HTB Rm. 405
3943 6719
IntroductionDr. Dai is an Assistant Professor of Curriculum and Instruction at the Chinese University of Hong Kong. She received B.A. (‘11) in Film Studies and MS (‘13) in Journalism from Peking University, and MS (’15) and PhD (‘17) in Education from the University of California, Santa Barbara. She worked as Postdoc Fellow in engineering education and the manager of the Viterbi iPodia Program at the University of Southern California, before joining CUHK in 2019. Her research interests broadly revolve around learning sciences and technology, STEM education, digital humanity, and ethnography. Her current research projects focus on the use of learning analytics tools for active and reflective learning and the humanistic and cultural aspects of STEM education.
Research AreasLearning sciences and technology, STEM education, digital humanity, education ethnography
CoursesPEDU 6004: Ethnographic Study in Education Research
PEDU 6052: Curriculum Evaluation: Theory & Practice
PEDU 6126: Special Topics in STEAM Education and Research
PGDE 5164: Principles of Curriculum Design
PGDP 5206: Introduction to Models of Teaching
EDUC 2120: Principles and Implementation of Curriculum and Instructional Design
Grants and FundingFostering quality online academic help seeking through an analytics-enhanced course forum in large college classes. Research Grant Council, the Early Career Scheme, HKD598,404(PI), 2021-2023.
The curriculum development of artificial intelligence and education in Hong Kong schools, Quality Education Fund, HK$490,300 (Co-I), 2021-2022.
Design-based research on student-facing learning analytics and pedagogical supports for self-regulated learning in online education. Direct Grant at the Chinese University of Hong Kong, HKD80,000 (PI). 2019-2021.
Women in Engineering Visiting Funding Scheme, University of New South Wales, Australia, AUD5,000 (PI), 2019.
To support technology-enhanced global learning in the Grand Challenges for Engineering program. James N. Kirby Foundation, Australia, AUD25,000 (Co-PI), 2017-2018.
Deploy a Peer-to-Peer Learning System for more Personalized, Inclusive and Collaborative Learning. UNSW Scientia Education Investment Fund Program, Australia, AUD14,000 (Co-PI), 2017-2018.
Selected PublicationsChai, C. S., Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K., & Qin, J. (2021). Perceptions of and behavioral intentions towards learning artificial intelligence in primary school students. Educational Technology & Society, 24(3), 89-101.
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 and Education: Artificial Intelligence, 2, 100006.
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(16), 6597.
Dai, Y., Liu, A. (2019). Understanding student variances in learning outcomes and task interpretations from multimedia presentations. British Journal of Education Technology, 50(5), 2685-2702.
Dai, Y. (2019). Situating videoconferencing in a connected class toward intercultural knowledge development: A comparative reflection approach. The Internet and Higher Education, 41, 1-10.
Dai, Y., Lu, S., & Liu, A. (2019). Student pathways to understanding the global virtual teams: An ethnographic study. Interactive Learning Environments, 27(1), 3-14.
Dai, Y., Liu, A., Morrison, J., & Lu, S. (2016). Systemic design of interactive learning environment for global engineering courses. International Journal of Engineering Education, 32(6), 2597-2611.
Green, J. L., Joo, J., Dai, Y., Hirsch, T., Chian, M., & David, P. B. (2016). Challenges in understanding different epistemologies for studying learning: A telling case of constructing a new research agenda. International Journal of Educational Research. 84, 119-126.
Liu, A., Dai, Y., & Lu, S. (2015). Effectiveness of E-learning 2.0 tools and services to support learner-learner interactions in a global engineering class. International Journal of Engineering Education, (31)2, 553-566.
Green, J.L., Dai, Y., Joo, J., Williams, E., Liu, A., & Lu, S. (2015). Interdisciplinary dialogues as a site for reflexive exploration of conceptual understandings of teaching–learning relationships. Pedagogies: An International Journal, 10(1), 86-103.
