Prof. JONG Siu-yung, Morris

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

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

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, Frontiers in Psychology
  6. Associate Editor, Computers & Education: X Reality
  7. Editor, Cogent Education
  8. Section Editor, International Journal of Serious Games
  9. Board of Directors Member, Hong Kong Education City
  10. Board of Trustees Member, 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. 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.
  2. Jong, M. S. Y. (2022; early-view). 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.
  3. 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.
  4. Lau, W. F. F., & Jong, M. S. Y. (2022; early-view). Typology of teachers’ stages of concern for STEM education. Research in Science and Technological Education.
  5. Lau, K. L., & Jong, M. S. Y. (2022, early-view). 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.
  6. Nalipay, M. J. N., King, R. B., Yeung, S., Chai, C. S., & Jong, M. S. Y. (2022; early-view). Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West. British Journal of Educational Psychology.
  7. Chen, X., Zou, D., Cheng, G., Xie, H., & Jong, M. S. Y. (2022; early-view). Blockchain in smart education: Contributors, collaborations, applications and research topics. Education and Information Technologies.
  8. 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.
  9. 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.
  10. 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.
  11. Yue, M., Jong, M. S. Y., & Dai, Y. (2022). Pedagogical design of K-12 artificial intelligence education: A systematic review. Sustainability, 14(23), 15620.
  12. Chen, C. H., Jong, M. S. Y., & Tsai, C. C. (2022). A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction. Australasian Journal of Educational Technology, 38(2), 35–50.
  13. Jiang, M. Y. C., Jong, M. S. Y., Wu, N., Shen, B., Chai, C. S., Lau, W. F. F., & Huang, B. (2022). Integrating automatic speech recognition technology into vocabulary learning in a flipped English class for Chinese college students. Frontiers in Psychology, 13, 902429.
  14. Li, X., Jiang, M. C. Y., Jong, M. S. Y., Zhang, X., Chai, C. S. (2022). Understanding medical students’ perceptions of and behavioral intentions toward learning artificial intelligence. International Journal of Environmental Research & Public Health, 17(7), 2504.
  15. Jiang, M. Y. C., Jong, M. S. Y., Wu, N., Chai, C. S., & Lau, W. F. F. (2022). Effects of automatic speech recognition technology on EFL learners’ willingness to communicate and interactional features. Educational Technology & Society, 26(3), 37–52.
  16. 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.
  17. Huang, B., Jong, M. S. Y., King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology, 13, 903252.
  18. 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.
  19. Weng, X., Chiu, T. K. F., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities. Frontiers in Psychology, 12, 800569.
  20. Jong, M. S. Y., Song, Y., Soloway, E., & Norris, C. (2021). Teacher professional development in STEM education. Educational Technology & Society, 24(4), 81–85.
  21. Lin, V., Barrett, N. E., Liu, G. Z., Chen, N. S., & Jong, M. S. Y. (2021; early-view). Supporting dyadic learning of English for tourism purposes with scenery-based virtual reality. Computer Assisted Language Learning.
  22. Wu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (2021; early-view). 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.
  23. 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.
  24. Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. L., Meng, Y. L., Chai, C. S., & Chen, M. (2021). Validating the general extended technology acceptance model for E-learning: Evidence from an online English as a foreign language course amid COVID-19. Frontiers in Psychology, 12, 671615.
  25. 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.
  26. 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.
  27. 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.
  28. 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.
  29. 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.
  30. Lin, P. Y., Chai, C. S., Jong, M. S. Y. (2021). A study of disposition, engagement, efficacy, and vitality of teachers in designing science, technology, engineering, and mathematics education. Frontiers in Psychology, 12, 661631.
  31. 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.
  32. 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.
  33. 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.
  34. 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.
  35. 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.
  36. Chai, C. S., Lin, P. Y., King, R. B., & Jong, M. S. Y. (2021). Intrinsic motivation and sophisticated epistemic beliefs are promising pathways to science achievement: Evidence from high achieving regions in the East and the West. Frontiers in Psychology, 12, 581193.
  37. 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.
  38. 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.
  39. Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (2020; early-view). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning.
  40. Bower, M., & Jong, M. S. Y. (2020). Immersive virtual reality in education. British Journal of Education Technology, 51(6), 1981–1990.
  41. 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.
  42. 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.
  43. Chai, C. S., Rahmawati, Y., & Jong, M. S. Y. (2020). Indonesian science, mathematics, and engineering preservice teachers’ experiences in STEM-TPACK design-based learning. Sustainability, 12(21), 9050.
  44. 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.
  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. Jong, M. S. Y. (2020). Promoting elementary pupils’ learning motivation in environmental education with mobile inquiry-oriented ambience-aware fieldwork. International Journal of Environmental Research & Public Health, 17(7), 2504.
  47. 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.
  48. 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.
  49. 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.
  50. 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.
  51. 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.
  52. 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.
  53. Dai, Y., Chai, C. S., Lin, P. Y., Jong, M. S. Y., Guo, Y., & Qin, J. (2020). Promoting students’ well-being by developing their readiness for the artificial intelligence age. Sustainability, 12, 6597.
  54. 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.
  55. 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.
  56. Lin, P. Y., Chai, C. S., & Jong, M. S. Y. (2019). A PISA-2015 comparative meta-analysis between Singapore and Finland: Relations of students’ interest in science, perceived ICT competence, and environmental awareness and optimism. International Journal of Environmental Research and Public Health, 16(24), 5157.
  57. 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.
  58. 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.
  59. 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.
  60. 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.
  61. 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.
  62. 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.
  63. 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.
  64. 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.
  65. 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.
  66. 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.
  67. 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.
  68. 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.
  69. Jong, M. S. Y. (2015). Does online game-based learning work in formal education at school? The Curriculum Journal, 26(2), 249–267.
  70. Jong, M. S. Y. (2014). Elementary students’ view of collaborative knowledge building in LearningVillages. Interaction Design and Architecture(s), 21, 37–56.
  71. 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.
  72. 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.
  73. 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.
  74. 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. Hong Kong in Arts: Creative Arts Technology and Cultural Inheritance Programme for Gifted Primary Students (GEF; 2023–2024; HKD1,364,722)
  2. Creative Tourism and Media Production Programme for Gifted Primary Students (GEF; 2022–2023; HKD1,199,986)
  3. Innovative Media Production and Cultural Research Programme for Gifted Students (GEF; 2021–2022; HKD2,636,876)
  4. Mathematical Skills in STEM Education for Primary Schools (CDI; 2021–2023; HKD379,500]
  5. From Coding to STEM (QEF; 2017–2019; HKD1,852,000)
  6. Developing Flipped Classroom and Virtual Fieldwork Materials in Geography (CDI; 2021–2022; HKD896,425)
  7. Online Self-learning Courses on Effective Use of e-Learning Modes to Support Students’ Home Learning during Class Suspension (ITED; 2020–2021; HKD540,960)
  8. 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)
  9. IT in Education Professional Development for Teachers in Special Schools Admitting Students with Intellectual Disabilities (SE; 2015–2016; HKD1,020,050)
  10. Game-based Collaborative Inquiry Learning between Hong Kong and Beijing Primary Schools (QEF; 2010–2011; HKD599,000)

University Grants Council (UGC)
  1. Hong Kong as an Outdoor Museum: EduVenture Supports Non-Chinese Speaking Students in Learning Chinese Culture (KPF, 2021–2022; HKD397,750)
  2. 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. EduVenture-VR®
  2. EduVenture®
  3. LIVIE®
  4. FIBER®
  5. ProWarrior®
  6. STEMonstration®
  7. STEMonstrator®
  8. Edputation®
  9. Edputator®