Academic Qualifications:
Ph.D., Faculty of Education, The University of Hong Kong
MSc., Faculty of Education, The University of Hong Kong
Research interests:
Transdisciplinary STEM education; Motivation and learning design; Gamification; Technology-enhanced teaching and learning; AI in education; Teacher professional development
跨學科STEM教育；動機與學習設計；游戲化；科技促進教與學；AI與教學；教師發展
Publications (Selected)
Nalipay, M. J. N.*, Huang B., Jong, M. S. Y., Chai C. S., King, R. B. (Accepted). Promoting STEM learning perseverance through recognizing communal goals: Understanding the impact of empathy and citizenship. International Journal of STEM Education.
Huang B., Jong, M. S. Y.*, Tu Y-F., Hwang G-J., Chai C. S., Jiang M. Y. C. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education,189(1). https://doi.org/10.1016/j.compedu.2022.104577
Huang B., Jong, M. S. Y.*, King, R. B., Chai, C. S., & Jiang, M. Y. C. (2022). Promoting secondary students’ twenty-first century skills and STEM career interests through a crossover program of STEM and community service education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.903252
Huang, B.*, Jong, M. S. Y., & Chai, C. S. (2022). The design and implementation of a video-facilitated transdisciplinary STEM curriculum in the context of COVID-19 pandemic. Educational Technology & Society, 25(1), 108-123. https://www.jstor.org/stable/48647034
Chang, C-C., Hwang, G-J., Tu, Y-F.*, Lai C-L., & Huang, B. (2022). Perceptions and conceptions of learning in smart healthcare technology contexts: A draw-a-picture analysis of the differences between nurses and nurse preceptors. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2160469
Jiang, M. Y. C., Jong, M. S. Y., Wu, N., Shen, B.*, Chai, C. S., Lau, W. W. F., & Huang, B. (2022). Integrating automatic speech recognition technology into vocabulary learning in a flipped English class for Chinese college students. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.902429
Bai, S.*, Hew, K. F., Gonda, D. E., Huang, B., & Liang, X. (2022). Incorporating fantasy into gamification promotes student learning and quality of online interaction. International Journal of Educational Technology in Higher Education, 19, https://doi.org/10.1186/s41239-022-00335-9
Huang, B.*, & Hew, K. F. (2021). Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology & Society, 24(1), 44-63.
Bai, S., Hew, K. F.*, & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100322
Huang, B., Hwang, G-J.*, Hew, K. F., Warning, P. (2019). Effects of gamification on students’ online interactive patterns and peer-feedback. Distance Education. 40(3), 350-379.
Huang, B.*, Hew, K. F. & Lo, C. K. (2019). Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement. Interactive Learning Environments, 27(8), 1106–1126.
Huang, B.*, & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272.
Hew, K. F.*, Huang, B., Chu, S. K. W. & Chiu, D.K.W. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education. 92, 221-236.
Huang, B.*, & Hew, K. F. (2016). Measuring learners’ motivation level in massive open online courses. International Journal Information and Education Technology. 6(10), 759-764.
Conference presentations (Selected)
Huang, B.*, Jong, M. S. Y., & Tu, Y-F. (2023). Supporting K-12 STEM teachers with professional development programs: Evidence-based practices in the East and the West. [Conference presentation abstract]. International Conference on Learning and Teaching for Future Readiness 2023 (ICLT 2023), Hong Kong SAR.
Nalipay, M. J.*, Huang, B., Jong, M. S. Y., Chai, C. S., & King, R. B. (2023). The roles of empathy and citizenship in promoting students’ learning perseverance in STEM education. The 2023 American Educational Research Association's (AERA) Annual Meeting. Chicago IL, United States
Huang, B.*, Jong, M. S. Y., & Hou, C. (2023). Integrating engineering design process into after-class STEM learning in secondary education: A case study of two winning groups. Proceedings of the 7th APSCE International Conference on Computational Thinking and STEM Education 2023 (CTE-STEM 2023), Asia-Pacific Society for Computers in Education.
Huang, B.*, Jong, M. S. Y., & Chai, C. S., (2022). Is the integration of STEM and social service education useful in influencing students’ creativity, perseverance, collaboration, and STEM career interest?: A case in Hong Kong [Poster session]. The 2022 World Education Research Association (WERA) Focal Meeting. San Diego CA, United States.
Jong, M. S. Y., Tsai, C-C., Xie H., Lau, W. W. F, Tam, V., Chai, C.S., Jiang, M. Y. C., Huang, B., (2022) Design-based research on harnessing spherical video-based immersive virtual reality in geography education. The 2022 American Educational Research Association's (AERA) Annual Meeting. San Diego CA, United States.
Huang, B.*, Jong, M. S. Y., Chai, C. S., Dai, Y., Lau, D., (2021) Designing an interdisciplinary social-scientific STEM curriculum on students’ empathy, efficacy, and interest. In C.K. Looi, et al. (Eds.), the 5th APSCE International Conference on Computational Thinking and STEM Education 2021 (CTE-STEM 2021) (pp. 141–143). Asia-Pacific Society for Computers in Education.
Huang, B.*, & Jong, M. S. Y. (2021) Assessing the effectiveness of an integrated maker curriculum on promoting design thinking skills [Poster session]. The 2021 American Educational Research Association's (AERA) Annual Meeting. Washington, DC., United States
Huang, B.*, & Jong, M. S. Y. (2020). Exploring the integration of social care education with STEM: A social-scientific maker curriculum. Proceedings of the 9th International Conference on Engineering, Technology and Education (TALE 2020) (pp. 998–1001). Institute of Electrical and Electronics Engineers (IEEE).
Huang, B.*, & Jong, M. S. Y. (2020). Developing a generic rubric for evaluating students’ works in STEM education. Proceedings of the 2020 International Symposium on Educational Technology (ISET) (pp. 210-213). Institute of Electrical and Electronics Engineers (IEEE).
Huang, B.*, Lan, M., Jong, M. S. Y, & Hew, K. F. (2020). Assessing the effectiveness of gamification on students’ quality of thinking in online community [Paper session]. The 2020 American Educational Research Association's (AERA) Annual Meeting. San Francisco, CA, United States.
Chai, C. S.*, Lin, P. Y., Jong, M. S. Y., Dai, Y., Chiu, T. K., & Huang, B. (2020). Factors influencing students' behavioral intention to continue artificial intelligence learning. Proceedings of the 2020 International Symposium on Educational Technology (ISET) (pp. 147-150). Institute of Electrical and Electronics Engineers (IEEE).