Design Principles for GenAI-Enhanced Pedagogy: Dual Authenticity of Learning with and about GenAI

Event Details

Date : 20 Apr 2026 (Mon)

Time : 12:30pm – 2:00pm

Venue : Learning Lab (RRS321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speaker : Prof. Arnon Hershkovitz, Professor, School of Education, Tel Aviv University, Israel

Host : Prof. Lillian Luk, Assistant Professor, TALIC, HKU

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Video Recording
Presentation Slides

Abstract

In this workshop, Prof. Arnon Hershkovitz will present a set of practical design principles (DPs) for GenAI-enhanced pedagogy in higher education, across faculties. GenAI use is framed as a form of authentic learning, both of disciplinary content and of working with GenAI itself, such that the proposed DPs address learning with GenAI as well as learning about GenAI. The principles build on a well-established framework of authentic learning in e-learning, which characterizes authentic tasks through features such as real-world relevance, complexity, collaboration, reflection, and openness to multiple solutions. During the workshop, participants will be introduced to the origins of this framework, become familiar with the proposed DPs, and collaboratively explore how they can be applied and adapted within their own teaching contexts.

About the Speaker

Arnon Hershkovitz is a Professor of Education at Tel Aviv University, Israel. He is the Head of the Department of Mathematics, Science, and Technology Education, and the Vice Dean of Innovation in Teaching and Learning. He is mostly interested in the use of data in education, both in practice and in research. As such, he has been using Learning Analytics to study skills required by learners and instructors in the digital age, specifically computational thinking, creativity, and feedback use; also, he has been studying data-driven decision making in education. He holds a BA in Mathematics and Computer Science, an MA in Mathematics, and a Ph.D. in Science Education.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Hybrid Intelligence in Mixed Reality: The Future of Higher Education

Event Details

Date : 17 Apr 2026 (Fri)

Time : 4:00pm – 5:00pm (HKT)

Venue : Online (ZOOM)

Speaker : Prof. Andy Nguyen, University of Oulu

Facilitator : Prof. Cecilia K.Y. Chan, CoP Chair; Professor, HKU

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Abstract

This presentation introduces and discusses Hybrid Intelligence in Mixed Reality (MR) as an emerging phenomenon shaping both education and the workplace. It examines how the growing integration of AI and immersive technologies raises critical questions about how higher education can best prepare students for the future, not by competing with or being replaced by AI and machines, but by learning to work productively with them. The presentation provides a discussion upon Hybrid Intelligence and MR, illustrating their potential to transform learning and teaching practices. It aims to inform educators about emerging technologies, their educational implications, and key considerations for designing learning environments that support human agency, adaptability, and collaboration in AI-enhanced contexts.

Embracing AI-assisted VR Innovation for Public Speaking Training

In large university classes, it is quite common for students, particularly those who are naturally shy, to remain quiet and refrain from active participation. Many of these students experience anxiety when it comes to delivering speeches or presentations to a large audience, often feeling overwhelmed by the dynamic and intimidating atmosphere of the lecture hall. Despite these challenges, mastering oral communication and presentation skills is a key competency for university students today. These abilities are not only essential soft skills but are also highly sought after in the professional world, particularly for new graduates stepping into the workforce.

Teachers give time-stamped feedback on VR and real student recordings.

To help students overcome the psychological barriers linked to public speaking, particularly the anxiety of addressing a large audience, the Teaching and Learning Innovation Centre (TALIC) has partnered with the following three key language teaching sectors of HKU in creating an innovative AI-assisted virtual reality (VR) environment: 

  • Chinese Language Enhancement Programme (CLEP) of the School of Chinese
  • Chinese Language Centre (CLC) of the School of Chinese
  • Centre for Applied English Studies (CAES)

This innovative AI-assisted virtual reality (VR) enables students to participate in self-paced practice sessions designed to refine their public speaking skills, and has garnered positive feedback from those who have experienced it.

Self-regulated Learning in an Immersive VR & Simulated Environment

Just a few years ago, the idea of students practicing public speaking independently within a virtual environment using the Oculus VR headset would have seemed improbable. Today, however, VR and AR technologies are being broadly utilized at HKU to create immersive and simulate environments for students’ self-regulated learning across various disciplines, including applications in clinical practice and beyond.

VR eye tracking analyzes student focus via heatmaps.

According to a May 2025 report by EDUCAUSE, advancements in technology—particularly in artificial intelligence and virtual reality—are fundamentally transforming how students engage with content. These innovations are reshaping our understanding of cognition and altering the ways in which learning is documented and valued.

Realistic Setting With Real-Time & Post-Speech AI-Powered Feedback

VR replicates lecture hall and classrooms for familiar, customizable public speaking practice.

Within this virtual environment, students can choose from a variety of simulated settings for their practice sessions, such as a large lecture hall, a classroom, or a conference room. The audience comprises their teachers, peers, and other simulated attendees. To enhance realism and engagement, students may encounter distracting noises like background conversations, ringing phones, snoring, and other unforeseen disruptions, both technical and non-technical.

The VR setup adapts interviews and diverse public speaking scenarios.

Students also have the opportunity to upload their own PowerPoint presentations into the virtual setting and practice their speech with the help of a timer. AI technology tracks their eye movements during the presentation, allowing students to review a heat map of their eye contact distribution after each session. Additionally, teachers can upload presentation rubrics into the system, and the AI-powered analysis can assist them in reviewing recorded student performances while providing timely and constructive feedback to help improve their presentation skills.

Dr. Carson Hung, TALIC
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Currently, this initiative supports a range of language courses at the School of Chinese, catering to students from diverse academic backgrounds. However, the potential for expanding this self-paced virtual practice to other university courses and disciplines is significant.

Integrating AI-assisted VR technology in public speaking training is an innovative and essential intervention. By helping students reduce public speaking anxiety, they are empowered to master vital communication skills and improve their confidence in public speaking. This prepares and equips students for both academic challenges and future professional success.

Reference:

  • Huang, P. W., & Hwang, Y. L. (2025). The effectiveness of AI-integrated VR oral training application in reducing public speaking anxiety and interview anxiety. Computers and Education: Artificial Intelligence, 100514. 

  • Rodero, E., & Larrea, O. (2022). Virtual reality with distractors to overcome public speaking anxiety in university students. Comunicar: Media Education Research Journal, 30(72), 85-96.

  • Robert, J., Muscanell, N., McCormack, M., Pelletier, K., Arnold, K., Arbino, N., Young, K., & Reeves, J. (2025). The 2025 EDUCAUSE Horizon Report | Teaching and learning edition. EDUCAUSE.

EdTech Consultation

Professional Development Programme Directors

Event Details

Date : 20 Mar 2026 (Fri) and 27 Mar 2026 (Fri)

Time : 2:30pm – 4:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

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Overview of the Professional Development Programme Directors Initiative

Being a Programme Director is a highly complex task that calls for a wide range of skills, such as knowledge of curriculum design, knowledge of quality assurance, pastoral care, ability to collaborate, mentoring skills, administration and trouble-shooting to mention but a few. Programme Directorship has been referred to as leading others without direct authority or responsibility without power (Caddell et.al. 2022:25). Programme Directors are disciplinary experts who often have little or no experience in leadership. There is no job description for Programme Directors, yet they play a pivotal role in the university. Programme Directors lead the curriculum, manage the consequences of change – such as staff changes – and carry the main responsibility for the students’ experience on a programme. That experience, in turn, feeds into university ranking.

This professional development initiative for Programme Directors at HKU new to their role aims at supporting colleagues in this challenging role. It is facilitated by TALIC and colleagues from the Faculty of Education, but supported by colleagues from across the university who have years of experience in acting in the role of Programme Directors.

Reference: Caddell, M., Ellis, S., Haddow, C., and Wilder-Davis, K. (2022) A national approach. Foregrounding programme leadership in Scotland. In Lawrence, J., Morón-Garcia, and Senior, R. (Eds) Supporting Course and Programme Leaders in Higher Education. Practical Wisdom for Leaders, Educational Developers and Programme Leaders. Routledge: London and New York.

Date : 20 Mar 2026 (Fri)

Time : 2:30pm – 4:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Facilitators :

  • Dr. Jannie Roed, Director, TALIC, HKU
  • Dr. Elizabeth Barrett, Assistant Dean (Teaching and Learning), Faculty of Education, HKU
  • Ms. Tanya Kempston, Principal Lecturer, Faculty of Education, HKU
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Abstract

This workshop is a general introduction and exploration of the Programme Director role.

Themes to be covered and discussed:

  • What does the job description as Programme Directorship role cover in your context?
  • What data sources and evidence are Programme Directors expected and able to access as part of their role?
  • To what extent are Programme Directors empowered to lead enhancements across the programme?
  • To what extent is the Programme Director expected to lead or manage the team?
  • What opportunities exist for shared exploration or co-production of evidence for enhancement across the programme team?
  • How is student feedback addressed within courses and across the programme?

Following the workshop, participants will be invited to join Action Learning Sets (optional) over the following three months.

This workshop is designed for staff who are relatively new to the role of Programme Director. If you simply wish to learn more about the role of a Programme Director, you are also welcome to attend.

Date : 27 Mar 2026 (Fri)

Time : 2:30pm – 4:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Facilitator : Dr. Jannie Roed, Director, TALIC, HKU

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Abstract

This workshop is aimed at experienced Programme Directors. The workshop explores the role of Programme Directors at HKU. We will discuss the leadership involved in the role, key challenges we are faced with, and how to create a network for mutual support. The workshop will provide a backdrop for further development which will consist of small Action Learning Sets that will meet monthly for three months.

About the Facilitators

Dr. Jannie Roed is coordinator for Advance HE accredited programmes at HKU. As part of this role, she facilitates training sessions for mentors and assessors on the HKU Advance HE Fellowship Scheme. She also co-facilitates workshops for academic staff working towards Associate Fellow and Fellow of Advance HE. In addition, Jannie contributes to the teaching on TALIC programmes for new teaching staff.
Dr. Elizabeth Barrett is a Senior Lecturer in the Faculty of Education at The University of Hong Kong. Over the last five years as Assistant Dean (Learning & Teaching), she has worked closely with Programme Directors (PDs) and colleagues to advance curriculum, assessment innovation, and teaching enhancement across programmes. This hands-on collaboration has given her a deep appreciation of the complexities and daily challenges PDs face—along with the heroic-level dedication they bring to supporting their programmes and students. Elizabeth draws on this experience to offer practical insights and a collaborative (and resilient!) spirit to programme leadership. She also leads Faculty student wellness initiatives and serves as the Faculty Academic Advising & First Year Experience Coordinator.
Ms. Tanya Kempston is a Principal Lecturer in the Faculty of Education and Programme Director of the Postgraduate Diploma in Education (PGDE) programme in her Faculty. She has been teaching at HKU since 2008 and was awarded the University Teaching Innovation Award in 2021 and University Outstanding Teaching Award in 2018.
For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

Teaching Exchange Fellowship Scheme Seminar – Innovation in Pharmacy Education: Insights from the University of Auckland Exchange

Event Details

Date : 5 Mar 2026 (Thu)

Time : 12:00pm – 1:00pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speaker : Dr. Franco W.T. Cheng, Lecturer, Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, HKU

Facilitator : Prof. Luke Fryer, Assistant Director, TALIC, HKU

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Abstract

This sharing session presents key findings and pedagogical insights gained from a Teaching Exchange Fellowship at the University of Auckland (UoA) School of Pharmacy. The seminar will explore how UoA’s established frameworks can inform curriculum enhancements for the BPharm and MAP programmes at HKU, specifically in the areas of curriculum mapping, digital health integration, and primary care training.

Participants will be introduced to the “Exit test mapping template” used at UoA, a model designed to ensure comprehensive competency coverage across learning domains, alongside a critical discussion on the benefits and potential retention risks of modular-based teaching approaches. The session will also highlight emerging collaborations in digital health, including the use of big data in respiratory care and the joint development of an AI-driven chatbot to simulate clinical scenarios for students. Finally, the seminar will outline how New Zealand’s focus on interprofessional education and advanced primary care roles is being adapted to create new teaching modules focused on chronic disease management and preventive care at HKU.

About the Speaker

Dr. Franco W.T. Cheng is a Lecturer at The University of Hong Kong and a Board Certified Cardiology Pharmacist. He holds a PhD in Pharmacoepidemiology and serves as a Governor for the International Society of Cardiovascular Pharmacotherapy (ISCP). His research utilizes big data to evaluate medication safety in cardiovascular and renal diseases. Dr. Cheng is also an Honorary Research Assistant at the HKU-Shenzhen Hospital and a member of the Health Bureau’s Task Group on Community Pharmacy.

For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

Teaching Development Grant (TDG) Writing Workshop with a Walk-In Clinic

Event Details

Date : 2 Mar 2026 (Mon)

Time : 12:30pm – 2:30pm

Venue : Learning Lab (RRS321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Presenter : Prof. Lillian Luk, Assistant Professor, TALIC, HKU

Technology Consultant : Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU

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Abstract

During the first hour of the workshop, participants will be guided through the application form and engage in brainstorming activities. The second hour will operate as a walk-in clinic, where colleagues working on their applications can drop by for personalized advice and feedback.

The TDG application deadline for the April 2026 round is Wednesday, April 1, 2026. If you have questions about eligibility, expectations for successful proposals, etc. or if you’re seeking collaborators, this workshop is an ideal opportunity to clarify your ideas, refine your application, and connect with fellow educators passionate about advancing teaching and learning innovation.

For information, please contact:

Ms. Miffy LEUNG

Teaching and Learning Innovation Centre

Teaching Exchange Fellowship Scheme Seminar – Effective Professional Development in Teaching and Learning: What Does It Look Like?

Event Details

Date : 26 Feb 2026 (Thu)

Time : 12:30pm – 1:30pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speaker : Dr. Jannie Roed, Director, TALIC, HKU

Facilitator : Prof. Luke Fryer, Assistant Director, TALIC, HKU

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Abstract

In late November 2025, Professor Catherine Bovill from the University of Edinburgh visited HKU. She is currently the external examiner for the Postgraduate Certificate in Academic Practice (PCAP). During her visit, she discussed the PCAP programme with past and current participants and we compared professional development offered at our two universities.

This sharing session will focus on the advantages and challenges around programmes such as the PCAP. It will explore ways in which HKU can support its teaching staff on a more continuous basis than is currently the case.

About the Speaker

Dr. Jannie Roed is coordinator for Advance HE accredited programmes at HKU. As part of this role, she facilitates training sessions for mentors and assessors on the HKU Advance HE Fellowship Scheme. She also co-facilitates workshops for academic staff working towards Associate Fellow and Fellow of Advance HE. In addition, Jannie contributes to the teaching on TALIC programmes for new teaching staff.

For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre

Facilitating Two-way Feedback with AI-powered Feedback Analytics

Event Details

Date : 6 Feb 2026 (Fri) Time : 12:00pm – 1:00pm (HKT) Venue : Online (ZOOM) Chairman : Dr. Yi-Shan Tsai, Monash University Facilitator : Prof. Cecilia K.Y. Chan, CoP Chair; Professor, HKU
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Abstract

Feedback is crucial to successful learning. It serves to help learners make sense of their current progress and bridge it with desired goals. However, feedback is often underutilised in higher education for various reasons, including inconsistency in its quality and learners’ lack of ability to utilise feedback effectively – a capability known as feedback literacy. One prominent challenge to improving feedback effectiveness and supporting learner feedback literacy is the lack of mechanism to track learners’ engagement with feedback systematically. In this talk, I will introduce PolyFeed, a feedback analytics tool designed with higher education educators and learners, to enhance two-way feedback. I will explore insights trace data may reveal about feedback literacy, and implications for learning and teaching. I will also discuss how feedback literacy may be reconceptualised in the context of AI-mediated feedback processes.

Plan Master AI – A GPS for Lesson Design

A common challenge for pre-service teachers is the difficulty of integrating theory into practice, often resulting in discrepancies between their instructional ideas and actual classroom outcomes. Many pre-service teachers (PSTs) find themselves being “over-ambitious” setting objectives that are too difficult without providing appropriate scaffolding for their students. 

“Plan Master AI acts like a “GPS for Lesson Design”: while the teacher remains the driver of the classroom, the AI provides a reliable map that flags missed turns in logic and ensures the “educational vehicle” is properly equipped to reach every student, regardless of the terrain.” Prof. Elizabeth Loh from the Faculty of Education.

Nurture Future Teachers in Lesson Planning

Effective lesson planning is the cornerstone of professional teacher training, serving as the vital bridge that connects educational theory to classroom practice. To empower PSTs with the skills and confidence needed for this complex task, Professor Elizabeth K.Y. Loh and her team at the HKU Faculty of Education, in collaboration with Dr. Carson Hung and Mr. Marco Leung from TALIC, developed “Plan Master AI (PM AI)”. This TDLEG-funded project leverages Generative AI to nurture future educators in designing their lesson plans for classroom instructions.

Support Learning Differences

Students learn best when they feel their strengths, values and needs are supported. Plan Master AI was designed specifically to cater to learning diversity, i.e., including students with special educational needs (SEN), gifted learners, and non-native Chinese speakers. Using the advanced technology of Plan Master, pre-service teachers are well guided to address and analyze the learning needs and “pain points” of their students and help them set level-appropriate objectives in their teaching.

Forging EdTech Partnership

Names (left to right):

  • Prof. Lillian Luk, Assistant Professor, TALIC, HKU
  • Prof. Ka Yee Elizabeth Loh, Assistant Professor, Language and Literacy Education, Faculty of Education, HKU
  • Ms. Yiling Song, EdD Student, Language and Literacy Education, Faculty of Education, HKU
  • Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU
  • Mr. Marco Kwan Lok Leung, IT Staff, TALIC, HKU

The project’s success is rooted in the close collaboration between the Faculty of Education and the technical expertise of TALIC. Together, they “plugged” the AI with EDB curriculum guides, specialized course content, and assessment rubrics. This ensures that the feedback provided by the platform is not only technically sound but also aligns with professional standards and HKU’s academic expectations.

How It Works: 13 Dimensions of Rigorous Design

The PM AI platform provides a structured environment where students fill in 13 core sections of a teaching plan, ranging from student background and teaching theory to detailed procedures and assessment methods 

  • Consistency and Alignment: The AI meticulously checks for logical alignment between teaching objectives, content, and the actual steps of the lesson.
  • Scaffolding and Logic: It verifies that teaching steps move from the “most basic” to the “more advanced,” ensuring students learn step-by-step.
  • Choice of LLMs: Students have the autonomy to choose from various high-performance models, including Llama 3.3, DeepSeek R1, Perplexity Sonar, and Grok 4, to receive different perspectives on their work.
  • Personalized Interaction: Beyond simple checks, the platform offers a Teaching Material Adjustment Model to help PSTs fine-tune the complexity of their content for diverse learners./li>

One critical insight from the developers is that the AI should “not be too smart”; the goal is to stimulate the PST’s thinking process and provide guidance rather than doing the work for them.

Impact: Boosting Confidence and Efficiency

The platform was rolled out to 73 pre-service teachers, and the results have been overwhelmingly positive:
  • 63.8%: “PM AI” enhances the quality of their lesson plans
  • 62%:  ““PM AI” drives teaching innovation”
Quote: A Year 5 student shared: “PM AI is a highly helpful assistant… it guarantees that no important elements and details are overlooked,” giving them the confidence that their work is of high quality.
A Year 5 student
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"PM AI is a highly helpful assistant... it guarantees that no important elements and details are overlooked," giving them the confidence that their work is of high quality.

Empower Our Future Teachers and Educators

Looking forward, the team is expanding Plan Master AI to tackle specific challenges in Classical Chinese education, which many PSTs find to be a “difficult mountain to climb. Future developments will also include multi-modal checking (such as analysing the logic of visual teaching flow diagrams) and expansion into English language teaching. 

Plan Master AI is not just a tool; it is a blueprint for how AI can empower the next generation of researchers and educators at HKU.

EdTech Consultation

Enhancing and Tracking Students’ Engagement and Learning in an AI era through a Novel LMS – Vox

Event Details

Date : 2 Feb 2026 (Mon)

Time : 12:30pm – 1:30pm

Venue : Learning Lab (RRS 321, 3/F, Run Run Shaw Building, Main Campus, HKU)

Speakers :

  • Dr. Elizabeth Barrett, Senior Lecturer, Human Communication, Learning, and Development, Faculty of Education, HKU
  • Dr. David Villena, Assistant Lecturer, School of Humanities, Faculty of Arts, HKU
  • Prof. Michael Botelho, Professor, Restorative Dental Sciences, Faculty of Dentistry, HKU

Facilitators :

  • Prof. Michael Botelho, Professor, Restorative Dental Sciences, Faculty of Dentistry, HKU
  • Dr. Carson Hung, Lecturer / E-learning Technologist, TALIC, HKU
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Abstract

While AI can make learning frictionless, meaningful education requires deliberate engagement—a “slow food” approach to foster deep, satisfying learning. This necessity calls for pedagogical tools and platforms designed to craft challenging and enlightening experiences.

This seminar explores how the innovative HKU LMS platform, Vox, transforms teaching and learning in class and online. It begins with an overview of Vox’s features for creating engaging learning journeys. Subsequently, three HKU educators from diverse disciplines (Education, Humanities, and Dentistry) will present case studies on using Vox to cultivate essential skills in the AI era. Their presentations will contextualize how the platform facilitates strategies such as the flipped classroom, peer review, video commentary, and collaborative group work.

Ideal for educators interested in practical technology integration, this session will offer strategies to foster deep learning, skills development, peer engagement, and reflective practice in professional education.

About the Speakers

Dr. Elizabeth Barrett
Dr. David Villena
Prof. Michael Botelho
For information, please contact:

Ms. Wing LIN

Teaching and Learning Innovation Centre

Unlocking the Potential of Feedback with Generative AI: Opportunities, Challenges, and Lessons from Practice

Event Details

Date : 23 Jan 2026 (Fri)

Time : 3:00pm – 4:00pm (HKT)

Venue : Online (ZOOM)

Chairman : Dr. Guanliang Chen, Monash University

Facilitator : Prof. Cecilia K.Y. Chan, CoP Chair; Professor, HKU

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Abstract

Generative AI (GenAI) is rapidly reshaping how feedback can be designed and delivered in education. This seminar examines how GenAI can support feedback practices by helping educators analyse and improve feedback quality, and by enabling more timely, personalised, and actionable feedback for students at scale. It also critically discusses key challenges and risks, including hallucination and misalignment with established feedback theories. Finally, the talk presents Edvance, a GenAI-powered feedback tool developed and evaluated at Monash University, illustrating how theory-informed and responsible uses of AI technologies can effectively support student learning.

Empowering Confident Clinical Communication using AI-Enhanced VR Simulation

Effective clinical handovers are vital for seamless patient care and strong teamwork in healthcare. 

To build essential skills, competence and confidence, Nursing students benefit greatly from realistic, interactive practice. The AI-Enhanced Virtual Reality Simulation System in Nursing practice, co-created by the innovative team led by Dr. Maggie Chan*, Dr. Benney Wong, Mr. Abraham Wan at the School of Nursing, and Dr. Carson Hung and Mr. Ziv Tai at TALIC, were designed to prepare nursing students for professional nursing communications through cutting edge simulation technology.

Advancing Skills Through Interactive Practice

Nursing students thrive when given opportunities for hands-on, contextual learning that mirrors real clinical environments. In the simulated program, nursing instructors were created as humanoid avatars, i.e. NPCs, who interact with the nursing students in the virtual clinical environment. AI technology is integrated into the nursing instructor avatars and virtual environment to provide realistic responses and feedback much like in real life clinical handover scenarios. These virtual simulations enable nursing students to safely cultivate robust communication skills in clinical handover scenarios such as using structured frameworks including ISBAR (Identification, Situation, Background, Assessment, Recommendation), in order that these skills can be applied to their real-life counterparts.

Co-Creating AI-Enhanced VR Simulations

Names (left to right): 

  • Mr. Wai Hin Wan, Assistant Lecturer, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
  • Mr. Ziv Tai, TALIC, HKU
  • Dr. Carson Ka Shun Hung, Lecturer / E-learning Technologist, TALIC, HKU
  • Dr. Jannie Roed, Director, TALIC, HKU
  • Dr. Maggie Mee Kie Chan, Senior Lecturer, School of Nursing, PolyU
  • Dr. Benney Yiu Cheong Wong, Lecturer, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
  • Mr. Pak Hin Lai, Student, School of Nursing, Li Ka Shing Faculty of Medicine, HKU
  • Mr. Kin Fung Chan, Student, School of Nursing, Li Ka Shing Faculty of Medicine, HKU

The project’s strength lies in its dual focus: cutting-edge technology and a thoughtful co-creation process. Strong collaboration between faculty from the School of Nursing, TALIC and artificial intelligence tools is what made the VR project a success. Realistic clinical scenarios aligned with professional standards designed by nursing educators were transformed with TALICs facilitation into an effective VR training tool, with strong feedback from students who give valuable insights on how best the tool can support their training in clinical handover.

Dr. Maggie Chan*School of Nursing, PolyU
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The TALIC team transforms our ideas into effective teaching tools using VR and AI.

How It Works: Immersive Training with Real-Time Feedback

A huge dimension of the responsive and realistic nature of the VR tool is built up by AI technology. By integrating AI capabilities such as ChatGPT and Azure Speech Studio, the simulation enables fluid, unscripted conversations and real-time adaptation to individual needs. 

Precisely how this AI technology is integrated comes down to specific input data and scenarios provided by nursing professionals and TALIC’s facilitation of AI technological use. The simulation immerses students in authentic clinical settings, such as a medical ward or Accident and Emergency Department (AED), tailored to their year level—Year 3 undergraduates handle simpler cases in 7 minutes, while Year 5 students tackle complex ones in 10-12 minutes. Participants are required to take care of a patient, including taking vital signs and providing nursing care according to the patient’s condition, and then deliver an ISBAR-structured clinical handover to an AI nurse afterwards. Powered by GPT-4o, the AI analyzes communication patterns, tone, and completeness in real-time, offering prompts for missing details and instant feedback. Post-session, students get an AI-generated report with scores, areas for improvement, and gamified elements like task-based points.

Dr Benney WongSchool of Nursing, HKU
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The AI Nurse provides instant correction on missing or unclear information, ensuring a comprehensive clinical handover.

What Do Students Say? Feedback and Confidence-Boosting

The simulation was rolled out to over 430 nursing students across HKU’s Bachelor and Master programmes, and feedback from this run has shown clear benefits to student’s clinical handover training. Pre- and post-tests show enhanced self-efficacy, while rubrics for ISBAR and qualitative responses reveal improved communication skills. Students report feeling more prepared for practicums. Qualitative feedback from nursing students also show enjoyment and positive feedback: “It was a surprisingly fun and innovative way to perform clinical simulations”

Nursing Student Participant
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I learned a lot, especially about how to report to colleagues.

A Blueprint for Future Professional Education

This AI-enhanced VR simulation demonstrates how collaborative, technology-integrated approaches can transform professional training at HKU. Looking ahead, exciting developments such as AI-driven character animation, dynamic facial expressions, and more natural voice synthesis will create an even richer and more immersive learning environment.

*Dr. Maggie Chan is the initiator of the project and is formerly affiliated with HKU.

EdTech Consultation