Computer programming has been taught in secondary schools in Hong Kong since the 1980s. However, learning to program poses a lot of difficulties to novices. This study aims to investigate the mental model of individuals of various learning styles in learning to program. Forty-one secondary students participated in a pilot study. No difference in mental models was found among the different groups. There was some evidence that learning style predicted mental model. Concrete learners had higher similarity than abstract learners. Students' understanding of programming knowledge was only rudimentary. Sequential learners in general outperformed their random counterparts. AR learners were students particularly at risk in learning programming. A number of pedagogical recommendations are made and limitations of the study are discussed.

Learning environment's conditions and combinations of various motivation factors could have serious impact upon students' learning behaviours and attitudes. Considerable effort has been expended in attempting to improve teachers' teaching skills, students' learning techniques and teacher-student interaction, as greater understanding of the key attributes of effective teaching and learning could re-vitalise the existing education system. In view of this, a survey was conducted to identify factors which influence the effectiveness of a learning process. This article focuses on the analysis of some Hygiene factors and Motivation factors which are considered important to engineering students, and which can have a positive impact on their learning. Understanding the influence of such factors can give educational institutions insights into aspects of their students' behaviour and help them to improve the learning environment.

The purpose of this study is to examine intergenerational learning behaviour within ten Hong Kong families between Generation X parents and their Generation Y children. It tries to investigate intergenerational knowledge exchange, identify the characteristics of learning behaviour and culture in their 'learning families'.
A narrative inquiry approach is adopted asking participants to recall and tell stories describing their personal intergenerational learning experiences. Results indicate that 80% of the participants thought their family is a 'learning family', and intergenerational family learning is happy experience and can be bi-directional. A positive family learning culture facilitates intergenerational learning especially in the Generation Y -> X direction. Learning methodology differs between the two generations due to societal changes and differences in their upbringing.
A conceptual framework of intergenerational family learning in relation to lifelong learning is developed. The government and public should re-define teaching and learning practise and promote intergenerational learning even in schools.
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