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204 results on '"Wong, Billy Tak-ming"'

56. Computer Literacy and Use of Open Educational Resources: A Study of University Students in Hong Kong

Author

Li, Kam Cheong, Wong, Billy Tak-Ming, Junqueira Barbosa, Simone Diniz, Series editor, Chen, Phoebe, Series editor, Cuzzocrea, Alfredo, Series editor, Du, Xiaoyong, Series editor, Filipe, Joaquim, Series editor, Kara, Orhun, Series editor, Kotenko, Igor, Series editor, Sivalingam, Krishna M., Series editor, Ślęzak, Dominik, Series editor, Washio, Takashi, Series editor, Yang, Xiaokang, Series editor, Li, Kam Cheong, editor, Wong, Tak-Lam, editor, Cheung, Simon K. S., editor, Lam, Jeanne, editor, and Ng, Kwan Keung, editor

Published
2015
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57. A Framework for Effectiveness of Institutional Policies on Technology-Enhanced Learning

Author

Wong, Beryl Yuen-Yee, Wong, Billy Tak-Ming, Pang, Sam, Junqueira Barbosa, Simone Diniz, Series editor, Chen, Phoebe, Series editor, Cuzzocrea, Alfredo, Series editor, Du, Xiaoyong, Series editor, Filipe, Joaquim, Series editor, Kara, Orhun, Series editor, Kotenko, Igor, Series editor, Sivalingam, Krishna M., Series editor, Ślęzak, Dominik, Series editor, Washio, Takashi, Series editor, Yang, Xiaokang, Series editor, Li, Kam Cheong, editor, Wong, Tak-Lam, editor, Cheung, Simon K. S., editor, Lam, Jeanne, editor, and Ng, Kwan Keung, editor

Published
2015
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58. A survey on predicting at-risk students through learning analytics

Author

Li, Kam Cheong, Wong, Billy Tak-Ming, and Liu, Maggie

Abstract

This paper analyses the adoption of learning analytics to predict at-risk students. A total of 233 research articles between 2004 and 2023 were collected from Scopus for this study. They were analysed in terms of the relevant types and sources of data, targets of prediction, learning analytics methods, and performance metrics. The results show that data related to students' academic performance, socio-demographics, and learning behaviours have been commonly collected. Most studies have addressed the identification of students who have a higher chance of poor academic performance or dropping out of their courses. Decision trees, random forests, and artificial neural networks are the most frequently used techniques for prediction, with ensemble methods gaining popularity in recent years. Classification accuracy, recall, sensitivity, and true positive rate are commonly used as performance metrics for evaluation. The results reveal the potential of learning analytics for informing timely and evidence-based support for at-risk students.

Published
2024
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59. Effects of a knowledge graph-based learning approach on student performance and experience

Author

Qu, Kechen, Li, Kam Cheong, Wong, Billy Tak-Ming, Liu, Maggie, Chan, Venus, and Lee, Lap-Kei

Abstract

This paper presents a knowledge graph-based learning approach, featuring knowledge graphs for concept visualisation and information retrieval. It illustrates the development of a learning system which incorporates a competency-based knowledge graph covering the dimensions of knowledge, skill, and ability. The system was evaluated for a learning task on English academic reading. A total of 96 undergraduate students were invited to complete the learning task, half of which were allocated to the experimental group. This group used the knowledge graph-based approach for learning. The other half served as the control group, who learned with contents organised in a conventional manner. The evaluation results revealed that the experimental group performed significantly better than the control group. The students who learned with the knowledge graph-based approach provided positive feedback on their learning experience, and suggested desired features such as personalised learning, data tracking and analysis, and structured learning contents.

Published
2024
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66. Meta-evaluation of Machine Translation Using Parallel Legal Texts

Author

Wong, Billy Tak-Ming, Kit, Chunyu, Hutchison, David, Series editor, Kanade, Takeo, Series editor, Kittler, Josef, Series editor, Kleinberg, Jon M., Series editor, Mattern, Friedemann, Series editor, Mitchell, John C., Series editor, Naor, Moni, Series editor, Nierstrasz, Oscar, Series editor, Pandu Rangan, C., Series editor, Steffen, Bernhard, Series editor, Sudan, Madhu, Series editor, Terzopoulos, Demetri, Series editor, Tygar, Doug, Series editor, Vardi, Moshe Y., Series editor, Weikum, Gerhard, Series editor, Goebel, Randy, editor, Siekmann, Jörg, editor, Wahlster, Wolfgang, editor, Li, Wenjie, editor, and Mollá-Aliod, Diego, editor

Published
2009
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84. BRAIN. Broad Research in Artificial Intelligence and Neuroscience-A Corpus-driven Study of Contrastive Markers in Cantonese‒English Political Interpreting

Author

Pan, Jun and Wong, Billy Tak Ming

Subjects
interpreting, linguistics, natural language processing, e-learning
Abstract

Political interpreting, as a significant means for foreign language speakers to access a government’s official policies, has been regarded as an intensive and stressful task. Any single misinterpretation or misuse of strategy can lead to regional and even international disputes. It will therefore be interesting to study the pragmatic strategies applied by interpreters working in political settings, especially when they render propositions that may sound unfavorable or contrastive to people’s presuppositions. In this regard, the use of contrastive markers, an important type of pragmatic markers, serves as an important linguistic indicator of the application of such strategies. Nevertheless, not much has been explored in this aspect. This paper, therefore, studies the use of contrastive markers in the interpreting of policy addresses from Cantonese to English. A parallel corpus, consisting of policy addresses delivered by Chief Executives in Hong Kong (about 0.22 million words) and their English interpretations (about 0.29 million words), was used in the study. The Cantonese contrastive markers — bat gwo and daan (hai) (comparable in meaning to however and but respectively in English), and their renditions in English — were compared and analyzed. The two Cantonese contrastive markers were found to correspond to a variety of renditions in English. These findings show how interpreters apply pragmatic strategies when dealing with the extreme situations in political interpreting. They shed light on the development of e-learning for pragmatic competence training of interpreters working in political settings, as well as natural language processing applications for handling such a high-level linguistic feature., https://www.edusoft.ro/brain/index.php/brain/article/view/816/922

Published
2018
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93. Features and trends of personalised learning: a review of journal publications from 2001 to 2018.

Author

Li, Kam Cheong and Wong, Billy Tak-Ming

Subjects
*INDIVIDUALIZED instruction, *STUDENT-centered learning, *EDUCATIONAL technology, *EDUCATIONAL attainment, *VIRTUAL reality, *AUGMENTED reality
Abstract

This paper provides a comprehensive review of the features and trends of personalised learning. The review covers a total of 203 journal articles collected from Scopus, which were published from 2001 to 2018 and involved personalised learning practices. Comparing the practices between 2001–2009 and 2010–2018, there was a clear trend that they became more diversified in terms of the educational levels and modes of education, as well as the means to achieve personalised learning, their objectives and the devices used. In most practices, the use of technology was clearly emphasised, such as various intelligent learning/tutoring systems, mobile devices, learning analytics, and augmented/virtual reality applications. Learning methods, materials and the time and places for learning were the aspects most frequently addressed. The objectives of the practices focused mainly on increasing learning effectiveness, followed by enhancing learners' motivation, engagement and satisfaction. The factors leading to successful personalised learning were identified from the articles reviewed, among which most factors were related to learners' characteristics, learning progress and technology. Research issues which need further investigation are recommended, particularly on the challenges arising from the adoption of emerging technologies, and the changing role of teachers in the trend towards student-centred personalised learning. [ABSTRACT FROM AUTHOR]

Published
2021
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94. Hong Kong teachers’ English Oral Input in Kindergarten Classrooms

Author

LAI-REEVE, Sara, Wong, Billy Tak-Ming, Li, Kam Cheong, LAI-REEVE, Sara, Wong, Billy Tak-Ming, and Li, Kam Cheong

Abstract

Oral input has long been recognised as a key factor influencing second language acquisition in early childhood. Children rely heavily on oral input to learn new words and develop phonological awareness of a language. However, in the context of English teaching in Hong Kong kindergartens — which feature diversity in language use in the classroom — little work has been done on the oral input given to children. This study examined the English oral input of teachers in Hong Kong kindergarten classrooms. It investigated the amount and features of teachers’ English oral input, and how the input affected the conditions for English language learning. Classroom observations were conducted monthly for three months with one native speaking (NS) and two non-native speaking (NNS) kindergarten teachers together with a total of 44 Chinese-speaking children. The research used the Oral Input Quality Observation Scheme developed for systematically collecting oral input and output data from the teachers and children respectively. The results show that the learning activities did not seem to be hindered by the different pronunciations of the NS and NNS teachers. However, the NS teacher tended to use a broader variety of vocabulary and a richer amount of English than the NNS teachers. Both the NS and NNS teachers demonstrated limitations in pedagogical skills in teaching the children English pronunciation. The implications of the results are discussed in relation to the context of English teaching in Hong Kong kindergartens.

Published
2018

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