Nancy Law
Biographic Data
| ID | 3485441 |
|---|---|
| NAME | Nancy Law |
| GIVEN NAMES | Nancy |
| FAMILY NAME | Law |
| SIGNATURE | LAW N |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-3044-0528 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Longitudinal bidirectional relations between digital literacy and cyberbullying experiences in adolescence
Cyberbullying significantly undermines adolescent physical and mental health, necessitating effective prevention strategies. Although digital literacy has been proposed as a protective factor against cyberbullying, the dynamic, reciprocal relationship between these factors over time remains unclear because most research relies on cross-sectional designs. This study bridges this gap by examining the longitudinal bidirectional relation between digi…
Mitigating cyberbullying’s impact on children’s well-being
Extensive online exposure of children has led to an increasing incidence of cyberbullying, which can have adverse effects on their well-being. This study investigated the roles of digital literacy and cognitive emotion regulation (CER) strategies on children’s subjective well-being under different forms of cyberbullying experiences (i.e., perpetration, victimization, and bystander). Data were collected from 1767 primary students (49.12% girls) fr…
Daily activities and social interactions predict students’ positive feelings
Positive feelings are essential for students’ well-being and are associated with their academic performance and long-term development. While prior studies have revealed relationships between certain events (e.g., activities and social interactions) and student feelings, little attention was paid to the influence of event durations. In order to address this gap, the present study investigates how time spent on daily activities (e.g., studying) and…
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
Development and validation of digital resilience scale for primary and secondary school students
The Digital Resilience Scale provides a reliable, multidimensional measure of students' capacity to navigate and recover from online risks. It offers a practical tool for educators, researchers, and policymakers to assess DR and inform targeted interventions. Future research should evaluate cross-cultural generalizability and longitudinal sensitivity
Protective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing
Adolescents’ cyberbullying experience and subjective well-being
Digital Technology Use and Adolescent Mental Health Before and During the Covid-19 Pandemic
This study examined whether Internet addiction (IA) and digital competence (DC) mediated the association between digital technology use and mental health problems in adolescents before and during the COVID-19 pandemic, when digital device use increased dramatically. Repeated cross-sectional data from a 3-year cross-cohort study adopting stratified random sampling were analyzed. In 2019, 569 adolescents (female = 312) from 14 secondary schools com…
Reorienting the assessment of digital literacy in the twenty-first century
Digital Technology Use and Cyberbullying Among Primary School Children
Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and…
Effectiveness of anti-cyberbullying educational programs
The effectiveness of anti-cyberbullying interventions reported in the literature has been mixed even when the pedagogical organization of the programs were taken into account. To gain deeper insight into the relationship between pedagogical design principles of anti-cyberbullying interventions and their program effectiveness, this study comprises a systematic review and analysis of the pedagogical characteristics and meta-analyses of anti-cyberbu…
An outcome-oriented pattern-based model to support teaching as a design science
Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis
Exploring the structure of digital literacy competence assessed using authentic software applications
Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic software applications, rather than simulated assessment environments. Secondary analysis on representative …
Measuring digital literacy across three age cohorts
Information and communication technology coordinators
This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, instructional reform. Data on ICT coordinator roles were collected from semi‐structured interviews wi…
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
Scientific literacy
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
Scientific literacy
Understanding innovative pedagogies
Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on…
Exploring the structure of digital literacy competence assessed using authentic software applications
Digital literacy competence (DL) is an important capacity for students’ learning in a rapidly changing world. However, little is known about the empirical structure of DL. In this paper, we review major DL assessment frameworks and explore the dimensionality of DL from an empirical perspective using assessment data collected using authentic software applications, rather than simulated assessment environments. Secondary analysis on representative …
Measuring digital literacy across three age cohorts
Information and communication technology coordinators
This paper explores the roles of information and communication technology (ICT) coordinators, using architectures for learning as the theoretical framework to identify (a) the structures and mechanisms utilized to decide the role of a coordinator and (b) those organized for the coordinator to realize a role within a school context of ICT‐enabled, instructional reform. Data on ICT coordinator roles were collected from semi‐structured interviews wi…
Do background characteristics matter in Children's mastery of digital literacy? A cognitive diagnosis model analysis
Digital Technology Use and Cyberbullying Among Primary School Children
Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and…
Effectiveness of anti-cyberbullying educational programs
The effectiveness of anti-cyberbullying interventions reported in the literature has been mixed even when the pedagogical organization of the programs were taken into account. To gain deeper insight into the relationship between pedagogical design principles of anti-cyberbullying interventions and their program effectiveness, this study comprises a systematic review and analysis of the pedagogical characteristics and meta-analyses of anti-cyberbu…
An outcome-oriented pattern-based model to support teaching as a design science
Digital Technology Use and Adolescent Mental Health Before and During the Covid-19 Pandemic
This study examined whether Internet addiction (IA) and digital competence (DC) mediated the association between digital technology use and mental health problems in adolescents before and during the COVID-19 pandemic, when digital device use increased dramatically. Repeated cross-sectional data from a 3-year cross-cohort study adopting stratified random sampling were analyzed. In 2019, 569 adolescents (female = 312) from 14 secondary schools com…
Reorienting the assessment of digital literacy in the twenty-first century
Protective factors contributing to adolescents’ multifaceted digital resilience for their wellbeing
Adolescents’ cyberbullying experience and subjective well-being
Mitigating cyberbullying’s impact on children’s well-being
Extensive online exposure of children has led to an increasing incidence of cyberbullying, which can have adverse effects on their well-being. This study investigated the roles of digital literacy and cognitive emotion regulation (CER) strategies on children’s subjective well-being under different forms of cyberbullying experiences (i.e., perpetration, victimization, and bystander). Data were collected from 1767 primary students (49.12% girls) fr…
Daily activities and social interactions predict students’ positive feelings
Positive feelings are essential for students’ well-being and are associated with their academic performance and long-term development. While prior studies have revealed relationships between certain events (e.g., activities and social interactions) and student feelings, little attention was paid to the influence of event durations. In order to address this gap, the present study investigates how time spent on daily activities (e.g., studying) and…
The role of generative AI in collaborative problem‐solving of authentic challenges
This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond mere tool use. Data sources included pre‐ and post‐surveys, interim reports, submitted artefacts and team w…
Development and validation of digital resilience scale for primary and secondary school students
The Digital Resilience Scale provides a reliable, multidimensional measure of students' capacity to navigate and recover from online risks. It offers a practical tool for educators, researchers, and policymakers to assess DR and inform targeted interventions. Future research should evaluate cross-cultural generalizability and longitudinal sensitivity
Longitudinal bidirectional relations between digital literacy and cyberbullying experiences in adolescence
Cyberbullying significantly undermines adolescent physical and mental health, necessitating effective prevention strategies. Although digital literacy has been proposed as a protective factor against cyberbullying, the dynamic, reciprocal relationship between these factors over time remains unclear because most research relies on cross-sectional designs. This study bridges this gap by examining the longitudinal bidirectional relation between digi…
Psychology (11 works) · Child Development and Digital Technology (9 works) · Computer Science (9 works) · Literacy (7 works) · Digital literacy in education (6 works) · Pedagogy (6 works) · Digital Literacy (5 works) · Bullying, Victimization, and Aggression (4 works) · Developmental psychology (4 works) · Impact of Technology on Adolescents (4 works)