pandemic world, Learning and Teaching Expo, Hong Kong, December 8-10, 2021 (200 participants)
  4. AI education development in Hong Kong schools, Learning and Teaching Expo, Hong Kong, December 5, 2019 (200 participants)

Invited talks, workshops, and panelists (Total: 73)
  1. Professional development for blended learning, Chinese University of Hong Kong November, 11, 2023. (100 participants)
  2. AI for parents, November 7, 2023. (800 participants)
  3. Professional development for blended learning, Chinese University of Hong Kong November 4, 2023. (100 participants)
  4. Future of K-12 and higher education powered by Generative AI, Chinese University of Hong Kong, November 3, 2023 (100 student participants).
  5. AI for all teachers, Munsang College, November 1, 2023 (60 participants).
  6. Future workforce in digital education, Chinese University of Hong Kong, October 11, 2023 (20 student participants).
  7. Future workforce in digital education, Chinese University of Hong Kong, October 10, 2023 (20 teacher participants).
  8. AI for all teachers, Fanling Rhenish Church Secondary School, October 3, 2023 (60 participants).
  9. Future workforce in digital education, MingPao Education Expo, July 16, 2023 (60 participants).
  10. Action research for all teachers, Education Bureau, June, 24, 2023 (100 participants)
  11. Module on artificial intelligence for junior secondary school, Education Bureau, June 19, 2023 (500 participants)
  12. AI competence for all teachers, Office of School Partnership and Community Engagement, Chinese University of Hong Kong, June, 16, 2023 (100 participants)
  13. Generative AI in teaching, learning, and assessment, Centre for Learning Enhancement and Research, Chinese University of Hong Kong, June 8, 2023 (500 participants)
  14. Should we use AI in classrooms?, Concordia Lutheran School, June 7, 2023 (80 participants)
  15. AI for All teachers, Cognition College (Kowloon), May 19, 2023 (100 participants)
  16. Cater for learner diversity from self-directed learning in digital environments, April 21, 2023. Xianggang Putonghua Yanxishe Primary School of Science and Creativity (20 participants)
  17. Educational technology and future work force, April 19, 2023. Faculty of Education, The Chinese University of Hong Kong (60 participants)
  18. Educational technology and future work force, April 1, 2023. Faculty of Education, The Chinese University of Hong Kong (50 participants)
  19. Introduction of AI to Junior Secondary Education: Seminar on AI Technical Knowledge and Curriculum Planning, February 12, 2023 & February, 24, 2023. Education Bureau (320 participants)
  20. How AI impact education in Hong Kong, December 16, 2022. Faculty of Education, The Chinese University of Hong Kong (100 participants)
  21. Professional development for blended learning, October, 21, 2022 & November, 29, 2022. Lok Dao Secondary school (70 participants)
  22. AI for future of work, Victoria primary schools, October, 3, 2022 (300 participants)
  23. Professional development for AI Education, Victoria primary school, September, 30, 2022 (60 participants)
  24. K-12 Blended learning Framework for programme instructors, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, August 8, 2022 (12 participants)
  25. Be Different and Creative: Engage Students with Innovative Pedagogies, Hong Kong Education City, August 1, 2022
  26. Blended learning projects Briefing session, The Chinese University of Hong Kong, July 7, 2022 (120 participants)
  27. Individual different in creative thinking, Fanling Government Primary School, June 28, 2022 (20 participants)
  28. Mini-lecture on learning design and technology, Faculty of Education, The Chinese University of Hong Kong, May 25, 2022 (10 participants)
  29. STEM education development in Hong Kong, Leung Shek Chee College, May 4, 2022 (65 participants)
  30. Is it challenging to boost student and teacher digital competence? International Conference on Educational Technology: towards Sustainable Future, Vietnam National Institute of Educational Sciences (VNIES), Ministry of Education and Training of Vietnam, and UNICEF, March 10 and 11, 2022 (300 participants)
  31. Educational Technology and Contemporary Learning, Faculty of Education, The Chinese University of Hong Kong, February 18, 2022 (65 participants)
  32. Building the future STEM workforce from K-12 in Greater Bay Area, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 25, 2022 (40 participants)
  33. Are we at a turning point? Critical questions for sustainability and climate change educators an interdisciplinary roundtable, The World Environmental Education Congress Network, January 26, 2022 (50 participants)
  34. Visualizing active learning processes and outcomes, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, December 14, 2021 (40 participants)
  35. Gamification and self-directed learning, Pui Tak Canossian School, December 8, 2021 (20 participants)
  36. Introduction to AI (secondary schools), Centre for Information Technology in Education, The University of Hong Kong, December 1, 2021 (30 participants)
  37. Affordances and challenges of AI in higher education, Vocational Training Council, December 1, 2021 (130 participants)
  38. Nurturing young generations of effective educators and innovative professionals, International Outreach, The Chinese University of Hong Kong, November 27, 2021(60 participants)
  39. Introduction to AI (primary schools), Centre for Information Technology in Education, The University of Hong Kong, November 24, 2021 (60 participants)
  40. Speaker, Grand Opening Ceremony D & T hub, November 20, 2021 (120 participants)
  41. Designing tasks for activity-based learning in Mathematics and STEM, Yuet Wah College, Macau, November 13, 2021 (20 participants)
  42. STEM+, SKH Tsoi Kung Po Secondary School, October 21, 2021 (70 participants)
  43. Learning design and technology, Faculty of Education, The Chinese University of Hong Kong, October 16, 2021 (60 participants)
  44. A needs-satisfaction approach for promoting more integrated STEM education: Hong Kong Case Studies, Faculty of Education, The University of Hong Kong, October 18, 2021 (40 participants)
  45. Blended learning, Ho Sik Nam Primary School, October 05, 2021 (20 participants)
  46. Blended learning, Tuen Mun Government Primary School, August 21, 2021 (20 participants)
  47. CETL summer sandbox series, Centre of the Enhancement of Teaching and Learning, The University of Hong Kong, July 21, 2021 (50 participants)
  48. AI in and data for education, Learning and Teaching Expo online, July 23, 2021. (500 participants)
  49. Internationalization of curriculum: Case studies in CUHK and The University of Göttingen, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, July 19, 2021 (40 participants)
  50. AI and mathematics education, Hong Kong Association of Mathematics Education, June 30, 2021 (50 participants)
  51. Self-directed learning in AI education (primary school teachers), eFunLearning Limited, June 17, 2021 (50 participants)
  52. Digitalizing STEM learning and teaching, Faculty of Education, The Chinese University of Hong Kong, June 16, 2021 (90 participants)
  53. Self-directed learning in AI education (principals), eFunLearning Limited, June 10, 2021 (20 participants)
  54. AI literacy for secondary students, eFunLearning Limited, May 6, 12, 13, 2021 (20 participants)
  55. IT in education e-Leadership Series: The strengths and opportunities of e-Learning development under the new normal, Education Bureau, April 23, 2021 (300 participants)
  56. E-learning sharing session, Hong Kong Education City, April 15, 2021 (210 participants)
  57. Motivation in remote learning: The challenges of COVID-19 and beyond, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, February 10, 2021 (200 participants)
  58. Rethinking education in the time of COVID-19, The Policy Research @ HKIAPS, Hong Kong Institute of Asia-Pacific Studies, January 18, 2021 (300 participants)
  59. Teaching in the new normal, The CUHK School Heads Alumni Association, November 23, 2020 (200 participants)
  60. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 18, 2020 (30 participants)
  61. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (45 participants)
  62. Design for flipped learning in English language, Cartias School Sponsor, November 13, 2020 (14 participants)
  63. How to use technology to foster student centered learning, Lok Sin Tong school organization, November 6, 2020 (300 participants)
  64. The role of AI in STEM, Centre for Information Technology in Education, The University of Hong Kong, November 4, 2020 (86 participants)
  65. AI education development in Hong Kong, The Association of IT Leaders in Education , 29 October, 2020 (100 participants)
  66. eTeaching and eLearning in blended and online course designs, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, August 21, 2020 (200 participants)
  67. Real-time ZOOM training, Faculty of Education, The Chinese University of Hong Kong, March 31, 2020 (60 participants)
  68. ZOOM training and sharing, Faculty of Education, The Chinese University of Hong Kong, February 5-6, 2020 (100 participants)
  69. Introduction to STEM education, Holy Family Canossian School (Kowloon Tong), October 21, 2019 (70 participants)
  70. How to use assessment for learning: motivate students, Tai Po Sam Yuk Secondary school, September 19, 2019 (80 participants)
  71. The role of M in STEM education, Hong Kong Education Publishing, June 29, 2019 (150 participants)
  72. STEM education, Ma Kam Ming Charitable Foundation (MKMCF) Ma Ko Pan Memorial School, February 28, 2019 (200 participants)
  73. Technology in STEM education, Faculty of Education, The University of Hong Kong, January 5, 2019. (50 participants)
Advocacy and Impact

To demonstrate the advocacy and impact of my research on Digital and STEM / AI Education, I disseminated the findings through a variety of channels both locally and internationally, including the CUHK bulletin, international media, radio shows, local newspapers, press releases, digital learning resources, infographics from other universities, and academia platform.

Digital Learning for K-12

This body of work argues that it is critical to emotionally and agentically engage students in technology-assisted learning through digital and teacher needs-support. Teachers should be able to design needs-supportive digital learning environments as well as teach with technology pedagogically.


AI education for K-12

This line argues that AI K-12 curriculum that promotes teacher autonomy can improve learning, particularly through the teacher's support of students' interests and needs. They also recommend that learning outcomes include cognitive and affective domains, and that learning activities emphasize teacher-student communication.


Integrated STEM education

This line advocates for the use of need-based support to foster student STEM interest and identity. They also look into how to address the gender gap.


AI and education

This line advocates how we should embrace generative AI in education.