Ching Sing Chai
Biographic Data
| ID | 971642 |
|---|---|
| NAME | Ching Sing Chai |
| GIVEN NAMES | Ching Sing |
| FAMILY NAME | Chai |
| SIGNATURE | CHAI C S |
| AFFILIATIONS | Chinese University of Hong Kong |
| ORCID | 0000-0002-6298-4813 |
| VERIFIED | Yes |
| TOTAL WORKS | 61 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 61 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Developing TPACK for corpus technology: Collaboration between pre- and in-service L2 teachers in argumentative writing instruction
How teachers’ Technological Pedagogical Content Knowledge (TPACK) impact student learning is an area that needs more attention in L2 instruction. This case study examined how a pre-service and in-service L2 teacher collaboratively developed TPACK for corpus technology in a design-based learning project focusing on argumentative writing with 73 students. This sub-domain of TPACK for corpus technology entails a newly established corpus-based langua…
A comprehensive validation of the music TPACK survey for pre- and in-service music teachers
Theoretically, music teachers’ technological, pedagogical, and content knowledge (TPACK) substantially influences their teaching practice. However, although comprehensively validated music-related TPACK surveys are needed to establish the relationships between these factors, research to date has not created suitable tools. In this study, 734 pre- and in-service primary and secondary school music teachers in China responded to a music TPACK instru…
Measuring AI literacy in medical students: Scale development and validation within a self-determination theory framework
BACKGROUND: Artificial intelligence (AI) is increasingly integrated into healthcare, making AI literacy an essential competency for medical students. Existing assessments are often generic, lack validation in medical education, and are not grounded in learning theory. This study developed and validated the AI Literacy Scale for Medical Students (ALSMS) within a self-determination theory (SDT) framework. METHODS: = 314). Candidate facets were deri…
Analysis of influencing factors on primary school teachers’ research self-efficacy in practice-based research: A dual analysis based on structural equation modelling and fuzzy-set qualitative comparat…
STEM education: Understanding secondary students’ epistemic cognition in the design process with the support of a personalized multi-agent system
The engineering design process is a vital component of integrated STEM education, where students’ design practices both shape and are shaped by their epistemic cognition (EC). Nonetheless, research on secondary students’ EC in STEM contexts is limited, and implementing personalized STEM instruction that accommodates diverse students’ interests and needs poses significant challenges. Harnessing a Multi-Agent System (MAS) afforded by Generative Art…
Longitudinal relationships between student ethical considerations, behavioral intention, and perceived knowledge in artificial intelligence education
Artificial intelligence (AI) has revolutionized various aspects of people’s lives, yet its misuse poses risks to society. When introducing AI into K-12 education, the concept of AI for social good (AISG) is crucial, as it orients students toward the ethical application of AI. Based partially on the Theory of Planned Behavior (TPB), this study explored how AISG, behavioral intention to learn AI (BIAI), and perceived knowledge of AI (AIPK) associat…
Both Student and School Growth Mindsets are Linked with Well-being
Past studies on growth mindsets have mostly investigated the role it plays in students’ learning. However, whether and how it relates to well-being has received less empirical attention. Furthermore, past studies have primarily focused on growth mindset as an individual belief (i.e., student-level growth mindset). However, research has shown that growth mindset can also be conceptualized as a collective belief of the group in which the individual…
Who Thrives Where? A Multilevel Latent Profile Analysis of Students’ Well-Being Across the Globe
Promoting student well-being has become a central concern in education, given its strong associations with academic success and long-term life outcomes. However, most research has emphasized hedonic aspects of well-being ignoring the eudaimonic dimensions of well-being. Additionally, prior studies have focused mostly on quantitative differences in well-being, overlooking the existence of qualitative differences in how various dimensions of well-b…
The AI Motivation Scale (Aims): A self-determination theory perspective
Artificial Intelligence (AI) has a profound impact on university teaching and learning. However, there is a lack of instruments for measuring university students’ motivation to use AI in their learning. In this study, we developed and validated a questionnaire to measure students’ motivation to learn with AI. In Study 1, we developed the AI Motivation Scale (AIMS). Rooted in self-determination theory, the scale measures university students’ motiv…
Defining, enhancing, and assessing artificial intelligence literacy and competency in K-12 education from a systematic review
Enhancing the flipped classroom model with generative AI and Metaverse technologies: Insights from lag sequential and epistemic network analysis
AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment
Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning
Given the importance of conversation practice in language learning, chatbots, especially ChatGPT, have attracted considerable attention for their ability to converse with learners using natural language. This review contributes to the literature by examining the currently unclear overall effect of using chatbots on language learning performance and comprehensively identifying important study characteristics that affect the overall effectiveness. …
Assessing structural relationships in pre-service preschool teachers’ perceived AI readiness: Do emotional and psychological aspects matter
Preschool pre-service teachers need to be prepared for the age of artificial intelligence (AI) as part of the teaching force; however, much research is still needed in this area. This study aimed to explore the structural relationships in pre-service preschool teachers' perceived AI readiness, focusing on AI literacy, AI anxiety, AI confidence and AI relevance. The study involved 194 participants from seven universities in Taiwan. Data were analy…
Strengthening Human Epistemic Agency in the Symbiotic Learning Partnership With Generative Artificial Intelligence
This conceptual article explores shared epistemic agency between humans and generative artificial intelligence (GenAI), emphasizing the need to foster active human epistemic agency through adaptive epistemic stances. We propose a framework incorporating epistemic stances in interactions with GenAI, drawing on Tsai’s (2004) work to explore the reinforcing relationship between them. The article outlines how learners’ epistemic stances affect their …
Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot
As Artificial Intelligence (AI) advances technologically, it will inevitably bring many changes to classroom practices. However, research on AI in education reflects a weak connection to pedagogical perspectives or instructional approaches, particularly in K-12 education. AI technologies may benefit motivated and advanced students. Understanding the teacher’s role of student motivation in mediating and supporting learning with AI technologies in …
Positive mental health literacy for teachers: Adaptation and construct validation
Highlighting ECE Teachers’ Proximal Processes as Designers: An Investigation of Teachers’ Design Thinking Engagement, TPACK Efficacy, and Design Vitality
Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called p…
Overcoming adversity: Exploring the key predictors of academic resilience in science
Resilient students attain high levels of academic achievement despite the presence of chronic socioeconomic disadvantage. Identifying factors that promote resilience in the domain of science is crucial to making equitable and high-quality science education accessible for all students. Rooted in the opportunity-propensity framework, this study examined the relative importance of opportunity, propensity, and antecedent factors in understanding acad…
They believe students can fly: A scoping review on the utilization of drones in educational settings
Pre-service foreign language teachers’ TPACK preparation for technology integration: What are the profiles and key drivers
Technological Pedagogical and Content Knowledge (TPACK) denotes teachers’ professional knowledge to teach specific subjects in the age of information and communication technology. Though the TPACK framework has received extensive research attention in the educational technology field, little effort has been devoted to the profiles of TPACK and technology integration from an intraindividual perspective. Also, the role of TPACK in facilitating tech…
Learning by design: Enhancing online collaboration in developing pre‐service Tesol teachers' TPACK for teaching with corpus technology
In this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service …
Prospective Mathematics Teachers’ Hiccups and Professional Noticing During Technology-Rich Teaching and Learning
Language learning development in human-AI interaction: A thematic review of the research landscape
Mapping the Terrain of Students Well-Being: Implications for Academic Achievement
Comparing high school students’ online self-regulation and engagement in English language learning
Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments
Strengthening Human Epistemic Agency in the Symbiotic Learning Partnership With Generative Artificial Intelligence
This conceptual article explores shared epistemic agency between humans and generative artificial intelligence (GenAI), emphasizing the need to foster active human epistemic agency through adaptive epistemic stances. We propose a framework incorporating epistemic stances in interactions with GenAI, drawing on Tsai’s (2004) work to explore the reinforcing relationship between them. The article outlines how learners’ epistemic stances affect their …
Assessing multidimensional students' perceptions of twenty-first-century learning practices
High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture
Mapping the Terrain of Students Well-Being: Implications for Academic Achievement
Teachers with a growth mindset are motivated and engaged: The relationships among mindsets, motivation, and engagement in teaching
Understanding pre‐service teachers' computer attitudes: Applying and extending the technology acceptance model
Computers are increasingly widespread, influencing many aspects of our social and work lives, As we move into a technology‐based society, it is important that classroom experiences with computers are made available for all students. The purpose of this study is to examine pre‐service teachers' attitudes towards computers. This study extends the technology acceptance model (TAM) framework, with subjective norm and facilitating conditions acting as…
Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments
Students' views of the nature of science: A critical review of research
This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regar…
A blended collaborative writing approach for Chinese L2 primary school students
This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages, and so on. The collaborative writing approach, V.S.P.O.W., can be characterised as a recursive, botto…
Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling
This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice teachers' perceptions of the constructs pertaining to technological pedagogical content knowledge (TPACK), and their perceived ability to integrate cyberwellness knowledge when designing web-related lea…
The "third"-order barrier for technology-integration instruction: Implications for teacher education
Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' p…
High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture
Surveying in-service preschool teachers' technological pedagogical content knowledge
Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explor…
Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers
The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study a…
Assessing multidimensional students' perceptions of twenty-first-century learning practices
Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning
Although there is an established body of work arguing that teachers’ technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers’ beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect is timely as a new culture of learning is emerging from the informal contexts of learning and challeng…
Seamless language learning: Second language learning with social media
This conceptual paper describes a language learning model that applies social media to foster contextualized and connected language learning in communities. The model emphasizes weaving together different forms of language learning activities that take place in different learning contexts to achieve seamless language learning. It promotes social interactions with social media about the learners’ day-to-day life using the targeted second or foreig…
Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers
While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological bel…
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach
This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat messages of preservice and practicing teachers was coded with different dimensions of TPACK to unpack the pr…
Adoption of flipped learning in social humanities education: The Fiber experience in secondary schools
FIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, …
Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective
The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aime…
Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations
A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
This study provided a content analysis of studies aiming to disclose how artificial intelligence (AI) has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content a…
A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed
Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used questionnaires with good reliability and validity from the database of the Social Science Citation Index. Through …
Using automatic speech recognition technology to enhance EFL learners’ oral language complexity in a flipped classroom
The present study examined the effects of using automatic speech recognition (ASR) technology on oral complexity in a flipped English as a Foreign Language (EFL) course. A total of 160 undergraduates were enrolled in a 14-week quasi-experiment. The experimental group (EG) and the control group (CG) were taught with a flipped approach, but the EG students needed to undertake an additional pre-class task with ASR technology. In each unit, all stude…
Teachers with a growth mindset are motivated and engaged: The relationships among mindsets, motivation, and engagement in teaching
Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science
Past studies have shown that students' conceptions of learning science (CLS) are related to their approaches to learning science (ALS) and to their self-efficacy for learning science (SELS), but it has not yet been studied whether parents' CLS play a role in children's ALS and SELS. This research investigated 472 pairs of Chinese high school students and their parents to identify the new predictive relationships among parents' CLS and students' A…
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education
Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum
Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in p…
Psychology (44 works) · Mathematics education (38 works) · Computer Science (34 works) · Pedagogy (20 works) · Innovative Teaching and Learning Methods (14 works) · Sociology (13 works) · Educational technology (11 works) · Artificial Intelligence (10 works) · Online and Blended Learning (10 works) · Social Psychology (9 works)