Abstract:
AI is rapidly transforming university education globally, presenting both opportunities and challenges. As AI tools become more accessible and cost-effective for students, the risk of academic dishonesty, particularly in writing assignments, escalates. Addressing this concern, the Education University of Hong Kong introduced the 6-P Pedagogy (Kong, Lee & Tsang, 2024) to enhance students’ information literacy and uphold academic integrity. This interconnected framework includes six phases: Plan, Prompt, Preview, Produce, Peer Preview, and Portfolio Tracking. Each phase aligns with the university’s mission to foster independent and innovative thinking, while ensuring responsible AI usage. This initiative was a collaborative effort across three faculties, five departments, and one academic center, emphasizing teamwork among faculty members. Applying the concept of gamification, the project developed three online video games designed to engage undergraduate students in the 6-P pedagogical approach, allowing them to view AI as a learning partner. By integrating this innovative methodology, the initiative not only promotes academic integrity but also equips students with the skills necessary to navigate the evolving landscape of AI in education responsibly. This multifaceted approach aims to prepare students for a future where AI plays a significant role in academic and professional contexts.
Code:
T0277
Principal Project Supervisors:
Keywords provided by authors:
- Artificial Intelligence
- 6-P Pedagogy
- Self-regulated Learning
- Learning and teaching partnership
- Gamification
Start Date:
01 Nov 2023
End Date:
31 Dec 2024
Status:
Completed
Result:
Under the TDG Project, an e-package was created, featuring three interactive adventure games for students and two instructional videos for staff. These resources aimed to promote academic honesty, integrity, and legal awareness through self-regulated learning tasks. The games simulated real-life AI scenarios, enabling students to make ethical decisions and enhance their problem-solving skills while distinguishing between reliable and unreliable sources.
Feedback indicated strong student engagement; qualitative and quantitative data showed that gamification helped deepen their understanding of the 6-P Pedagogy, making learning more vivid and interactive. Students appreciated the clear learning steps and the instant support provided by the AI within the games, which facilitated self-regulated learning.
Teaching team members also recognized the benefits of gamification for enhancing learning and teaching. They noted that the games were timely support for students preparing for final assessments, improving their writing and argumentation skills. Overall, the project effectively conveyed the importance of responsible AI use and academic integrity, transforming theoretical concepts into practical activities. Feedback highlighted that these innovative pedagogies greatly inspired pre-service teachers, addressing current challenges in teaching and learning.
Impact:
The project significantly impacted various stakeholders at EdUHK. Approximately 659 undergraduate students across 14 courses engaged with three co-developed online games, enhancing their understanding of the 6-P Pedagogies and promoting ethical AI use. These self-regulated learning tools allowed students to explore academic integrity in a gamified context, reinforcing essential skills for responsible technology use. These 3 online games will be posted on the LTTC website and open to all EdUHK students to play.
For EdUHK staff, two instructional videos were produced, providing resources on preventing the misuse of AI and introducing the 6-P framework. Additionally, a workshop led by an expert from the Hong Kong University of Science and Technology benefited around 30 participants, equipping them with practical strategies for integrating generative AI in education.
The project’s influence extended to other universities through a presentation at the Hong Kong Teaching Excellence Alliance Symposium, attended by about 80 educators.
This initiative not only fostered collaboration among 10 teaching team members and 6 student game co-developers but also empowered them with skills in game design and ethical AI implementation. Overall, the project successfully cultivated a culture of academic integrity and innovative learning practices at EdUHK and beyond.
Deliverables:
Seminars/ Presentations/ Sharing Sessions
Kong, S. (2024, 19 January). Planning & funding of generative AI across different education curricula [Seminar presentation]. Hong Kong Teaching Excellence Alliance Design Thinking Community of Practice Kick-off Interactive Symposium, Chinese University of Hong Kong. (Number of participants: 80 symposium participants from local universities)
Leung, J. (2024, 17 October). Applying generative AI to promote active learning [Workshop presentation]. Education University of Hong Kong. (Number of participants: 30 staff members and students)
Teaching and Learning Resources/ Materials (including online resources)
3 interactive online games for self-regulated learning of the 6-P pedagogical framework and the ethical use of AI in learning (https://game.oya.hk/single/)
2 videos on the 6-P pedagogical framework and its use for learning (https://eduhk.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=1e4969e0-ff19-490f-8ad9-b0c10094580b; https://uedhk-my.sharepoint.com/:v:/g/personal/suriakong_eduhk_hk/EbBfsB18anNHkMdFWIXozWUBgJuSzgiImpM4wKoSpZphLQ?nav=eyJyZWZlcnJhbEluZm8iOnsicmVmZXJyYWxBcHAiOiJPbmVEcml2ZUZvckJ1c2luZXNzIiwicmVmZXJyYWxBcHBQbGF0Zm9ybSI6IldlYiIsInJlZmVycmFsTW9kZSI6InZpZXciLCJyZWZlcnJhbFZpZXciOiJNeUZpbGVzTGlua0NvcHkifX0&e=EPeB9O)
Financial Year:
2023-24
Type:
TDG