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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.

This study aimed to explore the effect of OMO instructional design and implementation. It focused on whether the ubiquitous teaching model is helpful to students' learning participation and initiative in open education. Taking the software engineering course, for example, lecturers had redesigned the course contents and teaching methods. The hardware environment support of the smart classroom and the functions of teaching auxiliary software were used to realise the teaching interaction and data statistics. Some experiments were used to verify the effect of teaching implementation, such as learning situation analysis and surveys before class, analysis and evaluations of the teaching process during class, questionnaires and interviews after class. The results showed that the OMO model had a positive effect on improving students' learning interests and initiative as well as subjective emotions. It enhances the communication between teachers and students, and cultivates the students' spirit of collaboration.

Under global public health emergencies such as COVID-19 and monkeypox, online learning for the second language (L2) has become prevalent, especially mobile learning, which provides a new training form spanning time and space for L2 learners in listening, speaking, reading, and writing. Taking the turn construction of learners who learn Chinese as a second language (CSL) as a point cut, this study investigated L2 learners' communication strategies in a mobile learning context through conversation analysis, a qualitative method. The result showed that the CSL learner adopted self-turn construction, co-construction, and turn-taking in online communication. In turn-taking, the CSL learner raised the pitch at the beginning of a new turn to a position higher than the pitch at the end of the previous turn. This study revealed the structure and approach of CSL learners' turn construction in 'talk-in-interaction', enriching the theoretical research of turn construction under the transactional distance theory of L2 learning supported by mobile technologies.

With online examinations prevailing, academic integrity has become a concern. This study is to explore perceptions of online tests among students. An anonymous online survey was conducted among 156 students enrolled in the health professional courses from the CUHK Faculty of Medicine in the academic year 2019-2020. The majority preferred traditional onsite examination (75%) over online format type (25%) because of a less technical requirement (86%), immediate support from invigilators for unanticipated situations (74%), and easiness of focusing (64%); however, some prefer online examinations due to convenience (66%). The pressure and anxiety towards the study do not have significant differences. The reasons for cheating include the desire to pass (42%), peer influence (42%), outstanding grades (38%), and ease of browsing other websites (31%). The application of the blackboard system, Respondus LockDown Browser, with Zoom invigilation minimises the chance of cheating.

In Ethiopia, the traditional face-to-face learning method is still the predominant modality to formally educate and train health workers in many universities and colleges, but could not alleviate the critical national shortage of health workforce. The increasing global digital interconnectedness, the emerging user-friendly and cost-effective digital learning platforms are easing the barriers for reaching unlimited audience, and the lessons learned from coronavirus disease (COVID-19) restrictions have opened room for digital learning. Therefore, the purpose of this study was to get an insight into the learners and system readiness for digital learning scale up. Quantitative and qualitative methods were employed by including 393 lower and mid-level health workers from regional states and Addis Ababa city, and 27 key informants from different governmental and nongovernmental organizations. The market appetite for digital learning, willingness to pay, use of the mobile devices, delivery mode preference, and the current context pertinent to digital learning were assessed. Almost all of the study participants possessed mobile phones, and the majority (92%) had smartphones. Most of those who had digital learning experience agreed or strongly agreed with digital learning is costeffective (88.7%), most effective and e cient (90.3%) with no geographic limitation (95.2%), easier to use (91.9%), and enabling the required skills and knowledge (89%) as compared to face-to-face learning, which were also supported by key informants. More than 90% of survey participants with digital learning experience regarded classroom learning as more expensive than digital learning and the majority were willing to pay for digital learning service, which was also echoed by key informants. The most preferred delivery mode was blended learning. Study participants have expressed their optimism towards digital learning, most preferably through a blended delivery mode. The cost-effectiveness of the method, high access to mobile devices, government and partners' commitment along with trainees preference are persuasive conditions to implement and transform digital learning for health workers in Ethiopia and increase the health workforce as an important intervention for achieving universal health coverage and health-speci c sustainable development goals at large.

The objectives of this study are understanding the requirements of a CSA education app, identifying the limitations of existing apps, and providing a guideline for better app design. An electronic search across three major app stores(Google Play, Apple, and Microsoft) is conducted and the selected apps are rated by three independent raters. Total 191 apps are found and finally, 14 apps are selected for review based on defined inclusion and exclusion criteria. An app rating scale for CSA education apps is devised by modifying existing scales and used to evaluate the selected 14 apps. Our rating scale evaluates essential features, criteria, and software quality characteristics that are necessary for CSA education apps, and determined their effectiveness for potential use as CSA education programs for children. The internal consistency of the rating scale and the inter and intra-rater reliability among the raters are also calculated. User comments from the app stores are collected and analyzed to understand their expectations and views. After analyzing the feasibility of reviewed apps, CSA app design considerations are proposed that highlight game-based teaching approaches. Evaluation results showed that most of the reviewed apps are not suitable for being used as CSA education programs. While a few may be able to teach children and parents individually, only the apps "Child Abuse Prevention" (rate 3.89 out of 5) and "Orbit Rescue" (rate 3.92 out of 5) could be deemed suitable for a school-based CSA education program. However, all those apps need to be improved both their software qualities and CSA-specific features for being considered as potential CSA education programs. This study provides the necessary knowledge to developers and individuals regarding essential features and software quality characteristics for designing and developing CSA education apps.

Independent language learning is paramount for those wishing to develop proficiency in a second or foreign language. Language learners often have few opportunities to communicate and interact actively in their target language. In this two-phase study, a chatbot was developed to assist second-language learners at a tertiary education institution in Hong Kong with independent language learning. I employed a questionnaire (N = 128) followed by semi-structured interviews (N = 12) to gain holistic insight into learners' experiences with the chatbot. The results suggested that the participants enjoyed interacting with the chatbot both in and out of class and perceived that it improved their English skills. These findings have implications for language teachers and the future development of chatbots.

As an emergency response to continuing education amidst the recent COVID-19 pandemic outbreak, institutions turned to a new form of practice - synchronised online virtual teaching with mobile technologies. In this paper, we share our experience at a university level. Students (N = 1,996 students in Study 1 and N = 413 students in Study 2) completed a survey on their perception, the learning process, and the challenges they encountered when learning with a mobile device in the online virtual learning medium. Our findings suggested students show improvement in learning in the synchronised online virtual teaching with mobile technologies across time. Thus, this form of teaching model holds the promise of becoming the model for future teaching and learning practices. Hence, we hope to pave the way for research and learning opportunity to advance our understanding of the new education model with mobile technologies, especially under uncontrollable circumstances.