Prof. JONG Siu-yung, Morris

BEng (PolyU); MSc, PCAEdS (HKU); PhD (CUHK)

Professor, Department of Curriculum and Instruction
Director, Centre for Learning Sciences and Technologies
Dean of Students, Shaw College

Prof. JONG Siu-yung, Morris

Prof. JONG Siu-yung, Morris

Professor

HTB Rm. 417
3943 6248


Website
Introduction
Professor Jong’s research interests include learning sciences, gamification, educational VR, context-aware mobile learning, as well as teacher facilitation in technology-enhanced learning environments. The courses he teaches include Subject Curriculum Teaching (Information and Communication Technology), Leveraging Digital Technologies in Learning and Teaching, and Research on Learning Sciences and Technologies.
Other Positions (Selected)
  1. Co-Chair, IEEE Education Society Technical Committee on Learning Sciences
  2. Vice-President, China Association for Educational Technology Professional Committee on Game-based Learning
  3. Honourary Research Fellow, Learning Sciences Lab, Peking University
  4. Associate Editor, IEEE Transactions on Learning Technologies
  5. Associate Editor, Computers & Education: X Reality
  6. Editor, Cogent Education
  7. Director, Board of Directors, Hong Kong Education City, HKSARG
  8. Director, Board of Directors, The Hong Kong Academy for Gifted Education, EDB
  9. Vice-Chair, Standing Committee of Hong Kong STEM Education Alliance
  10. Trustee, Shaw College, CUHK
Research Areas
e-Learning, Educational Gamification, VR+AR in Education, Mobile Learning, STEAM Education, Teacher Professional Development on Technology-Enhanced Pedagogies
Publications: Refereed Journal Papers (Selected)
  1. Nalipay, M. J., Huang, B., Jong, M. S. Y., Chai, C. S., & King, R. B. (2024). Promoting STEM learning perseverance through recognizing communal goals: Understanding the impact of empathy and citizenship. International Journal of STEM Education, 11, 17.
  2. Yue, M., Jong, M. S. Y., & Ng, T. K. (2024, early-view). Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education. Education and Information Technologies.
  3. Lau, W. W. F., Jong, M. S. Y., Mesch, G. S., & Song, L. B. (2024). Longitudinal relationships between risky online behaviors and positive technological development among early adolescents: A person-centered approach. Computers in Human Behavior, 152, 108023.
  4. Jiang, M. Y. C., Jong, M. S. Y., & Chai, C. S. (2024, early-view). Understanding teachers’ multimodal TPACK literacies for supporting VR-based self-directed learning of L1 writing. Educational Technology & Society.
  5. Chen, Y. T., Li, M., Cukurova, M., & Jong, M. S. Y. (2024). Incorporation of peer-feedback into the pedagogical use of spherical video-based virtual reality in writing education. British Journal of Educational Technology, 55(2), 435–750.
  6. Jong, M. S. Y. (2023). Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning. Computers & Education, 207, 104921.
  7. Chen, M., Chai, C. S., & Jong, M. S. Y. (2023). Actualization of teaching conceptions in lesson design: How teaching conceptions shape TPACK regarding spherical video based virtual reality supported writing instruction. Educational Technology Research & Development, 71, 2321–2344.
  8. Zou, D., Jong, M. S. Y., Huang, X., Cheng, G., Hwang, G. J. & Jiang, M. Y. C. (2023, early-view). A systematic review of SVVR in language education in terms of the ADDIE model. Interactive Learning Environments.
  9. Shen, B., Wang, Z., Zhong, X., Jiang, M. Y. C., & Jong, M. S. Y. (2023, early-view). Can SVVR help with student engagement in an online EFL writing class? A Chinese case study. The Asia-Pacific Education Researcher.
  10. Jong, M. S. Y. (2023). Flipped classroom: Motivational affordances of spherical video-based immersive virtual reality in support of pre-lecture individual learning in pre-service teacher education. Journal of Computing in Higher Education, 35(1), 144–165.
  11. Jiang, M. Y. C., Jong, M. S. Y., Chai, C. S., Lau, W. F. F., & Wu, N. (2023). Exploring the effects of automatic speech recognition technology on oral accuracy and fluency in a flipped classroom. Journal of Computer Assisted Learning, 39(1), 125–140.
  12. Wu, W. L, Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2023). Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments, 31(4), 2244–2267.
  13. Jiang, M. Y. C., Jong, M. S. Y., Wu, N., Chai, C. S., & Lau, W. F. F. (2023). Effects of automatic speech recognition technology on EFL learners’ willingness to communicate and interactional features. Educational Technology & Society, 26(3), 37–52.
  14. Lin, V., Barrett, N. E., Liu, G. Z., Chen, N. S., & Jong, M. S. Y. (2023). Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality. Computer Assisted Language Learning, 36(5–6), 906–942.
  15. Lau, K. L., & Jong, M. S. Y. (2023). Acceptance of and self-regulatory practices in online learning and their effects on the participation of Hong Kong secondary school students in online learning. Education and Information Technologies, 28, 8715 –8732.
  16. Nalipay, M. J. N., King, R. B., Yeung, S., Chai, C. S., & Jong, M. S. Y. (2023). Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West. British Journal of Educational Psychology, 93, 453–466.
  17. Cui, Z., Ng, O., & Jong, M. S. Y. (2023). Integration of computational thinking with mathematical problem-based learning: Insights on affordances for learning. Educational Technology & Society, 26(2), 131–146.
  18. Nalipay, M. J. N., Chai, C. S., Jong, M. S. Y., King, R. B., Mordeno, I. G. (2023, early-view). Positive mental health literacy for teachers: adaptation and construct validation. Currently Psychology.
  19. Dai, Y., Liu, A., Qin J., Guo, Y., Jong, M. S. Y., Chai, C. S., & Lin, Z. (2023). Collaborative construction of artificial intelligence curriculum in primary schools. Journal of Engineering Education, 112(1) 23–42.
  20. Chen, X., Zou, D., Cheng, G., Xie, H., & Jong, M. S. Y. (2023). Blockchain in smart education: Contributors, collaborations, applications and research topics. Education and Information Technologies, 28, 4597–4627.
  21. Huang, B., Jong, M. S. Y., Tu, Y. F., Hwang, G. J., Chai, C. S., & Jiang, M. Y. C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education, 189, 104577.
  22. Huang, H., Hwang, G. J., & Jong, M. S. Y. (2022). Technological solutions for promoting employees’ knowledge levels and practical skills: An SVVR-based blended learning approach for professional training. Computers & Education, 189, 104593.
  23. Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2022). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning, 35(5–6), 1218–2249.
  24. Lau, W. F. F., & Jong, M. S. Y. (2023). Typology of teachers’ stages of concern for STEM education. Research in Science and Technological Education, 41(4), 1560–1578.
  25. Weng, X., Cui, Z., Ng, O. L., Jong, M. S. Y., & Chiu, T. K. F. (2022). Characterizing students’ 4C skills development during problem-based digital making. Journal of Science Education and Technology, 31, 372–385.
  26. Huang, B., Jong, M. S. Y., & Chai, C. S. (2022). Design and implementation of a video-facilitated transdisciplinary STEM curriculum in the context of COVID-19 pandemic. Educational Technology & Society, 25(1), 108–123.
  27. Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14, 996.
  28. Jong, M. S. Y., Song, Y., Soloway, E., & Norris, C. (2021). Teacher professional development in STEM education. Educational Technology & Society, 24(4), 81–85.
  29. Chen, M., Chai, C. S., Jong, M. S. Y., & Chao, G. (2021). Modeling learners’ self-concept in Chinese descriptive writing based on the affordances of a virtual reality-supported environment. Education and Information Technologies, 26(5), 6013–6032.
  30. Lin, H. C. S., Yu, S. J., Sun, J. C. Y., & Jong, M. S. Y. (2021). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments. Interactive Learning Environments, 28(8), 1272–1287.
  31. Nalipay, M. J. N., King, R. B., Mordeno, I. G., Chai, C. S., & Jong, M. S. Y. (2021). Teachers with a growth mindset are motivated and engaged: The relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education, 24, 1663–1684.
  32. Geng, J., Chai, C. S., Jong, M. S. Y., & Luk, E. T. H. (2021). Understanding the pedagogical potential of interactive spherical video-based virtual reality from the teachers’ perspective through the ACE framework. Interactive Learning Environments, 29(4), 618-633.
  33. Zhai, X. S., Chu, X. Y., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J. B., Yuan, J. & Li, Y. (2021). A review of artificial intelligence in education from 2010 to 2020. Complexity, 2021, 8812542.
  34. Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., & Wu, N. (2021). Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom. Australasian Journal of Educational Technology, 37(2), 110–131.
  35. Zhou, X., Chai, C. S., Jong, M. S. Y., & Xiong, X. B. (2021). Does relatedness matter for online self-regulated learning to promote perceived learning gains and satisfaction?. The Asia-Pacific Education Researcher, 30(3), 205–215.
  36. Jong, M. S. Y., Chan, T., Tam, V., & Jiang, M. Y. C. (2021). Design-based research on gamified outdoor social enquiry learning with context-aware technology: Integration of teacher facilitation for advancing the pedagogical effectiveness. International Journal of Mobile Learning & Organisation, 15(1), 107–126.
  37. Chai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K. F., & Qin, J. (2021). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3), 89 –101.
  38. Huang, S., Jiang, M. Y. C., Yin, H. B., & Jong, M. S. Y. (2021). Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia. Learning and Individual Differences, 86, 101957.
  39. Lin, P. Y., Chai, C. S., Jong, M. S. Y., Dai, Y., Guo, Y., & Qin, J. (2021). Modeling the structural relationship among primary students’ motivation to learn artificial intelligence. Computers & Education: Artificial Intelligence, 2, 100006.
  40. Chen, M., Chai, C. S., Jong, M. S. Y., & Jiang, M. Y. C. (2021). Teachers’ conceptions of teaching Chinese descriptive composition with interactive spherical video-based virtual reality. Frontiers in Psychology, 12, 591708.
  41. Jong, M. S. Y., Tsai, C. C., Xie, H., & Wong, F. K. K. (2020). Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography. British Journal of Educational Technology, 51(6), 2063–2078.
  42. Bower, M., & Jong, M. S. Y. (2020). Immersive virtual reality in education. British Journal of Education Technology, 51(6), 1981–1990.
  43. 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 & Development, 68, 2305–2320.
  44. Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758.
  45. Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions. Computers & Education, 146, 103751.
  46. Chang, S. C., Hsu, T. C., Kuo, W. C., & Jong, M. S. Y. (2020). Effects of applying a VR-based two-tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51(1), 148–165.
  47. Jiang, M. Y. C., Jong, M. S. Y., Tse, C. S., & Chai, C. S. (2020). Examining the effect of semantic relatedness on the acquisition of English collocations. Journal of Psycholinguistic Research, 49, 199–222.
  48. So, H. J., Jong, M. S. Y., & Liu, C. C. (2020). Computational thinking education in the Asian Pacific region. The Asia-Pacific Education Researcher, 29(1), 1–8.
  49. Chang, S. C., Hsu, T. C., Chen, Y. N., & Jong, M. S. Y. (2020). The effects of spherical video-based virtual reality implementation on students’ natural science learning effectiveness. Interactive Learning Environments, 28(7), 915–929.
  50. Chai, C. S., Jong, M. S. Y., & Yan, Z. M. (2020). Surveying Chinese teachers' technological pedagogical STEM knowledge: A pilot validation of STEM-TPACK survey. International Journal of Mobile Learning & Organisation, 11(2), 203–214.
  51. Dong, A. M., Jong, M. S. Y., & King, R. B. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203.
  52. Jong, M. S. Y., Geng, J., Chai, C. S., & Lin, P. Y. (2020). Development and predictive validity of the computational thinking disposition questionnaire. Sustainability, 12, 4459.
  53. Jong, M. S. Y. (2019). Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A three-year study. British Journal of Educational Technology, 50(3), 1275–1293.
  54. Huang, C. Q., Han, Z. M., Li, M. X., Jong, M. S. Y., & Tsai, C. C. (2019). Investigating students' interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589.
  55. Jong, M. S. Y. (2019). To flip or not to flip: Social science faculty members’ concerns about flipping the classroom. Journal of Computing in Higher Education, 31(2), 391–407.
  56. Chai, C. S., Jong, M. S. Y., Yin, H. B., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Educational Technology & Society, 22(3), 61–73.
  57. Jong, M. S. Y., Chen, G., Tam, V., & Chai, C. S. (2019). Adoption of flipped learning in social humanities education: The FIBER experience in secondary schools. Interactive Learning Environments, 27(8), 1222–1238.
  58. Geng, J., Jong, M. S. Y., Chai, C. S. (2019). Hong Kong teachers’ self-efficacy and concerns about STEM education. The Asia-Pacific Education Researcher, 28(1), 35–45.
  59. Lan, Y. J., Botha, A., Shang, J. J., & Jong, M. S. Y. (2018). Technology-enhanced contextual game-based language learning. Educational Technology & Society, 21(3), 86–89.
  60. Jong, M. S. Y., Chan, T., Hue, M. T., & Tam, V. (2018). Gamifying and mobilising social enquiry‐based learning in authentic outdoor environments. Educational Technology & Society, 21(4), 277–292.
  61. Jong, M. S. Y. (2017). Empowering students in the process of social inquiry learning through flipping the classroom. Educational Technology & Society, 20(1), 306–322.
  62. Song, Y., Jong, M. S. Y., Chang, M., & Chen, W. (2017). “HOW” to design, implement and evaluate the flipped classroom? – A Synthesis. Educational Technology & Society, 20(1), 180–183.
  63. Jong, M. S. Y., Dong, A. M., & Luk, E. T. H. (2017). Design-based research on teacher facilitation practices for serious gaming in formal schooling. Research and Practice in Technology Enhanced Learning, 12(19), 1–16.
  64. Jong, M. S. Y., & Tsai, C. C. (2016). Understanding the concerns of teachers about leveraging mobile technology to facilitate outdoor social inquiry learning: The “EduVenture” experience. Interactive Learning Environments, 24(2), 328–344.
  65. Jong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching. British Journal of Educational Technology, 47(4), 601–617.
  66. Jong, M. S. Y., & Shang, J. J. (2015). Impeding phenomena emerging from students’ constructivist online game-based learning process: Implications for the importance of teacher facilitation. Educational Technology & Society, 18(2), 262–283.
  67. Jong, M. S. Y. (2015). Does online game-based learning work in formal education at school? The Curriculum Journal, 26(2), 249–267.
  68. Jong, M. S. Y. (2014). Elementary students’ view of collaborative knowledge building in LearningVillages. Interaction Design and Architecture(s), 21, 37–56.
  69. Jong, M. S. Y. (2013). Design and implementation of EagleEye—An integrated outdoor exploratory educational system. Research and Practice in Technology Enhanced Learning, 8(1), 43–64.
  70. Jong, M. S. Y., Shang, J. J., Lee, F. L., & Lee, J. H. M. (2010). An evaluative study on VISOLE—Virtual Interactive Student-Oriented Learning Environment. IEEE Transactions on Learning Technologies, 3(4), 307–318.
  71. Jong, M. S. Y., Chen, W. Q., Tse, A. W. C., Lee, F. L., & Lee, J. H. M. (2010). Using posting templates for enhancing students’ argumentative elaborations in computer-supported collaborative inquiry learning. Research and Practice in Technology Enhanced Learning, 5(3), 275–294.
  72. Jong, M. S. Y., Shang, J. J., Lee, F. L., & Lee, J. H. M. (2008). Harnessing games in education. Journal of Distance Education Technologies, 6(1), 1–9.
External Project Grants in PI Capacity (Selected)
Research Grants Council (RGC)
  1. I Believe My Students Can Fly: Educational Design Research on Teachers’ Learning Facilitation for Scaffolding Students to Conduct Drone-Supported Inquiry-Aimed Geo-Fieldwork in Natural Environments (GRF; 2023–2025; HKD633,700)
  2. Developing Pedagogic Strategies for Incorporating Interactive Learner-Immersed Video-based Virtual Reality in Learning and Teaching of Physical Geography (GRF; 2019–2022; HKD611,960)
  3. Integrating the Flipped classroom Paradigm into Issue-based Enquiry Learning and Teaching: Design-based Research on Teachers' In-Class and Out-of-class Facilitation Strategies (GRF; 2017–2020; HKD563,992)
  4. Harnessing Mobile Technology in Outdoor Experiential Learning: Teacher Facilitation in Context-aware Social Inquiry Activities (GRF; 2016–2018; HKD395,500)
  5. Design-based Research on Teacher Facilitation in Constructivist Online Game-based Learning in Formal School Education (ECS; 2014–2016; HKD391,000)

Hong Kong Jockey Club Charities Trust (HKJCCT)
  1. Jockey Club Virtual Reality Project for Chinese Language Education—Phase II (2022–2025; HKD34,460,000)
  2. Jockey Club Community Care and STEM in Action (2019–2023; HKD20,140,000)
  3. Jockey Club Virtual Reality Project for Chinese Language Education—Phase I (2018–2022; HKD23,340,000)

Education Bureau (EDB)
  1. EduVenture Self-directed Learning Resources Programme: General Studies in Primary Education and Citizenship and Social Development in Secondary Education (QEF; 2023–2026; HKD9,528,000)
  2. Hong Kong in Arts: Creative Arts Technology and Cultural Inheritance Programme for Gifted Primary Students (GEF; 2023–2024; HKD1,364,722)
  3. Creative Tourism and Media Production Programme for Gifted Primary Students (GEF; 2022–2023; HKD1,199,986)
  4. Innovative Media Production and Cultural Research Programme for Gifted Students (GEF; 2021–2022; HKD2,636,876)
  5. Mathematical Skills in STEM Education for Primary Schools (CDI; 2021–2023; HKD379,500]
  6. From Coding to STEM (QEF; 2017–2019; HKD1,852,000)
  7. Developing Flipped Classroom and Virtual Fieldwork Materials in Geography (CDI; 2021–2022; HKD896,425)
  8. Online Self-learning Courses on Effective Use of e-Learning Modes to Support Students’ Home Learning during Class Suspension (ITED; 2020–2021; HKD540,960)
  9. Strategic Use of e-Reading Resources, IT Tools and Innovative Pedagogies to Enhance Student e-Reading and Reading Motivation in English Language (CDI; 2019–2021; HKD1,084,220)
  10. IT in Education Professional Development for Teachers in Special Schools Admitting Students with Intellectual Disabilities (SE; 2015–2016; HKD1,020,050)
  11. Game-based Collaborative Inquiry Learning between Hong Kong and Beijing Primary Schools (QEF; 2010–2011; HKD599,000)

University Grants Council (UGC)
  1. Social Innovation and Entrepreneurship: Starting up “Learniversity” (S-KPF; 2023–2025; HKD600,000)
  2. Hong Kong as an Outdoor Museum: EduVenture Supports Non-Chinese Speaking Students in Learning Chinese Culture (KPF, 2021–2022; HKD397,750)
  3. Promoting Junior Secondary Students’ Motivation and Skills in Issue-enquiry through Inter-school Game-based Collaborative Learning (KPF, 2012–2013; HKD240,000)
Awards (Selected)
  1. CUHK Faculty Exemplary Teaching Award 2022
  2. CUHK Research Excellence Award 2021
  3. CUHK Young Researcher Award 2018
  4. CUHK Best Innovation Award of Knowledge Transfer Award 2013
Trademarks
  1. AERIAL®
  2. EduVenture-VR®
  3. EduVenture®
  4. LIVIE®
  5. FIBER®
  6. ProWarrior®
  7. STEMonstration®
  8. STEMonstrator®
  9. Edputation®
  10. Edputator®