Abstracts of Funding Scheme to Support Pedagogical Research

(Supported by Teaching Development and Language Enhancement Grant 2022-25)

No.	Project Title	Abstract
1.	Evaluating the Factors for Positive Teacher-student and Student-student Relationships in Higher Education	This research proposal aims to investigate the influence of positive teacher-student and student-student relationships on academic achievement in higher education. Drawing upon theoretical frameworks such as Maslow's hierarchy of needs theory, belongingness theory, and social goal theory, the study seeks to understand the impact of these relationships on students' motivation, engagement, and sense of belonging, which ultimately contribute to their academic success. Additionally, the research aims to explore the mediating role of belongingness and social goals in the relationship between positive relationships and academic achievement. The proposed study recognizes the significance of the Bronfenbrenner's Process-Person-Context-Time (PPCT) model in understanding the dynamic interplay between proximal processes, person characteristics, context, and time in shaping students' academic outcomes. By considering these factors, the research aims to provide a comprehensive understanding of the complex mechanisms through which positive relationships influence academic achievement in higher education. The objectives of the study involve examining the impact of positive teacher-student and student-student relationships on academic achievement, investigating the mediating role of belongingness and social goals in this relationship, and identifying effective strategies and interventions to enhance these relationships. By addressing these objectives, the study aims to contribute to the existing literature on the importance of positive relationships in promoting academic success in higher education settings. The findings of this research can inform educational institutions and policymakers in implementing evidence-based practices that foster positive relationships and ultimately enhance students' academic achievement.
2.	Pedagogical Research on Universal Design for Learning in Teaching and Learning at CUHK	The project aims to investigate the application of the Universal Design for Learning (UDL) principles in teaching and learning practices and their potential for bringing about system-level improvements in education at The Chinese University of Hong Kong (CUHK). The research project recognizes the importance of inclusivity in education and aims to create an inclusive learning environment at CUHK. By implementing UDL, the project seeks to provide multiple means of representation, engagement, and expression to accommodate the diverse learning needs of students. The research project will explore various aspects of UDL implementation, including the development of accessible teaching materials, the use of technology to support personalized learning experiences, and the design of inclusive assessment methods¹. It will also focus on strategies to enhance student engagement and motivation through the incorporation of collaborative activities, project-based learning, and gamification. It aims to provide training, workshops, and collaborative initiatives to support CUHK educators in implementing UDL pedagogy effectively. The research project's outcomes will contribute to the enhancement of teaching and learning practices at CUHK. By promoting inclusivity and engagement, the project aims to improve student learning outcomes and create a positive and supportive learning environment for all students. Overall, this pedagogical research project on Universal Design for Learning at CUHK holds the potential to bring about significant system-level improvements in teaching and learning practices, fostering an inclusive and effective education system at the university. __________________________________________________ ¹ CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
3.	Evaluating the Impact of Overseas Exchange Programmes: A Survey Study on the CUHK Business School	In an era characterised by increasing globalisation, academic and professional staff across departments and faculties at CUHK have been dedicated to creating opportunities for enriching student learning through overseas exchange programmes. These programmes intend to foster students’ understanding as a global citizen while acquiring essential skills to thrive in the modern interconnected world. The CUHK Business School is no exception. It launches a bespoke overseas exchange programme which consists of a pre-departure course, MGNT 2511 Global Experiential Learning I, followed by an actual exchange, and concluded with a post-departure course, MGNT 2512 Global Experiential Learning II. While the programme sets out to enhance students’ academic and personal development in the global world, the impact of such an initiative has not been examined before. As such, this proposed survey study seeks to critically evaluate the impact of the programme by investigating two major areas: (1) the effectiveness of the pre-and-post-departure courses (2) the extent to which the overall overseas exchange programmes enhance students’ (a) academic achievement and (b) personal development This study will conduct online surveys by purposively sampling business school students who have participated in exchange programmes and completed the pre-and-post-departure courses. The target sample size is a minimum of 100 valid responses to ensure a sound basis for statistical analysis. This study will go beyond a mere collection of students’ feedback on the programme feedback. More precisely, it strives to create a systematic, scholarly approach to examining the impact of the overseas exchange programme, and subsequently derive research-informed practice that can be circulated to a wider teaching and learning community.
4.	Bridging the Gap Between Academia and Industry: The Problem-Based Learning (PBL) Corporate Projects at CUHK Business School	The CUHK Business School has long been at the forefront of integrating real-world business challenges into its curriculum through project-based learning (PBL). The existing corporate projects offered by corporate partners have been pivotal in providing students with hands-on experience in addressing real-world, practical business problems. These projects, where students collaborate with different business corporations, have proven beneficial in bridging the gap between academic learning and industry practices. Despite these successes, there exist inherent challenges that limit the full realization of the potential for incorporating PBL into student learning. The barriers include varying levels of student engagement and limited faculty participation in guiding these projects due to time constraints and competing priorities, which restrict the range and depth of business experiences available to students. This research aims to investigate these challenges in order to enhance the effectiveness of the application of PBL into Business School’s curricula thereby improving both faculty involvement and student learning outcomes. This research project aims to conduct an in-depth investigation into three critical areas: 1. Factors for faculty participation hurdles: Identifying and analysing barriers that prevent faculty members from supervising PBL projects. Potential factors include time constraints, competing priorities, and availability of resources or support within the school. 2. Factors for low student engagement: Investigating the factors leading to low student engagement in PBL-informed corporate projects. This includes exploring student perspectives on the relevance and structure of PBL projects, and their alignment with their academic and career goals. 3. Impact of PBL-informed corporate projects on students: Evaluating how PBL influences students’ learning outcomes and career preparedness. This will involve assessing students’ skill development, their understanding of real-world business scenarios, and their readiness for post-graduate employment. Based on the findings derived from the proposed study, a Faculty Onboarding Manual will be developed to address the identified challenges in faculty participation. This manual, along with the research results, will be disseminated to enhance the implementation of PBL into academic curriculum at CUHK Business School in order to create a more engaging learning environment.
5.	Investigating a Demand Model of Entrepreneurship Education for Academic Entrepreneurship	- This project will develop an entrepreneurship education programme targeted students and/or professors involved in academic entrepreneurship. - Both theoretical and pedagogical, much less attention has been given to the relationship between academic entrepreneurship and entrepreneurship education; entrepreneurship education mainly focuses on students, whereas academic entrepreneurship focuses on faculty members. - Many existing entrepreneurship education programmes, which are more formal and structured, belong to a theoretically-oriented Supply model in order to nurture prospect entrepreneurs. This project proposes that academic entrepreneurship requires an informal, practically-oriented Demand model of entrepreneurship education to address specific needs in operating academic spinoffs. - Programme-wise, we will first offer a new online certificate entrepreneurship course series, including a variety of case-based contents which are common issues or hurdles that most ventures would face; and knowledge that they can be directly applied to operating their own academic spinoffs. - To collaborate with external stakeholders, we will also provide mentorship from the industry and/or investment sectors to the founding teams. An online support system, which can record the conversations and minutes in a database, will foster effective mentoring between mentors and founding teams and facilitate the teams’ learning experience.
6.	Non-Local Students in CUHK: Exploring their Pedagogical Needs and Adaptation to the University and Beyond	The Hong Kong government is increasing the quota allocated for non-local students. As a result, there will be a shift in the student demographics at CUHK. To date, non-local students comprise 27.7% of the total student count in CUHK and 13% of the undergraduate population. These numbers are expected to rise in the coming years. Non-local students are recognized to be more vulnerable than their local counterparts as they have distinct pedagogical needs and face critical adaptation challenges. Hence, this pedagogical project aims to (a) identify the pedagogical needs of non-local students in CUHK, (b) develop a baseline understanding of their teaching and learning experience and adaptation across different programs and faculties, (c) understand how the different aspects of the teaching and learning experience shape non-local students’ adaptation, and (d) provide evidence-based insights to improve the teaching and learning experience of non-local students across different programs and faculties. Key deliverables of the project include a white paper, a survey, micro-modules, a workshop, experience sharing sessions, a conference presentation, a website, and a publication. This pedagogical research proposal is closely aligned with CUHK’s Strategic Plan 2021-2025, which prioritizes the themes of diversity, inclusivity, and internationalization. Ultimately, this project is rooted in the recognition that CUHK is a “caring and culturally diverse” home to both local and non-local students.
7.	Enhancing Course Project Learning: Investigating Student Approaches and Introducing PBL and PjBL Pedagogies	University students often perceive individual or group projects merely as course assessment components, rather than opportunities for broader creative thinking, problem-solving, and potential market application. This perception primarily stems from a lack of knowledge, support, vision, and the absence of learning pedagogies in the course curriculum. Consequently, even excellent project ideas fail to advance beyond the course, leading to repetitive project ideas each year. Learning pedagogies, particularly problem-based learning (PBL) and Project-based learning (PjBL), play a pivotal role in project implementation. These pedagogies offer a systematic approach to achieving project goals and offer prospects for future application as solutions. This study aims to investigate the approaches employed by students in the Digital Literacy and Computational Thinking (DLCT) course, a mandatory course at CUHK. It will determine whether students utilize any learning pedagogy or strategy in their individual projects. Furthermore, the study will introduce PBL and PjBL pedagogies to DLCT students in the subsequent semester and examine their impact on the learning outcomes of students who implemented these pedagogies versus those who did not. The goal is to enhance project-based learning, fostering a shift in students' perception of projects from mere course requirements to opportunities for problem-solving and market application.
8.	Evaluating the Effectiveness of Virtual Reality (VR) Serious Game in Acute Medicine Teaching for Medical Students	This pedagogical research proposal focuses on comprehensively evaluating the newly developed VR-enriched serious game teaching modules providing training for medical students on the management of acute life-threatening illnesses in crisis situations. The effectiveness of technology-enhanced teaching-learning activities should be proven by pedagogical research before investing funding and effort to the development process. We proposed to conduct pedagogical research to assess the level of advancement in students' knowledge in acute medicine (Kirkpatrick's evaluation framework Level 2) and the change in their working attitudes and behaviours in dealing with acute life-threatening illnesses during their internship (Kirkpatrick's evaluation framework Level 3). The primary outcome of the study will be the correlations between the metrics in the VR training platform and the overall score of the summative written assessment. The secondary outcome will be the correlations between the metrics in the VR training environment and the data on their access to the relevant teaching material in the training platform during their internship after graduation. The findings of our proposed pedagogical research, which will be disseminated to medical educators or educators in other higher education disciplines through presentations in education conferences and publications reporting the findings in the peer-reviewed journals, will also be applied in other areas of medical education and other disciplines in higher education.
9.	Evaluation of Teacher-Student-Generative AI Connection in Metaverse Learning Space – New Mode Continuum in Health Professional Training	Health professional education typically comprises theoretical and practical components in various pedagogical approaches, including knowledge deliveries/lab activities for the constructivist approach, tutorials for the reflective approach, and internships for the integrative approach. The concept of metaverse and artificial intelligence (AI) is no longer just a scientific friction. Notably, the next generation of students want to be more proactive, engaged and stimulated during the learning process. These innovative technologies revolutionise the digital learning space by becoming three-dimensional immersive, enriching the psychomotor realities, and crossing boundaries, which lead educators thinking of pedagogy as a continuum for future education. The metaverse offers unprecedented opportunities for immersive learning, and generative AI holds the potential to personalise educational content like never before; however, the potential of digital technologies with challenges to make educators and institutions face significant hurdles, for example, technological disparities, ensuring equitable access, safeguarding data privacy, and developing pedagogical models that can effectively harness the power of AI while maintaining academic integrity. Addressing these difficulties is crucial for unlocking the transformative potential of the metaverse and generative AI in education. The goal is to produce a metaverse health professional training centre with interactive speech-to-text simulation generative AI Omniverse Teacher/Patient Avatars in nonformal and informal teaching and learning, emphasising the opportunities for self-paced revision, group discussion, and social communication that arise from its implementation. Throughout the research study, our team will work through to: • evaluate the appropriateness of Chatbot and natural language processing (NLP) as Omniverse Teacher/ Healthcare Avatars for health professional training. • assess the impact of metaverse AI on future virtual pedagogy. • gain strategic advantage and develop a road map from Omniverse Teacher/Patient Avatars for tertiary education.
10.	Young Shennongs – Interactive Herbs (I-herbs) Learning	The primary objective of the project is to enrich the teaching and learning experience of foundational Chinese Medicine courses through the integration of 3D scanning and augmented reality (AR) technologies, resulting in the development of an AR herb garden. This innovative approach provides students with an immersive learning experience, facilitates the creation of new learning resources, introduces an innovative teaching methodology, and incorporates AR codes within the learning environment such as laboratory. The project consists of phases including: 1) introducing the project to students, 2) conducting 3D scanning and creating 3D-herb objects, 3) student-oriented development of the AR learning platform online, 4) sharing insights and demonstration in workshop with newly enrolled students, and 5) conducting peer evaluations based on presentation quality and personal growth. Students will receive technical support and guidance throughout the project and continue support on maintenance and further development of the AR platform. The goal is to establish a sustainable AR herb garden that serves as a valuable learning resource and a collaborative model for future teaching and learning. Research outcomes will be shared with members of the School of Chinese Medicine, the University, and the public through interactive sessions, contributing to a broader understanding of Traditional Chinese Medicine and facilitating the exchange of knowledge.
11.	Student-oriented E-Health Service Learning in Chinese Medicine for Exploration of Alternative Medical Care	E-Service-Learning in Chinese Medicine is a programme that combines telemedicine, learning and service. E is a prefix that stands for “electronic” and refers to telemedicine which applying information technology. Service-Learning means experiential learning that integrates meaningful community service with academic study. Students can enjoy learning in the service outside the classroom. These service experience enhances understanding of the academic theory and can be viewed as a learning experience. This project aims to enhance Chinese Medicine students’ clinical skill by applying telemedicine in Cerebral palsy (CP) consultation. Cerebral palsy is a group of movement disorders that appear in early childhood. Signs and symptoms vary among people and over time, but include poor coordination, stiff muscles, weak muscles, and tremors. There may be problems with sensation, vision, hearing, and speaking. In medical conditions, there are not easy to travel for medical consultation and medical healthcare always reline on their parent for communication. By implement the programme in the Chinese Medicine study, not only do the students learn clinical skills despite of the restriction of distance, but Chinese medicine can also be promoted to health system in public service.
12.	Design Methodologies as Teaching Strategies for the International Collaborative Design Studios in the Guangdong-Hongkong-Macao Great Bay Area	The project explores the theoretical framework and implementation of international collaborative teaching on theory and application level. It situates students in the GBA context, working together with international think-tanks to explore spatial solutions for its future development. Furthermore, it develops an international collaboration pedagogy encompassing curriculum design, organization, and governance. In addition, the project challenges the conventional project-based studio teaching approach and proposes design methodology as the novel teaching strategy in studios, which potentially leads to an effective learning model. Emphasis is placed on the learning and practicing of design methodologies in studios. A series of lectures given by internationally renowned scholars provides students with basic knowledge and understanding of new design methods. Topical hands-on workshops will be organized to deliberately practice the methods taught in the lectures. GBA contextual analysis and design consolidate students’ professional skills and integrate the newly learned methods in the process. Reviews, exhibitions, and seminars centered around students' design work will provide them with a platform to communicate their ideas with various stakeholders and reflect on what they have learned in the courses. The concluded international collaboration pedagogy will not only be beneficial for the School of Architecture but also be considered as a potential model for the internationalization of other programs in the university.
13.	A Comparative Study of Sustainability Competence Evaluation of Tourism and Sustainable Development Goals (SDGs) Game-based Learning	This project aims to evaluate the game-based learning experience in the context of tourism and Sustainable Development Goals (SDGs) among students from CUHK and other international institutions from the collaborative Co-Supervisors. As an extension of the ongoing project titled “Sustainable Tourism Planning Games for Cross-disciplinary and Territory Knowledge Sharing and Student Engagement,” this initiative focuses on assessing the effectiveness of the developed game through a post-game sustainability competence evaluation and inter-institutional game interactions. After the online team-based game sessions, this proposed pedagogical study will apply a Sustainability Competence (based on the European Union’s GreenComp model), to evaluate students’ game-based learning experience. The mixed-method research with an explanatory sequential design incorporates and triangulates surveys, focus-group interviews, reflective journals, and participant observation to gather timely feedback and insights from the participating students, individual self-reported attributes, and group-based responses and interactions. By understanding the impact of the games on students’ knowledge enrichment and sustainability competence, this project aims to verify the effectiveness of the game’s design and efficacy in promoting learning outcomes related to tourism and SDGs. The evaluation findings will empirically inform future game-based learning initiatives and contribute to a more systematic pedagogical innovation in tourism and sustainable development education.
14.	Enhancing Learning through Sleep: An Evidence-based Pedagogical Approach	Objectives: This project aims to 1) identify the optimal timing of knowledge reviews prior to sleep that maximizes retention and integration; and 2) translate the findings into a classroom-based sleep optimization protocol assessing real-world learning impacts and practical viability. Methods: The project will consist of two phases: 1. Lab-based experiments manipulating spacing intervals of memory re-exposure before a 90-minute nap for polysomnograph-recorded sleep. Outcomes include post-nap cued recall and inference testing performance to quantify effects on factual and conceptual knowledge. 2. A classroom pilot study administering quizzes on a schedule aligned with individual students' sleep cycle patterns. Both learning gains data, as well as surveys gauging perceived feasibility, will be collected. Key Performance Indicators (KPIs): 1. Quantitative assessment of learning gains and information retention in lab experiments. 2. Student feedback on perceived effectiveness and convenience of the sleep-aligned learning approach. 3. Analysis of academic performance improvement in classroom settings. 4. Feasibility assessment for wider implementation in educational curricula. Anticipated Outcomes: 1. Establish the most effective sleep-learning schedule correlations for memory consolidation. 2. Demonstrate practical applicability and benefits of sleep-timed educational interventions in classroom environments. 3. Provide data-driven recommendations for incorporating sleep-based learning strategies into broader educational practices.
15.	Exploring the Impact of Socially Engaged Art Theory and Practice on Asia Exchange Teaching and Learning Pilot Model	This proposal aims to explore the impact of a teaching and learning model that combines artist-led pedagogy, theories, and practice in art to realize socially-engaged art in both local (Hong Kong) and Asian (Tainan) contexts. The project will showcase student learning outcomes in a local community space that welcomes public viewing and participation, paving the way for more educational impact in social settings. The central goal of the course FAAS 3210, Art in Public Space, is to teach socially engaged art theories and practice, where participation and artistic strategies with the audience are the key concepts. The project will explore how artists make use of events and participation to make meaning and share their artistic vision responding to social context. The exchange with same learning purpose with Taiwan students will help student to gain reflection of their study. To prepare the student the vision of global and innovative citizen. The project will be conducted in collaboration with Prof. PAK Sheung Chuen, a renowned conceptual artist who has gained impressive international recognition in the contemporary art scene. Prof. PAK Sheung Chuen will engage his fellow B.A. students under the studio art course (title: 當代藝術中的生活與情境) at the Graduate Institute of Plastic Arts in Tainan National University of the Arts. With the same time zone and the assistance of online meetings, the project will benefit CUHK students by allowing them to learn with Asian peers and international practicing artists, where student will transfer this knowledge in a form of workshops that engaged with further sum of audience to respond to their artistic vision. This model will encourage the students taking ownership of their learning and stepping out of their comfort zone by sharing the outcome in the real public scenario. And also demonstrate the significant of socially engaged art which emphasises the process of conceptual inquiry and meaning-making through dialogic and co-constructive learning.¹ A form of art-making in which art does not point at itself but instead focuses on the social process of process of exchange.²
16.	Technical Design Clinic: Peer Learning Workshops for Architecture Students	Observed issues: 1. Previous teaching experiences showed that undergraduate students (Year 4) were not equipped with the necessary skillsets for efficient architectural design development and production. Students reflected that such technical incompetency would affect students’ confidence in their professional development in the near future. 2. Students also reflected that instruction-based teaching on software application in the formal curriculum could be ineffective when it is dissociative with their individual project and personal interests. 3. During the pandemic outbreak, the unique studio culture in the School of Architecture has significantly diminished, resulting in a noticeably weakened social bonding among peers and a low place-attachment to the school. Proposed Pedagogical and Research Activities: 1. To establish a regular, open-door design clinic that provides immediate support to the students in need for technical knowledge. 2. To demonstrate effective use of software and technical skills using examples of students’ projects through hands-on workshop sessions. 3. To train a group of postgraduate student partners as design technicians which contribute to recultivate the unique culture of architecture design studio. 4. To evaluate the impact of the peer-learning activities using questionnaires among students.
17.	Enhancing Teaching and Learning Geography of China for Higher Education Sectors in Hong Kong	In 2022, the Hong Kong Education Bureau announced the “Geography National Security Education Curriculum Framework”. Since then, approximately one-third of the content in junior and senior secondary school geography courses has been dedicated to the study of Geography of China (EDB, 2022). The Education Bureau aims to provide students with a comprehensive understanding of the country by focusing on Chinese issues, fostering a sense of belonging, and encouraging them to become active and responsible citizens (EDB, 2022). GRMD 3301 Geography of China is one of the compulsory courses for geography major students in the Department of Geography and Resource Management (GRM). Every year, a certain number of GRM graduates will become geography teachers in secondary schools. Therefore, a systematic review of the existing teaching and learning Geography of China and proposing an effective teaching and learning strategy is urged to meet the changing needs of job markets and increase students’ competencies in the increasingly complex and fast-changing politico-economic landscape. This project aims to enhance the teaching and learning Geography of China for higher education in Hong Kong. Specifically, it will (1) conduct a systematic review of teaching and learning Geography of China in higher education sector worldwide, including mainland China; (2) review and improve the syllabus of GRMD 3301 Geography of China; (3) develop new teaching and learning activities, such as virtual and face-to-face course field trips; (4) provide guides for teaching and learning Geography of China. This pedagogical research of Geography of China can help the instructors and project team members examine their own practice, reflect on successes and challenges, and share experiences so others can learn from this, improving education more widely. This pedagogical research can also help find solutions to particular problems arising in classroom teaching and learning, underpin professional learning of knowledge, skills and understanding, and connect instructors with sources of information and networks of professional support in teaching and learning Geography of China.