Samuel Kai Wah Chu’s research while affiliated with Hong Kong Metropolitan University and other places

The present study implemented a competitive sandbox game-based experiential learning approach to promote development of the 4Cs competencies, as compared to conventional teacher-led instruction.

This study examined the use of ChatGPT 3.5 for reading questions generation based on four processes of comprehension of PIRLS 2011 assessment framework. Using an instrumental case study approach and a usability testing method, we employed an input story text to assess ChatGPT 3.5’s effectiveness. A total of twenty questions were generated and evaluated using specific criteria. We analyzed the content of the obtained questions and the quality of revised questions after further adjustment instructions. Findings reveal that ChatGPT 3.5 excels at generating factual questions, leveraging explicit details from text, and demonstrates improvement in interpret-and-integrate questions when detailed instructions are provided. However, it shows significant limitations with higher-order questions requiring inference and evaluation, where contextual accuracy and deeper comprehension are critical. Statistical analysis revealed significant differences between question types (p = 0.004). Thematic analysis highlighted recurring challenges, such as content misalignment, oversimplification, and difficulty processing complex or nuanced user requirements. Tips for users on potential issues and ethical concerns were also discussed. Despite limitations, ChatGPT 3.5 remains a valuable tool for educators and students to enhance question creation productivity. These findings contribute to understanding generative AI’s role in education and provide actionable insights for improving question generation efficiency.

Esports or competitive video gaming has been increasingly utilized to enhance essential twenty-first century skills. However, there is limited evidence on the extent to which the skills acquired from a gaming environment can be transferred to other settings. This study employed an experimental design to investigate the effectiveness of a competitive sandbox game environment in enabling the transfer of the 4Cs skills to both near and far tasks, in contrast with a non-game environment. A cohort of 110 students from a university were randomly allocated to both conditions for the 4Cs skills training. The skills transferability was measured through self-reports, observations, and interviews. The findings indicated no significant differences in the transfer of creativity, critical thinking, and communication skills in near and far settings following both training environments. Interestingly, a competitive gaming environment significantly facilitated the transfer of collaboration skills to near tasks evidenced by performance-based assessments. Moreover, although the hypotheses 1c and 3c were not statistically supported, the small to medium effect size suggests that there were practical differences between the groups in self-reported collaboration skills in near and far tasks. Additionally, analysis of individual interviews with 41 participants indicated that the successful transference was attributed to an array of scaffolds (i.e., mentorship, collaborative problem-solving environment, autonomy, and guided checklists) while the failure to detect positive effects was explained by various constraints (i.e., unfamiliarity with game rules, limited time, lack of practice, and established cognitive patterns). These findings add new insights into the literature on game-based learning and transfer of learning and inform researchers to further investigate the longitudinal effect of skills transfer and retention in both academic and professional spheres.

Esports (electronic sports) or competitive video gaming has taken its place as a leading form of entertainment for young people worldwide. However, esports were generally studied as a popular form of entertainment, and rarely have studies examined esports from an educational perspective. This study aimed to investigate the perceived impact of various types of esports on the acquisition of the 4Cs skills (critical thinking, creativity, collaboration, and communication) through the lenses of higher education students. A sequential mixed methods research design was adopted, with a questionnaire survey involving 628 participants followed by semi-structured interviews with 46 participants. The quantitative findings showed that the players generally perceived that esports can cultivate the 4Cs skills and their perception was significantly related to gaming experience, gaming frequency, and time spent on each gameplay. The higher level of engagement in games was associated with higher 4Cs skills. No significant difference was found in scores of the 4Cs skills across nine esports genres. Apart from statistical inferences, natural language process (NLP) techniques combined with thematic analysis were used to identify various mechanisms and elements of different games associated with the 4Cs skills development. The quantitative and qualitative findings collectively shed light on the potential of integrating esports elements into innovative pedagogies for promoting learning and developing the 4Cs skills for both life and career.

In the context of global aging, digital technologies are increasingly recognized as a means to address the challenges associated with aging. Although many studies have explored the relationship between older adults and digital literacy, there is a gap identifying their necessary skills, challenges, and learning motivations. This review identified 30 articles from 2014 to 2024 and delineated five areas of digital literacy skills that older adults acquire, the hurdles they face in this process, and what drives their learning efforts. The difficulties faced by older adults in learning digital literacy include unfamiliarity with technology, cognitive decline, emotional barriers, limited access to digital resources, and physical and health issues. These challenges may lead to frustration in their use of devices and apps, which may affect their willingness to learn. This study, despite a small sampling size, paves the way for future research, including evaluating online fake information and addressing safety risks.

Human‐generated multiple‐choice questions (MCQs) are commonly used to ensure objective evaluation in education. However, generating high‐quality questions is difficult and time‐consuming. Generative artificial intelligence (GenAI) has emerged as an automated approach for question generation, but challenges remain in terms of biases and diversity in training data. This study aims to compare the quality of GenAI‐generated MCQs with humans‐created ones. In Part 1 of this study, 16 MCQs were created by humans and GenAI individually with alignment to the Progress in International Reading Literacy Study (PIRLS) assessment framework. In Part 2, the quality of MCQs generated was assessed based on the clarity, appropriateness, suitability, and alignment to PIRLS by four assessors. Wilcoxon rank sum tests were conducted to compare GenAI versus humans generated MCQs. The findings highlight GenAI's potential as it was difficult to differentiate from human created questions and offer recommendations for integrating AI technology for the future.

Effectiveness of 4Cs Skills Transfer from Sandbox Gaming Environment to Near and Far Contexts

This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom.

Purpose: In this article, we propose a digital gamification approach to foster online collaborative argumentation. Design: To achieve this, a gamified online platform called Argument Arena is introduced. Argument Arena incorporates various game elements, such as points, leaderboards, and role-playing, to engage students. It provides a framework that guides students through the entire argumentative writing process, including idea generation, essay composition, and peer evaluation. Additionally, this article reports on an evaluation study conducted with thirty-three Chinese first-year undergraduate students who used Argument Arena and participated in a questionnaire survey. Findings: The results indicate that students had a high level of interest, perceived usefulness, and sense of relatedness to peers when learning argumentative writing on the platform. Value: This article provides language educators with a new tool to facilitate the teaching and learning of argumentative writing.