Exploring Motivation and Learning Strategies for Student Success

Professor Fryer, a researcher and educator, has dedicated his career to exploring the realms of motivation to learn, learning strategies, and educational technology. With over 20 years of experience in education, Professor Fryer’s research projects aim to bridge these areas, uncovering meaningful synergies, exploring the role of artificial intelligence (AI) as a learning partner and investigating how students process and integrate new knowledge. His work has both theoretical and practical implications, shedding light on student persistence, deep versus surface processing, and the integration of technology in educational settings.

Exploring the Intersection

Throughout his academic journey, Professor Fryer has delved into various themes that have shaped his research trajectory. Two enduring themes that have captivated his interest are the potential of AI as a learning partner and the limited understanding of how students process and integrate new knowledge. His early exploration in 2006, investigating students’ engagement and benefits in AI learning partners, laid the foundation for subsequent studies that examined the value of chatbots in education. With the rise of GenAI, Professor Fryer’s recent work has focused on reviews and theoretical contributions, while also spearheading large-scale research projects centered on GenAI tutors.

Probing Learning Strategies

Professor Fryer’s fascination with learning strategies emerged from his keen interest in deep versus surface processing, inspired by the Student Approaches to Learning literature. Dissatisfied with the field’s poor conceptualisation and measurement, he sought better approaches, drawing upon Patricia Alexander’s Models of Domain Learning. Collaborating with distinguished researchers such as Professor Jan Vermunt and Professor Daniel Dinsmore, Professor Fryer has published theoretical papers that harmonise these models, aiming to extract the best from both. By bridging these theoretical frameworks, his work contributes to a deeper understanding of effective learning strategies.

Unravelling Student Persistence

At the heart of Professor Fryer’s current research lies a focus on student persistence. Recognising the multitude of factors that influence this crucial aspect of education, he strives to identify those that explain the majority of variance in student persistence while being grounded in robust learning theories. Drawing upon the Four Phase Model of Interest, Social Cognitive Theory, the Model of Domain Learning, and the role of prior knowledge, Professor Fryer has undertaken empirical, large-scale studies exploring middle school students’ motivations to learn math native and foreign language. His research sheds light on the reciprocal relationship between interest, self-efficacy, self-concept, utility value, and knowledge. His work has emphasised the essential connection between student interest and self-efficacy, and how specific, often social, tasks drive interest in learning.

Leadership and International Collaboration

Collaborating with colleagues at HKU and in Japan, he has been involved in the development of software for formative testing, classroom feedback, and reading skills development. Under his supervision, Dr Alex Shum’s PhD research has explored how students can be supported in establishing and maintaining learning goals using the GEAR platform. Professor Fryer’s work in this area also includes knowledge exchange efforts, collaborating with primary schools in Japan to integrate the software into their classrooms.

In addition to leading research projects and initiatives within his field, Professor Fryer actively supports research postgraduate students in the Faculty of Education, HKU through the development of the “Starter Research Seminar Series.” This series equips research postgraduate students with essential research skills, setting them on the path to independent mastery. Professor Fryer’s leadership extends to regional and international projects. He is seeking to enhance quality assurance in Asia Pacific universities and address camp-ism in educational research. He fosters collaboration and integration among scholars from various backgrounds and recently edited a special issue in Educational Psychology Review on the topic “Hybridising our Educational Psychology Theories”, to be published in Spring 2024.

Recognised as a Top Producing Early Career Scholar

Professor Fryer’s contributions to the field have garnered recognition. He has been cited as a top producing early career scholar in educational psychology journals from 2015 to 2021 (Rank #19) and was included in the top 2% of cited researchers across all fields of study in the World’s Top 2% Scientists published by Stanford University. His research journey has positioned him as a pioneering figure in the domains of motivation to learn, learning strategies, and educational technology. His commitment to uncovering meaningful synergies, harnessing the potential of AI, and understanding student persistence has led to significant contributions to the field.

Prof. Luke Kutszik FRYER

Assistant Director / Associate Professor
Teaching and Learning Innovation Centre 

Transforming Ideas into Impact – Collaborate, Co-create and Contribute

The Teaching and Learning Innovation Centre (TALIC) is a unit dedicated to supporting teachers in various teaching and learning (T&L) activities in the University. Being a key member of Innovation pillar in TALIC, Dr Carson Hung works with teachers on developing EdTech projects, and integrate them into courses to engage students without the border of the learning curve of innovative technologies.

A Companion in EdTech Tools Development

As an E-learning Technologist with extensive knowledge and experience in system and app development, Dr Hung serves as a consultant as well as a go-to person for teachers who are eager to adopt innovative technologies in the classroom to engage students but lacking of resources and expertise to attain the goals. Under Dr Hung’s leadership, a team of experienced web developers and game developers has developed number of tools including VR/AR apps, web platforms and mobile apps. He was the project lead in the development of well-received VR/AR apps, including “Crime Scene Simulation app”, “Nursing Practicum Simulation app”, and “Public Speech Practice app”, in collaboration with Department of Pathology, School of Nursing and School of Chinese respectively. The team has also developed several web platforms include VideoVox, Peer Evaluation Platform (PEP), and Dentistry Corpus. These platforms serve different purposes and support various aspects of T&L. In addition, Dr Hung has created various T&L related mobile apps published on iOS and android play stores, such as “Chemapp” and “Newssary”. In the process of EdTech tools development, Dr Hung works closely with teachers on various aspects, from feasibility studies, project effort estimation, best practices in usage in T&L to on-site technical support during the class, etc.

Apart from system and app development, Dr Hung manages two key consultation channels which are opened for HKU members for e-learning questions, ranging from AI literacy, video production, and online platform development to pedagogy advice. Teachers can reach out for timely technological support through a WhatsApp Hotline and a One-to-One Consultation Appointment Service. The two channels contributed significantly to the smooth transition to fully online teaching during COVID-19 pandemic. Dr Hung also works with teachers on the online modules to support pedagogy innovation. He is in-charging of the maintenance of the HKU Online Learning platform – https://learning.hku.hk which now hosting over 70 online courses developed by different faculties and units.

The Driving Force of T&L Innovation

Dr Hung believes that technology development is instrumental in driving T&L innovation forward. From the invention of computer, the widespread of the Internet, the emergence of mobile phone with touch screen and mobile apps, the adoption of virtual T&L tools to the recent rise of Generative Artificial Intelligence (GenAI), technology does not only change our daily life but also brings tremendous opportunities in redesigning T&L activities. With Dr Hung’s support, a Common Core teacher has created an immersive learning experience through virtual reality simulation of the authentic situation – the crime scene simulation on the Oculus Quest 2 VR headset. The advancement in AI technology, in particular ChatGPT, DALL-E, makes educators sees the possibility of delivering personalised learning experiences through instant feedback.

Dr Hung highlighted that the pace of technology advancement was rapidly accelerating, the way it changed the world, in particular in T&L was unimaginable 20 years ago. We should stay open-minded and embrace the challenges to take full advantage of all these advancements. 

Dr. Carson Ka Shun HUNG

Lecturer / E-learning Technologist
Teaching and Learning Innovation Centre 

Helping Students Thrive Through Data Analytics, Learning Innovation, and Advanced Technology

The central mission of the Teaching and Learning Innovation Centre (TALIC) is to provide holistic and innovative solutions to advance the student learning experience. As the Assistant Director at TALIC, Dr. Maggie Zhao envisions herself as a dynamic catalyst for innovation in teaching and learning. Through persistently seeking inventive educational strategies and harnessing the power of data analytics, she is dedicated to nurturing the intellectual and personal thriving of HKU students. 

A notable example of Dr. Zhao’s efforts to utilize data analytics for enhancing teaching and learning can be seen in her leadership and engagement in institutional surveys for over a decade, where she has directed the administration, analysis, and reporting of these surveys. The Student Learning Experience Questionnaire (SLEQ) and the Student Feedback on Teaching and Learning (SFTL), for example, gather valuable insights into students’ learning experiences, enabling teachers to make informed decisions on curriculum design and pedagogical methods as well as identify strengths and areas for improvement, leading to enriched student learning experiences.

In alignment with TALIC’s commitment to evidence-based practices, Dr. Zhao has led the team to transform the SLEQ survey into an internationally recognised instrument through dedicated research efforts, psychometric advancements, and journal publications. The accomplishments under her leadership have garnered recognition from UNESCO’s Network on Education Quality Monitoring in the Asia-Pacific, facilitating the exchange of good practices on student assessment within the region. These endeavours showcase the value of data analytics in informing the enhancement of educational practices and student learning experiences, both locally and globally. By providing teachers with the necessary tools for data-driven decisions, a culture of continuous improvement and innovation is being cultivated, ultimately enriching student flourishing. 

Student flourishing has evolved beyond academics, with non-academic capabilities now holding equal significance. The SLEQ revealed the need to improve student resilience and wellbeing, especially during and after the COVID-19 pandemic. As a positive psychologist, Dr. Zhao introduced several initiatives like WeThrive, a credit-bearing programme that developed innovative pedagogies to cultivate students’ strengths, resilience, and wellbeing. Supported by the Teaching Development Grant, WeThrive has been very well received by students, contributing to the enhancement of their cognitive, emotional, and behavioural thriving. Dr. Zhao’s dedication to helping students thrive through research, teaching, and consultation has led to her election as President of the International Positive Psychology Association Education Division, further empowering her to support students in a competitive academic landscape.

The higher education landscape has been profoundly influenced by recent technological advancements like artificial intelligence (AI). Dr. Zhao believes that AI innovations have created new opportunities for personalised and enriched learning experiences shaped by data-driven insights. From the perspective of Dr. Zhao, innovative technologies like Generative AI play a unique role in transforming the higher education landscape.

Dr. Zhao highlights that teaching and learning innovation is a dynamic process that integrates creative educational strategies, data analytics advancements, and cutting-edge technologies, all aimed at enhancing student learning experiences and helping students thrive. As technology continues to evolve, she deems it essential to stay at the forefront and employ the latest tools and resources to foster an engaging and positive teaching and learning environment. With her extensive engagement in HKU’s teaching and learning developments over the past decade, Dr. Zhao looks forward to continuously working with the TALIC Director, colleagues, and stakeholders to drive meaningful change in teaching and learning at the University.

Dr. Maggie Yue ZHAO

Assistant Director / Senior Lecturer
Teaching and Learning Innovation Centre 

Speak Up with VR! TALIC Presents “VR Public Speaking Practice”at eLearning Forum Asia 2024

Reflecting on eLFA2024: Innovations in EdTech at Hong Kong Baptist University

In the vibrant setting of Hong Kong Baptist University, eLearning Forum Asia (eLFA) 2024 unfolded over December 4-5, 2024, showcasing the cutting edge of educational technology. This event turned out to be a pivotal gathering for educators, technologists, and innovators from across the globe.

As a proud supporting partner, HKU’s Teaching and Learning Innovation Centre (TALIC) played a significant role in the conference. Their EdTech booth became a hub of excitement and exploration, drawing attendees eager to witness the latest advancements in teaching and learning technologies.

One of the standout features of the booth was the VR public speaking project. Equipped with Oculus Quest 3 headsets, visitors were transported into a virtual environment designed to hone their public speaking skills. The project also featured an AI-driven VR Interview prototype, offering participants a realistic simulation of interview scenarios. This hands-on experience allowed attendees to interact directly with the development team, providing invaluable feedback that will shape the future of these innovative tools.

The engagement at the booth was remarkable, with participants immersing themselves in the VR experiences and offering insights that will drive further enhancements. The event underscored the transformative potential of VR in education, demonstrating how these technologies can create dynamic and interactive learning environments.

VR Public Speaking Practice

Students often find public speaking challenging due to psychological factors such as the presence of a large audience, distracting noises like conversations and phone ringing, and unexpected disruptions caused by technical or non-technical issues. In order to help students overcome their fear of public speaking, TALIC partnered with the School of Chinese teachers to create virtual reality (VR) public speaking scenarios. This allows students to practice their public speaking skills in a virtual environment using an Oculus VR headset. 

Students deliver speeches to a virtual audience in different environments, settings, rooms, background sounds, and times of delivery. They have the opportunity to upload their own PowerPoint presentations into the virtual environment that simulates the real setting and practice their speech using a timer. The scenarios currently provide a variety of Chinese courses catering to students from diverse academic backgrounds.

Dr. Carson Ka Shun HUNG

Lecturer / E-learning Technologist
Teaching and Learning Innovation Centre 

Teaching Exchange Fellowship Scheme Seminar – Integrating Interdisciplinary Fieldwork into Studio Teaching: Insights from a Teaching Exchange with the Norwegian University of Life Sciences

Event Details

Date : 21 November 2024 (Thursday)
Time : 12:30pm – 1:30pm
Venue : Learning Lab (Room 321, 3/F Run Run Shaw Building, Main Campus, HKU)
Speaker : Ms. Susanne Elisabeth Trumpf, Senior Lecturer, Division of Landscape Architecture, HKU
Facilitator : Prof. Luke Fryer, Assistant Director, TALIC, HKU
Register

Abstract

Exposure to unfamiliar sites and understanding site assessment methodologies are critical skills in the field of landscape architecture. Creating experiential learning environments, both locally and internationally, plays a vital role in effectively teaching this discipline.

In the upcoming seminar, Ms. Susanne Elisabeth Trumpf will recount her experiences from a one-week teaching exchange in Fall 2024 with Dr. Jorg Sieweke from the Norwegian University of Life Sciences. During this exchange, they facilitated a one-day on-site workshop and began the development of an international student mobility program for landscape architecture.

About the speaker

Ms. Susanne Elisabeth Trumpf is a senior lecturer in the Division of Landscape Architecture, where she teaches design studios, landscape media and research seminars. She was awarded the Teaching Innovation Award (Individual) 2023. Susanne’s teaching and research have adopted an interdisciplinary approach to address urban-environmental concerns, with courses reflecting a commitment to landscape and materials through an emphasis on experiential, hands-on learning. She has co-founded TAL-L, a database that focuses on landscape materials and material ecologies.
For information, please contact:

Ms. Canice MOK

Teaching and Learning Innovation Centre