I. The Effectiveness of Virtual Reality Teaching on the Learning of Chinese Classical Poetry by Primary and Secondary School Students in Hong Kong: A Case Study of the “Walking with the Ancients: Virtual Reality Experience in Learning Chinese Classical Poetry” Project
This study investigates the effectiveness of Virtual Reality (VR) teaching in learning ancient Chinese poems by primary and secondary students in Hong Kong. It aligns with the vision of the Hong Kong Education Bureau (EDB)’s “Chinese Language Curriculum Guide”（《中國語文課程指引》）, which aims to enhance students’ knowledge of, interest in, and ability to read Chinese culture. Ancient Chinese poetry, with its beauty, emotion, and meaning, can be relatively abstract for young students. Traditional teaching methods often focus on textual reading, making it challenging for students to understand the poems’ meanings and cultural connotations deeply.

Students from different schools face challenges in learning ancient poetry due to age and cultural background variations. This study addresses the teaching needs of students across different grades and schools. It incorporates the “Recommended Chinese Classics”（「建議篇目」）of ancient Chinese poems introduced by the Education Bureau, tailored to the levels of primary and secondary students. The study designs several VR teaching plans that adopt eye tracking, AI Chatbots, and immersive experiences to construct scenes and cultural contexts from ancient Chinese poems, providing students with intuitive and engaging learning experiences.

Comparative analyses were conducted with students from three local primary schools and one international school to compare student engagement, learning motivation, and comprehension between traditional and VR teaching approaches. In-depth interviews with frontline teachers were also conducted. The study’s results will provide empirical evidence to support the “learning through reading” goal advocated by the Hong Kong Education Bureau and offer diversified teaching strategies to promote cross-cultural exchanges in ancient Chinese poetry education in local and international schools.

II. Assessing Growth: A Comprehensive Approach to Supporting Students with Learning Challenges Through Eye Tracking Technology

The innovative project employs eye-tracking technology to inform pedagogical strategies for new Primary One students facing learning challenges.

Lesson Design: The lesson will integrate interactive educational materials that utilize eye tracking to assess engagement. Activities will be tailored based on students’ cognitive responses, fostering a dynamic learning environment.

Teaching Objectives:
Understand the cognitive processes of students with learning challenges through real-time data.
Enhance engagement and comprehension in English by creating customized learning resources.

Teaching Strategies:
Data-Driven Instruction: Use insights from eye tracking to adapt lesson content, ensuring it meets the individual needs of each student.
Interactive Learning Stations: Set up stations where students can engage with materials at their own pace, promoting exploration and participation.
Collaborative Learning: Encourage peer interaction to build social skills, using group activities that are informed by eye-tracking insights.

By focusing on these innovative approaches, the lesson aims to create an inclusive atmosphere that supports each student’s unique learning journey, ultimately redefining personalized education and showcasing the potential of innovative assessment methods in the classroom.”