Abstract
Background/context
Incoming HKU students face stress, social adjustment and AI‑ethics dilemmas. Our Common Core course combines neuroscience, Buddhist philosophy and AI to foster personal and societal sustainability. Abstract concepts such as brain anatomy, neural functions in meditation and interpersonal dynamics are difficult to grasp through lectures alone. We extend the course’s hands‑on approach—e.g., collecting brain signals during meditation with AI‑assisted analysis—so students experience these topics directly while developing critical AI literacy and ethical awareness. This initiative advances HKU’s holistic goals of comparing biological vs. artificial intelligence and applying mindfulness to build emotional intelligence.
Description of initiative/practice
Five AI‑enhanced activities span tutorials and field trips. (1) Brain structure exploration: Students generate AI brain images, compare them with 3‑D models and actual anatomy and discuss algorithmic bias and limitations. (2) Brain‑computer interface game: Mind‑controlled drones demonstrate shared attention mechanisms between neural signals and AI algorithms. (3) Brain function and meditation analysis: With wearable EEG headsets, students measure their brainwaves (e.g., increased alpha during meditation) and use simple Python/AI scripts to process the data, linking neuroscience to stress‑reduction practices. (4) Personalised meditation tools: Students use AI tools to design breathing‑meditation apps (e.g., animated lotus synced with their breath and music) to customise stress‑management techniques. (5) Social‑relationship assessment: Students use AI to build interactive sociograms by placing icons representing themselves and classmates on a digital canvas; distances reflect perceived closeness, offering an objective view of group dynamics and encouraging compassionate reflection beyond traditional surveys. These activities personalise learning, expose AI’s strengths and flaws and blend technology with contemplative practices.
Evidence of effectiveness
Mind‑controlled drone demonstrations at HKU Information Day and alumni events have successfully engaged students and highlighted human‑machine interactions. Similar AI‑enhanced activities funded by HKU’s Knowledge Exchange programme received positive feedback from more than 10 primary and secondary schools, suggesting strong potential for enhancing freshmen learning.
Presenter(s) / Author(s)
