Paul Lam
Biographic Data
| ID | 5572485 |
|---|---|
| NAME | Paul Lam |
| GIVEN NAMES | Paul |
| FAMILY NAME | Lam |
| SIGNATURE | LAM P |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0001-8510-3073 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The antecedent, consequences, and importance of students’ learning preference on learning outcomes with the flipped classroom approach
Flipped learning performance is possible to be improved when there is an alignment between students’ learning preferences and educators’ chosen pedagogy, especially in the student-centered learning context. Adopting pretest-posttest research design among students in diverse academic disciplines (Study 1: N = 361; Study 2: N = 408), this research revealed the antecedents of learning experience on learning preference and showed the temporal consequ…
How the number of lessons flipped influence the overall learning effectiveness and the perceptions of flipped learning experiences
The flipped classroom approach is increasingly popular. The effectiveness of the flipped classroom is promising, yet there is little consensus on whether and how varying the number of flipped lessons influences the overall course effectiveness and the affective perceptions of flipped learning. This is important because of the potential impacts on students, teaching staff, and institutional-supporting staff when increasing the number of flipped le…
The Effect of Service Learning on the Development of Trait Emotional Intelligence and Adversity Quotient in Youths
This study aims to determine the effect of service learning (SL) on the trait emotional intelligence and adversity quotient of Chinese undergraduate students in Hong Kong. The SL programme lasted six months (at least 80 service hours). In a pre-test-post-test experimental design, students who participated in the SL during that time period were classified as the experimental group ( n = 139; 69 male, 70 female), whereas students who never particip…
Gamification in Everyday Classrooms
Gamification refers to the use of game elements in non-game context to improve user experience and engagement ( Deterding et al., 2011a ). The potential of games to make learning more engaging has been widely noted by educators and researchers. Many of the applications and research studies in this area focused on non-customizable digital games that are designed for a specific group and a narrow range of subject content. In actual classrooms, howe…
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Gamification in Everyday Classrooms
Gamification refers to the use of game elements in non-game context to improve user experience and engagement ( Deterding et al., 2011a ). The potential of games to make learning more engaging has been widely noted by educators and researchers. Many of the applications and research studies in this area focused on non-customizable digital games that are designed for a specific group and a narrow range of subject content. In actual classrooms, howe…
How the number of lessons flipped influence the overall learning effectiveness and the perceptions of flipped learning experiences
The flipped classroom approach is increasingly popular. The effectiveness of the flipped classroom is promising, yet there is little consensus on whether and how varying the number of flipped lessons influences the overall course effectiveness and the affective perceptions of flipped learning. This is important because of the potential impacts on students, teaching staff, and institutional-supporting staff when increasing the number of flipped le…
The Effect of Service Learning on the Development of Trait Emotional Intelligence and Adversity Quotient in Youths
This study aims to determine the effect of service learning (SL) on the trait emotional intelligence and adversity quotient of Chinese undergraduate students in Hong Kong. The SL programme lasted six months (at least 80 service hours). In a pre-test-post-test experimental design, students who participated in the SL during that time period were classified as the experimental group ( n = 139; 69 male, 70 female), whereas students who never particip…
The antecedent, consequences, and importance of students’ learning preference on learning outcomes with the flipped classroom approach
Flipped learning performance is possible to be improved when there is an alignment between students’ learning preferences and educators’ chosen pedagogy, especially in the student-centered learning context. Adopting pretest-posttest research design among students in diverse academic disciplines (Study 1: N = 361; Study 2: N = 408), this research revealed the antecedents of learning experience on learning preference and showed the temporal consequ…
Psychology (4 works) · Computer Science (3 works) · Education and Critical Thinking Development (3 works) · Mathematics education (3 works) · Flipped Classroom (2 works) · Flipped learning (2 works) · Innovative Teaching Methods (2 works) · Mathematics (2 works) · Online and Blended Learning (2 works) · Social Psychology (2 works)