Khe Foon Hew
Biographic Data
| ID | 5688994 |
|---|---|
| NAME | Khe Foon Hew |
| GIVEN NAMES | Khe Foon |
| FAMILY NAME | Hew |
| SIGNATURE | HEW K F |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0003-4149-533X |
| VERIFIED | Yes |
| TOTAL WORKS | 45 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 45 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Effects of reward strategies in gamified learning on academic performance: A systematic review
Effects of integrating generative AI, teacher, and peer feedback on Middle school students’ attitudes, writing proficiency, and peer-assessment scoring ability: A quasi-experimental study
In this study, we examined the effects of integrating generative AI (GenAI) with teacher feedback and peer assessment on middle school students’ attitudes, writing proficiency, and peer-assessment scoring ability. Sixty-six students were assigned to either an AI-TP group (GenAI-supplemented feedback plus teacher feedback and peer assessment) or a TP group (teacher feedback plus peer assessment) for six weeks. This comparison allows us to explore …
Enhancing self-regulated learning in online environments: Challenges and opportunities for recommender system algorithms
Although recommender systems have the potential to advance self-regulated learning (SRL) in online environments, implementation challenges impede their development. To systematically investigate the barriers to the effective use of recommender systems to enhance SRL, this study developed a three-tiered analytical framework that considers challenges in three areas: data and experiments, user experience/interface design, and technical factors. A sy…
Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance
Equipping elementary school students with self-regulated learning through human-AI collaboration in online learning
Enhancing a large language model with a chain-of-metacognitive reasoning approach increases argumentative writing evaluation accuracy, student writing outcomes, and mental effort
Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining
Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective
Personalised gamification enhances student participation but produces mixed effects on emotional and cognitive engagements: A systematic review
Using gamification to “break the silence” during web-based videoconferencing-supported synchronous online lessons: A goal-setting perspective
In recent years there has been a significant increase in the use of videoconferencing apps such as Zoom to support synchronous online learning. Although the apps can approximate real-time communication, students tend to be inactive and silent during videoconferencing-supported synchronous online lessons. To promote students’ participation, this study integrated gamification into Web-based videoconferencing-supported learning. We designed the gami…
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: A meta-analysis and systematic review
Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students’ intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed th…
Design principles for supporting self-regulated learning in flipped classrooms: A systematic review
The influence of ChatGPT on student engagement: A systematic review and future research agenda
Intangible rewards versus tangible rewards in gamified online learning: Which promotes student intrinsic motivation, behavioural engagement, cognitive engagement and learning performance
Gamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards have long been considered a key gamification mechanism in commercial loyalty programs, few studies ha…
Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions
A review of integrating AI-based chatbots into flipped learning: New possibilities and challenges
This mini review examines the emerging concept of integrating AI-based chatbots into flipped learning and its potential to enhance students’ learning experience. We investigate the design and practice of chatbot-supported flipped learning, as well as the benefits and challenges associated with this approach. Despite an extensive database search, only 10 empirical articles were found, indicating that this cutting-edge research topic requires furth…
Do Direct and Indirect Recommendations Facilitate Students’ Self-Regulated Learning in Flipped Classroom Online Activities? Findings from Two Studies
Self-regulated learning (SRL) is a prerequisite for successful learning. However, many students report having difficulties in completing individual online tasks outside the classroom in flipped learning contexts. Therefore, additional support for students should be provided to help them improve their SRL skills. Studies have examined the effects of prompts (e.g., questions) to facilitate SRL but have paid less attention to exploring how different…
Towards a fully online flipped classroom model to support student learning outcomes and engagement: A 2-year design-based study
Student disengagement in web-based videoconferencing supported online learning: An activity theory perspective
The COVID-19 pandemic has forced many educators and students to embrace a “new normal” in learning that relies on online-learning approaches to alleviate the disruptions caused by the outbreak. In this context, the use of Web-based videoconferencing supported online lessons (WVCOL) has been offered as a solution to provide a learning environment that mimics a face-to-face classroom. However, disengagement among students in such settings constitut…
What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis
Using recommender systems to promote self-regulated learning in online education settings: Current knowledge gaps and suggestions for future research
Self-regulated learning (SRL) plays a significant role in promoting academic success in online education. In recent years, attention has focused on using new techniques to promote SRL—one of which is the recommender system. However, there has been little discussion of the actual effects of using recommender systems to facilitate SRL skills among online learners. This paper aims to elucidate the role that recommender systems play in assisting lear…
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…
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning
(Mis)communication through stickers in online group discussions: A multiple-case study
Sticker use is an increasingly popular part of daily messaging activity. However, little is known regarding the types, functions, and outcomes of sticker use in authentic online communications. To investigate these phenomena, we analysed sticker use in five small mobile-messaging-facilitated discussion groups initiated by students for course projects in an Asian university. The students used four types of stickers, among which ‘animated picture w…
Promoting engagement in online courses: What strategies can we learn from three highly rated Moocs
Although past research has sought to identify the factors of student engagement in traditional online courses, two questions remained largely unanswered with regard to M assive O pen O nline C ourses ( MOOCs ): do the factors that could influence student engagement in traditional online courses also apply to online courses that are massive and open? What factors do students consider important in terms of their perceived ability to promote a satis…
Models to evaluate online learning communities of asynchronous discussion forums
Recent developments in learning theory have emphasised the importance of context and social interaction. In this vein, the notion of a learning community is gaining momentum. With the advent of asynchronous online discussion forums, learning communities now need not be confined to any specific geographical locations, as people can now interact with one another at any place and time convenient to them. In this paper, we describe appropriate models…
Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research
A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings
Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones use…
Examining facilitators' habits of mind in an asynchronous online discussion environment: A two cases study
Asynchronous online discussion has been widely used by faculty members and students in schools and universities. Previous research has examined how factors such as the discussion activity, knowledge about the discussion topic, and the behaviour of other participants can affect learner participation. This study explored student facilitators' influence in promoting learners' participation in terms of their exhibited habits of mind. The following ha…
Students’ and teachers’ use of Facebook
Design and evaluation of two blended learning approaches: Lessons learned
In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approac…
Students’ and instructors’ use of massive open online courses (Moocs): Motivations and challenges
Promoting engagement in online courses: What strategies can we learn from three highly rated Moocs
Although past research has sought to identify the factors of student engagement in traditional online courses, two questions remained largely unanswered with regard to M assive O pen O nline C ourses ( MOOCs ): do the factors that could influence student engagement in traditional online courses also apply to online courses that are massive and open? What factors do students consider important in terms of their perceived ability to promote a satis…
Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes
In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – …
Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education
A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research
An increasing number of teachers are using flipped classroom approach in their teaching. This instructional approach combines video-based learning outside the classroom and interactive group learning activities inside the classroom. The purpose of the present review is to provide an overview of flipped classroom studies in K-12 education. Particularly, we put emphasis on revealing and addressing the potential challenges of flipped classroom appro…
Flipped classroom improves student learning in health professions education: A meta-analysis
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement
In recent years, flipped learning has attracted much attention around the world. This instructional approach is appealing because it can free up class time for knowledge application activities with help from the instructor and peers. However, its implementation can be fraught with challenges. Student disengagement in out-of-class activities, for example, is one of the major challenges of flipped learning. The purpose of this study is to examine w…
Examining the utility and usability of mobile instant messaging in a graduate-level course: A usefulness theoretical perspective
This study examined the usefulness of a mobile instant messaging (MIM) tool to support teaching and learning. Taking a usefulness theoretical perspective, we examined in detail the utility and usability of using WeChat in a postgraduate-level course. Multiple types of data were collected and analysed, including MIM interaction records, questionnaire surveys and semi-structured interviews. The results show that, overall, MIM can be utilised in a v…
Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
What predicts student satisfaction with Moocs: A gradient boosting trees supervised machine learning and sentiment analysis approach
(Mis)communication through stickers in online group discussions: A multiple-case study
Sticker use is an increasingly popular part of daily messaging activity. However, little is known regarding the types, functions, and outcomes of sticker use in authentic online communications. To investigate these phenomena, we analysed sticker use in five small mobile-messaging-facilitated discussion groups initiated by students for course projects in an Asian university. The students used four types of stickers, among which ‘animated picture w…
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement
Developing a flipped learning approach to support student engagement: A design‐based research of secondary school mathematics teaching
The overarching goal of this research project is to develop a set of theoretical and empirical based design principles to support student engagement in flipped mathematics learning. We used a design‐based research approach in which a series of studies was conducted in a secondary school. First, an analysis of practical problems was performed via exploratory studies (Studies 1A and 1B), randomized experiments (Studies 2A and 2B), and a literature …
How social instant messaging questions affect replies: A randomised controlled experiment
Online Q&A has become a very common way for people to find information, and sending instant messages via social networking sites offers new opportunities for companies and individuals to reach out for information at a more private level. Despite the popularity of social instant messaging, little is known about how social instant messaging requests may affect the responses received. This study offers a new contribution by reporting a randomised-co…
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…
Using recommender systems to promote self-regulated learning in online education settings: Current knowledge gaps and suggestions for future research
Self-regulated learning (SRL) plays a significant role in promoting academic success in online education. In recent years, attention has focused on using new techniques to promote SRL—one of which is the recommender system. However, there has been little discussion of the actual effects of using recommender systems to facilitate SRL skills among online learners. This paper aims to elucidate the role that recommender systems play in assisting lear…
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…
Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning
Using chatbots to support student goal setting and social presence in fully online activities: Learner engagement and perceptions
Psychology (29 works) · Computer Science (26 works) · Mathematics education (20 works) · Online Learning and Analytics (15 works) · Innovative Teaching and Learning Methods (14 works) · Online and Blended Learning (14 works) · Educational technology (12 works) · Pedagogy (11 works) · Innovative Teaching Methods (10 works) · World Wide Web (10 works)