Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further invited to participate in artefact-based interviews, and we further analysed their work to understand how they formulate AI understandings. It is found that the participating students were able to propose an authentic scenario, apply their new knowledge of AI and think up meaningful AI-driven solutions in their digital stories. Furthermore, we examined students' DSW process in terms of inquiry-based pedagogical cycle (orientation, conceptualization, investigation, conclusion, discussion) to demonstrate how they learn AI. Overall, DSW as an inquiry could effectively foster students' AI literacy in using and applying AI knowledge to solve real-life problems, far beyond merely knowing and understanding related concepts. We suggest that using DSW as a pedagogy has the potential to support students to scaffold students’ AI understanding, particularly for young children. Copyright © 2022 The Authors. Published by Elsevier Ltd.

This empirical study aims to enhance group cohesion, a critical factor for collaborative learning success and immersion in inquiry-based coding activities in a metaverse platform – Learningverse. The study involved two classes of Grade 5 students engaging in a two-hour coding activity, which required them to assemble robotics using VEXcode GO and a Code Base in groups. An inquiry-based learning consisting of ‘engage, explore, create, explain, evaluate’ was adopted in the instructional design. Class A (23 students) as the control group conducted the activity in a traditional classroom setting; while, Class B (28 students) conducted the activity across the metaverse platform and physical classroom settings in an immersive, seamless learning environment. Data collection involved log data in the metaverse, questionnaire on immersion, pre-and post-domain and interviews. The findings show that students in the experimental group showed a higher degree of group cohesion and immersion than those in the control group; and students in the experimental group outperformed those in the control group in conceptual understanding. The study sheds light on the potential of the metaverse in enhancing group cohesion and immersion which, in turn, helps improve group learning performance in an immersive seamless learning environment. Copyright © 2024 The Education University of Hong Kong.

Plagiarism has been a growing concern among institutions and academics in recent years. To address the problem, and to alleviate the growing trend of this academic misconduct, students' perceptions of plagiarism should be considered. This study explores students' self-perception and actual understanding of plagiarism, and the relations between them. Survey responses were collected from 433 students in a Hong Kong junior secondary school. Results reveal that students show different understanding towards 'obvious' and 'obscure' plagiarism, with misunderstanding or misconception more likely arising over obscure plagiarism. This study also reports that students' self-perception on their understanding of plagiarism differed across grade levels, and their academic performance of inquiry-based learning has a relation to their self-perceived and actual understanding of plagiarism. Implications for improving the teaching and learning of plagiarism are discussed.
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Recent years have witnessed changes in the curricula used in Hong Kong international schools. Primary schools of the English Schools Foundation (ESF) and several in the private sector were previously using the National Curriculum of England and Wales (NC). The curriculum, however, was replaced with the International Baccalaureate's (IB) Primary Years Programme (PYP) in all ESF primary schools and in the international school discussed in this chapter. First-hand experiences as a primary classroom teacher during and after the transition phase with regard to the implementation of the PYP shall be discussed. Parents in terms of their initial concerns regarding lack of assessment and students in terms of adapting to changes in teaching style and the choices they had in personal learning approaches will also be discussed. Copyright © 2017 Springer Nature Singapore Pte Ltd.