Greater Ambition, Broader Horizons: Building an AI Agents Platform for Teaching and Learning for Chinese Enhancement Courses, HKU

James Alexander Gordon on 14th February 2025



Author Information

Ming Wai Christy Chung, The University of Hong Kong, Hong Kong
Chi Ming Chan, The University of Hong Kong, Hong Kong

Abstract

The integration of artificial intelligence (AI) in e-learning within the education sector reveals its transformative potential for enhancing teaching methodologies for both students and educators. To align with our university's AI-ready policy, our programme has adopted various ICT tools and strategies to improve accessibility and teaching efficiency, while also preparing both teachers and students for a technology-driven future. In this paper, we will discuss and share the experiences of leveraging AI tools to personalize teaching and learning pathways that facilitate immediate feedback and tailored content to address individual teaching and learning needs for both teachers and students. We introduced a six-tier pyramid of AI applications, ranging from basic chatbots for FAQs to advanced language models that adapt to the evolving educational landscape while equipping teachers with innovative tools. Evidence from implemented e-learning initiatives, such as virtual reality (VR) and artificial intelligence (AI), highlights the changing of pedagogical principles, and the challenges teachers and students encountered and are being solved. Through these adoptions, we can observe how teaching and learning are evolving to meet the demands of a technology-driven educational landscape.


Paper Information

Conference: ECE2025
Stream: Higher education

This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Chung M., & Chan C. (2025) Greater Ambition, Broader Horizons: Building an AI Agents Platform for Teaching and Learning for Chinese Enhancement Courses, HKU ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 285-298) https://doi.org/10.22492/issn.2188-1162.2025.24
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.24

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