Shurui Bai
Biographic Data
| ID | 4436667 |
|---|---|
| NAME | Shurui Bai |
| GIVEN NAMES | Shurui |
| FAMILY NAME | Bai |
| SIGNATURE | BAI S |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0003-2004-7810 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of reward strategies in gamified learning on academic performance: A systematic review
Unlocking the Power of Gamification in K-12 STEM Education: A Meta-analysis of the Effects On Domain Knowledge, Higher-order Thinking, and Affective Outcomes
Enhancing the effect of AI-assisted learning: The use of scaffolding strategies to develop students’ prompt engineering skills
Prompt engineering involves designing, refining, and implementing prompts to optimise large language model performance. However, despite its growing importance, many students lack proficiency in this skill. Although frameworks exist for prompt design and process, theory-informed instructional strategies for prompt engineering skill improvement remain scarce. We conducted a study to examine whether a structured scaffolding strategy would enhance p…
Quiz-based inquiry: Embedding incrementally sequenced questions to enhance engagement and learning in synchronous online lectures
Synchronous online lectures often rely on static slide presentations and end-of-session quizzes, limiting sustained cognitive engagement and meaningful interaction. This study introduces quiz-based inquiry (QBI), an incremental, lecture-embedded instructional approach that distributes low-stakes quiz prompts across live sessions to regulate attention, stimulate reasoning, and integrate feedback within the progression of instruction. Rather than f…
Enhancing instructional design learning: A comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher
To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when comb…
Generative AI and the future of connectivist learning in higher education
The burgeoning field of Generative Artificial Intelligence (GenAI) presents a new avenue for enhancing teaching and learning practices within higher education. While existing research has predominantly focused on GenAI's capabilities to perform specific educational tasks, its potential as an interactive agent engaging in human-like conversations and forming new connections remains underexplored. Drawing upon a connectivist lens that recognizes le…
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement
The Covid-19 outbreak has brought the whole world to a standstill, forcing schools and universities to move online immediately. The abrupt change has led to a general fear of a drop in the quality of education due to the loss of physical interaction. Against this background, the present study describes how we managed the crisis by adapting a conventional flipped course to a fully online flipped course, using the community of inquiry conceptual fr…
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement
On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis
Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic informa…
Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
Generative AI and the future of connectivist learning in higher education
The burgeoning field of Generative Artificial Intelligence (GenAI) presents a new avenue for enhancing teaching and learning practices within higher education. While existing research has predominantly focused on GenAI's capabilities to perform specific educational tasks, its potential as an interactive agent engaging in human-like conversations and forming new connections remains underexplored. Drawing upon a connectivist lens that recognizes le…
Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement
On the use of flipped classroom across various disciplines: Insights from a second-order meta-analysis
Flipped classroom has become a popular buzzword in the post-secondary education setting, and it is one of the most visible trends in smart learning environments. Alongside this popularisation comes the view that the flipped classroom is something desirable. Yet, many educators remain divided over whether flipped classroom is really an improvement over traditional approaches. This paper is the first to synthesise all relevant meta-analytic informa…
Adaptation of a conventional flipped course to an online flipped format during the Covid-19 pandemic: Student learning performance and engagement
The Covid-19 outbreak has brought the whole world to a standstill, forcing schools and universities to move online immediately. The abrupt change has led to a general fear of a drop in the quality of education due to the loss of physical interaction. Against this background, the present study describes how we managed the crisis by adapting a conventional flipped course to a fully online flipped course, using the community of inquiry conceptual fr…
Generative AI and the future of connectivist learning in higher education
The burgeoning field of Generative Artificial Intelligence (GenAI) presents a new avenue for enhancing teaching and learning practices within higher education. While existing research has predominantly focused on GenAI's capabilities to perform specific educational tasks, its potential as an interactive agent engaging in human-like conversations and forming new connections remains underexplored. Drawing upon a connectivist lens that recognizes le…
Enhancing instructional design learning: A comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher
To address the limitations of general-purpose artificial intelligence (AI) tools, we developed a task-oriented AI chatbot based on the 5E (i.e. “engage”, “explore”, “explain”, “elaborate” and “evaluate”) model to scaffold students’ instructional design process. We examined the impact of integrating the 5E instructional model-informed AI chatbot on students’ learning performance and perceptions. The results indicated that the AI chatbot, when comb…
Effects of reward strategies in gamified learning on academic performance: A systematic review
Unlocking the Power of Gamification in K-12 STEM Education: A Meta-analysis of the Effects On Domain Knowledge, Higher-order Thinking, and Affective Outcomes
Enhancing the effect of AI-assisted learning: The use of scaffolding strategies to develop students’ prompt engineering skills
Prompt engineering involves designing, refining, and implementing prompts to optimise large language model performance. However, despite its growing importance, many students lack proficiency in this skill. Although frameworks exist for prompt design and process, theory-informed instructional strategies for prompt engineering skill improvement remain scarce. We conducted a study to examine whether a structured scaffolding strategy would enhance p…
Quiz-based inquiry: Embedding incrementally sequenced questions to enhance engagement and learning in synchronous online lectures
Synchronous online lectures often rely on static slide presentations and end-of-session quizzes, limiting sustained cognitive engagement and meaningful interaction. This study introduces quiz-based inquiry (QBI), an incremental, lecture-embedded instructional approach that distributes low-stakes quiz prompts across live sessions to regulate attention, stimulate reasoning, and integrate feedback within the progression of instruction. Rather than f…
Computer Science (5 works) · Mathematics education (5 works) · Psychology (5 works) · Educational technology (4 works) · Online Learning and Analytics (4 works) · Artificial Intelligence (3 works) · Innovative Teaching Methods (3 works) · Blended Learning (2 works) · Educational Games and Gamification (2 works) · Flipped Classroom (2 works)