Director, Centre for Learning Sciences and Technologies
Dean of Students, Shaw College
HTB Rm. 417
3943 6248
Website
IntroductionProfessor 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)Associate Editor, IEEE Transactions on Learning Technologies
Review Editor, Frontiers in Psychology
Review Editor, Frontiers in Education
Section Editor, International Journal of Serious Games
Co-Chair, IEEE Education Society Technical Committee on Learning Sciences
Vice-President, China Association for Educational Technology Professional Committee on Game-based Learning
Chair, Educational Gamification and Game-based Learning SIG, Asia-Pacific Society for Computers in Education
Honourary Research Fellow, Learning Sciences Lab, Peking University
International Advisory Board Member, Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology
Board of Directors Member, Hong Kong Education City
Co-Director, Master of Science in Mathematics Education, CUHK
Board of Trustees Member, Shaw College, CUHK
Research Arease-Learning, Educational Gamification, VR+AR in Education, Mobile Learning, STEM Education, Teacher Professional Development on Technology-Enhanced Pedagogies
Publications (Selected)Refereed Journal PapersWu, W. L., Hsu, Y., Yang, Q. F., Chen, J. J., & Jong, M. S. Y. (online published). 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 Environment.
Zhou, X. H., Chai, C. S., Jong, M. S. Y., & Xiong, X. B. (online published). Does relatedness matter for online self-regulated learning to promote perceived learning gains and satisfaction? The Asia-Pacific Education Researcher.
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.
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.
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. Frontier in Psychology, 12, 581193.
Chen, M. Y., 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.
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.
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.
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.
Bower, M., & Jong, M. S. Y. (2020). Immersive virtual reality in education. British Journal of Education Technology, 51(6), 1981–1990.
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.
Jiang, M. Y. C., Jong, M. S. Y., Lau, W. W. F., Chai, C. S., Liu, K. S. X., & Park, M. (online published). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning.
Dong, A. M., Jong, M. S. Y., & King, R. (2020). How does prior knowledge influence learning engagement? The mediating roles of cognitive load and help-seeking. Frontiers in Psychology, 11, 591203.
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.
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.
Chai, C. S., Lin, P. Y., Dai, Y., & Jong, M. S. Y. (in-press). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society.
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.
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.
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.
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.
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.
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.
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.
Jiang, M. Y. C., Jong, M. S. Y., Zhang Y., & Liu S. X. (2020). Development and validation of “English Learning Self-Efficacy Scale for Undergraduates” (ELSES-U): A preliminary study. Foreign Language Testing and Teaching, 38, 1–11.
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.
Lin, H. C. S., Yu, S. J., Sun, J. C. Y., & Jong, M. S. Y. (online published). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments.
Geng, J., Chai, C. S., Jong, M. S. Y., & Luk, E. T. H. (online published). Understanding the pedagogical potential of interactive spherical video-based virtual reality from the teachers’ perspective through the ACE framework. Interactive Learning Environments.
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.
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.
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.
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.
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.
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.
Chai, C. S., Jong, M. S. Y., Yin, H. B., Chen, M. Y., & 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.
Dong, A. M., Jong, M. S. Y., & Shang, J. J. (2019). Achievement pathway of higher-order thinking through classroom interactions in the flipped classroom. Modern Educational Technology, 29(2), 46–51.
Jong, M. S. Y., Chen, G. W., 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.
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.
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.
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.
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.
Rong, W. N., Jong, M. S. Y., & Shang, J. J. (2017). Research on Hong Kong middle school teachers’ information literacy. Modern Educational Technology, 27(2), 65–71.
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.
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.
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.
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.
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.
Jong, M. S. Y. (2015). Does online game-based learning work in formal education at school? The Curriculum Journal, 26(2), 249–267.
Shang, J. J., Jong, M. S. Y., & Chen, G. W. (2015). Learning sciences: Promoting in-depth reform of education. China Educational Technology, 336, 6–13.
Jong, M. S. Y., & Chen, Z. (2015). Leveraging EagleEye in schooling. Hubei Education, 745, 26–28.
Jong, M. S. Y. (2014). Elementary students’ view of collaborative knowledge building in LearningVillages. Interaction Design and Architecture(s), 21, 37–56.
Jong, M. S. Y., Geng, J., & Jiang, Y. (2014). Application of “LearningVillages” in collaborative inquiry learning. China Educational Technology, 324, 119–124.
Zhang, X. Q., Jiang, Y., & Jong, M. S. Y. (2014). A comparative study of teachers’ attitudes toward the use of frame-based interactive whiteboards. Modern Educational Technology, 24(3), 33–41.
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.
Jong, M. S. Y., Geng, J., & Shang, J. J. (2013). A case study of the implementation of tablet-based e-textbooks in primary English teaching. Modern Distance Education Research, 122, 92–99.
Shang, J. J., Zhang, J., Jong, M. S. Y., & Jiang, Y. (2012). Pedagogical design and implementation of gamified web-based courses. Journal of Distance Education, 30(4), 66–72.
Shang, J. J., Jong, M. S. Y., & Jiang, Y. (2011). Three tiers of difficulty and hindrance in educational gaming: Further discussing the needs of developing light-games. e-Education Research, 217, 65–71.
Jiang, Y., Shang, J. J., & Jong, M. S. Y. (2011). Design and application of gamified inquiry learning. China Educational Technology, 292, 84–91.
Jiang, Y., Jong, M. S. Y., & Shang, J. J. (2011). A comparative study of gamified inquiry learning cases. Journal of Distance Education, 29(1), 105–110.
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.
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.
Shang, J. J., & Jong, M. S. Y. (2009). The educational value of games. Journal of Distance Education, 17(1), 63–68.
Cheung, K. K. F., Jong, M. S. Y., Lee, F. L., Lee, J. H. M., Luk, E. T. H., Shang, J. J., & Wong, M. K. H. (2008). FARMTASIA: An online game-based learning environment based on the VISOLE pedagogy. Virtual Reality, 12(1), 17–25.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M. (2008). Motivation, effectiveness, and problems in educational games. e-Education Research, 75(6), 64–68.
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.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M. (2008). Using case study research in game-based learning: Our empirical experience. Modern Educational Technology, 18(6), 20–23.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M. (2008). A case study of learning behaviour in game-based learning: Implications for educational game design. China Educational Technology, 253, 67–71.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M. (2007). Motivational strategies in VISOLE: Do they work? Global Chinese Journal of Computers in Education, 5(1, 2), 72–84.
Jong, M. S. Y., Shang, J. J., Lee, F. L., Lee, J. H. M., & Law, H. Y. (2006). An exploratory study on teachers' perceptions of game-based situated learning. Frontiers in Artificial Intelligence and Applications, 151, 525–532.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M., Wong, M., Luk, E., & Cheung, K. (2006). Using the "Record-Replay" function for elaboration of knowledge in educational games. Frontiers in Artificial Intelligence and Applications, 151, 503–506.
Shang, J. J., Jong, M. S. Y., Lee, F. L., Lee, J. H. M., & Law, H. Y. (2006). Computer games in education: A comparative study between Hong Kong and Beijing. Journal of Computational Information Systems, 2(2), 481–487.
Jong, M. S. Y. (2006). Post-graduate beginning teachers' IT competency empowerment. Asia-Pacific Cybereducation Journal, 2(1), 39–47.
Special Issues of Journal EditorialsSustainablility: “Sustainable Education Technologies in Big Data and Artificial Intelligence Era” (in-progress)
Educational Technology & Society: “Teacher Professional Development in STEM Education” (in-progress)
Education Sciences: “Digital Game-Based Learning and Gamified Learning: What’s Next?” (in-progress)
Research and Practice in Technology-Enhanced Learning: “Impacts and Implications of the COVID-19 Pandemic on E-Learning / Online Learning and Teaching: A Forward Looking Perspective” (in-progress)
Interactive Learning Environments: “Innovative Pedagogic Uses of Spherical Video-based Virtual Reality” (in-press)
British Journal of Educational Technology: “Immersive Virtual Reality in Education” (2020)
The Asia-Pacific Education Research: “Computational Thinking Education” (2020)
Educational Technology & Society: “Technology Enhanced Contextual Game-based Language Learning” (2018)
Research and Practice in Technology-Enhanced Learning: “Harnessing Constructivist Online Game‐Based Learning in Formal Educational Settings” (2017)
Educational Technology & Society: “How to Design and Implement Flipped Classroom” (2017)
Scholarly Books and Book ChaptersJong, M. S. Y., Cheung, K. K. F., Jiang, Y. C., Chan, To., Tam, V., & Hue, M. T. (2018). Mobile outdoor inquiry-based learning activities in Hong Kong. In D. Wu, & J. Y. Yao (Eds), Case studies of ICT in education worldwide 2016–2017 (pp. 38–56). Beijing: Being Normal University Press.
Jiang, Y., Zhang, L., Shang, J. J., & Jong, M. S. Y. (2017). Game-based learning: Design and application. In H. Niemi, & J. Jia (Eds.), New ways to teach and learn in China and Finland (pp. 195–211). New York: Peter Lang.
Jong, M. S. Y., Shang, J. J., & Tam, V. W. L. (2016). Using non-player characters to scaffold non-gamer students in serious gaming. In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology (pp. 1-19). Switzerland: Springer.
Jong, M. S. Y., Jiang, Y., & Dong, A. M. (2015). Digital game-based learning research and praxis. Beijing, China: Beijing Normal University Press.
Jong, M. S. Y. (2015). Context-aware geography field trip with EagleEye: Teachers’ first experience. In M. Chang, & Y. Li (Eds.), Smart Learning Environments (pp. 77–93). Heidelberg: Springer.
Jong, M. S. Y., Lee, J. H. M., & Shang, J. J. (2013). Educational use of computer game: Where we are and what's next? In R. Huang, Kinshuk, & J. M. Spector, (Eds.), Reshaping learning: Frontiers of learning technology in a global context (pp. 299–320). Heidelberg: Springer.
Shang, J. J., Jong, M. S. Y., Lee, F. L., & Lee, J. H. M. (2013). Problem solving processes and strategies in VISOLE. In H. Yang, & S. Wang (Eds.), Cases on e-Learning management: Development and implementation (pp. 223–239). New York: Information Science Reference.
Shang, J. J., Jiang, Y., & Jong, M. S. Y. (2012). The power of games. Beijing, China: Peking University Press.
Jong, M. S. Y., Shang, J. J., Lee, F. L., & Lee, J. H. M. (2010). Constructivist learning through computer gaming. Technologies shaping instruction and distance education: New studies and utilization (pp. 207–222). New York: Information Science Reference.
Jong, M. S. Y., Shang, J. J., Lee, F. L., & Lee, J. H. M. (2010). VISOLE—A constructivist pedagogical approach to game-based learning. In H. Yang, & S. Yuen (Eds.), Collective intelligence and e-learning 2.0: Implications of web-based communities and networking (pp. 185–206). New York: Information Science Reference.
Jong, M. S. Y., Shang, J. J., Lee, F. L., Lee, J. H. M., & Law, H. Y. (2006). An exploratory study on teachers' perceptions of game-based situated learning. In R. Mizoguchi, P. Dillenbourg, & Z. Zhu (Eds.), Learning by effective utilization of technologies: Facilitating intercultural (pp. 525–532). Netherlands: IOS Press.
Jong, M. S. Y., Shang, J. J., Lee, F. L., Lee, J. H. M., & Law, H. Y. (2006). Learning online: A comparative study of a game-based situated learning approach and a traditional web-based learning approach. In Z. Pan, R. Aylett, H. Diener, X. Jin, S. Gobel, & L. Li (Eds.), Lecture notes in computer science: Technologies for e-Learning and digital entertainment (pp. 541–551). Heidelberg: Springer.
TrademarksSTEMonstration?
STEMonstrator?
Edputation?
Edputator?
ProWarrior?
LIVIE?
FIBER?
EduVenture?
LearningVillages?
Farmtasia?
Projects in Principal Investigator (PI) Capacity (External Grants, Selected)JC Community care and STEM in action, funded by The Hong Kong Jockey Club Charities Trust (09/2019 – 12/2022).
Developing pedagogic strategies for incorporating interactive learner-immersed video-based virtual reality in learning and teaching of physical geography, funded by RGC-GRF (08/2019 – 09/2021).
JC Enhancing Chinese language literacy with Virtual Reality, funded by The Hong Kong Jockey Club Charities Trust (09/2018 – 02/2022)
Integrating the flipped classroom paradigm into issue-based enquiry learning and teaching, funded by RGC-GRF (12/2017 – 01/2020).
Pedagogical design and strategic use of mobile learning to enhance students’ engagement and learning effectiveness in secondary schools, funded by EDB (01/2018 – 01/2019).
Strategic use of e-Assessment to enhance learning and teaching effectiveness, funded by EDB (11/2017 – 12/2018).
Pedagogical design and strategic use of IT tools to enhance students’ computer-based collaborative problem solving skills, funded by EDB (11/2017 – 12/2018).
Pedagogical design and strategic use of IT to enhance inquiry-based learning on climate change, funded by EDB (10/2017 – 09/2018).
From “Coding” to “STEM”, funded by QEF (07/2017 – 10/2018).
Introducing VR techniques into the learning and teaching of physical geography in secondary schools, funded by EDB (01/2017 – 12/2017).
Harnessing mobile technology in outdoor experiential learning: Teacher facilitation in context-aware social inquiry, funded by RGC-GRF (01/2016 – 06/2018).
Effective use of cloud computing to facilitate e-Learning in schools, funded by EDB (01/2016 – 12/2016).
Enhancing WiFi infrastructure in schools, funded by EDB (01/2016 – 12/2016).
Parent education on e-Learning, funded by EDB (01/2016 – 12/2016).
ITEd professional development for teachers in special schools admitting students with intellectual disabilities, funded by EDB (11/2015 – 01/2017).
Educational research on “Smart Classroom”, funded by ASTRI (02/2015 – 12/2015).
Effective use of mobile apps and free online platforms to facilitate learning and teaching of physics, funded by EDB (12/2014 – 11/2015).
“Flipped Classroom”: An alternative approach to enhance the effectiveness of learning and teaching in secondary schools, funded by EDB (12/2014 – 11/2015).
Use of mobile devices and cross-platform applications to enhance the effectiveness and quality of learning and teaching in schools, funded by EDB (09/2014 – 08/2015).
Design-based research on teacher facilitation in constructivist online game-based learning in formal school education, funded by RGC-ECS (01/2014 – 03/2016).
Effective use of TAO to execute e-Assessment in primary education, funded by EDB (09/2014 – 08/2015).
Effective use of TAO to execute e-Assessment in secondary education, funded by EDB (03/2014 – 02/2015).
Educational research on digital game-based learning, funded by Foshan MoE (04/2013 – 03/2015).
Use of mobile devices to enhance the quality of learning and teaching in primary schools, funded by EDB (09/2013 – 08/2014).
Use of “MIT App Inventor” to enhance the quality of learning and teaching in computer subjects, funded by EDB (09/2013 – 08/2014).
Use of “Microsoft Kodu Game Lab” to enhance the quality of learning and teaching in computer subjects, funded by EDB (09/2012 – 07/2013).
Educational research on “Interactive displays for e-Classroom”, funded by ASTRI (01/2013 – 03/2014).
Integration of free e-Learning Apps and mobile devices to enhance the effectiveness of learning and teaching of measures, shape and space dimension, funded by EDB (09/2012 – 07/2013).
Pedagogical design and implementation of mobile GPS-based outdoor exploratory learning and teaching activities, funded by EDB (08/2012 – 06/2013).
Promoting junior secondary students’ motivation and skills in issue-enquiry through inter-school game-based collaborative learning, funded by UGC (02/2012 – 07/2013).
Using free web-based applications for learning and teaching with focuses on project-based learning and independent enquiry study, funded by EDB (12/2011 – 06/2012).
Game-based collaborative inquiry learning between Hong Kong and Beijing primary schools, funded by QEF (10/2010 – 09/2011).
