Alexander Wong is a Senior Project Officer at the Centre for Learning and Teaching, Vocational Training Council (VTC), Hong Kong. With over a decade of experience in teaching and designing curriculum, he currently focuses on teacher training for the 13 member institutions of VTC. Recently, he established the Artificial Intelligence in Education Series, which aims to equip teaching and instructing staff with the necessary knowledge and skills to integrate A.I. technologies into their teaching practices.
Alexander has received several international awards in the areas of communication design, interactive and interaction design, including the Red Dot Award, A'Design Award, Golden Pin Design Award, and The IDA International Design Award.
Prior to joining VTC, Alexander worked as a new media artist and interactive technologist with an interest in harnessing creativity through technology. He believes that science and art should combine to explore potential possibilities, and that research findings, techniques, and creativity should be able to provide solutions applicable in the community and to address practical problems in society.
His current research interests include technology-enhanced teaching and learning, artificial intelligence in education, community-based service learning, blended learning and video-based learning.
OtherAffiliation (Other) –
Vocational Training Council, Hong KongPosition –
Senior Project OfficerTitle –
The aim of this study is to investigate the efficacy of using ChatGPT to support teaching in software engineering education, focusing on its impact on both the efficiency and effectiveness of teaching. The study will employ a mixed-method research design, collecting and analysing both qualitative and quantitative data related to students' academic performance, educators' preparation of teaching and learning material, and students' perceptions of the teaching methods.
The participants of this investigation will consist of higher diploma students in software engineering at the Hong Kong Institute of Vocational Education. These students will be allocated randomly to one of two groups: control group shall be provided with human-created learning content, while the experimental group will receive teaching material and interim feedback generated by ChatGPT.
ChatGPT-generated teaching and learning materials will encompass a variety of resources to support instruction, such as lecture presentations, tutorial notes, assignments and assessments, and marking schemes. These resources will be thoroughly validated and moderated by the lecturer to ensure alignment between the two groups.
Using ChatGPT as a pedagogical tool is expected to amplify the efficiency in teaching software engineering, leading to superior performance by the experimental group over the control group. A supplementary objective of the study is to assess and scrutinise the feasibility of relieving teachers from the burden in preparing instructional materials with the assistance of ChatGPT. The study's results will exemplify the value and usefulness of employing ChatGPT to assist teaching.
This research will contribute to the growing body of knowledge on the use of artificial intelligence in education and has implications for the broader field of teaching and learning. Future research can explore the use of ChatGPT in teaching other subjects and investigate students' perceptions of using ChatGPT as a teaching and learning tool.