voyeurism

sharing one of the earliest empirical studies on the affordances for learning of the Apple Vision Pro at AHFE 2025

what potential do the affordances of the Apple Vision Pro hold for contexts of learning?

in what represents one of the earliest empirical studies of the mixed reality headset as applied to learning, Bryan Kuok, Yuyue Fang, Aaron Liang and i are privileged to share our work at the 16th International Conference on Applied Human Factors and Ergonomics in the track on Human-Centered Ergonomics: Wearable Technologies and Virtual Reality!

AHFE 2025 takes place from the 26th to the 30th of July, in Orlando. our paper is scheduled for the 30th.

we are beyond excited and give God all the Glory.

sharing the intersection of Generative AI, cartographic education, and GIS with Muehlenhaus's 'Map Doctor' at AAG 2025

have you wondered about how Generative AI might be applied in geography education, beyond the modalities of text, images, audio and video? Prof Edward Park, Ahmed Hazyl Hilmy and i collaborated alongside students from the National Institute of Education's AAG23H / AAG28E 'Introduction to Geographic Information Systems' in the Fall Semester to explore the use of Ian Muehlenhaus's 'Map Doctor' in cartographic education.

 

we are pretty excited that we'll have the opportunity to share our preliminary analyses at next year's annual conference of the Association of American Geographers, to be held in Detroit from the 24th to the 28th of March; our paper is scheduled on the 27th of March!

 

the Life2Well Project: sharing our work on neuroergonomics and Generative AI at the 27th HCI International conference

we are very happy that we will have an opportunity to share our work on Learning at the intersection of AI, physiology, EEG, our environment and well-being (the Life2Well Project) during the 27th international conference on Human-Computer Interaction.

our contribution is titled Exploratory investigation of electrodermal activity in learning from a large language model versus from curated texts. the conference will be held in Gothenburg from the 22nd to the 27th of June 2025 and our paper will be read on the 22nd of June. 

we are especially excited because this represents our first opportunity to share with the academic community early empirical data arising from our approach to learning with Generative AI through neuroergonomics, since we first introduced the approach conceptually during a Round Table on Generative AI and Education in Asia-Pacific which had been organized by UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok), in collaboration with The Southeast Asian Ministers of Education Organization (SEAMEO), in November 2023

we gratefully acknowledge this blessing comes only through God's grace.

:-)

Piquing Students’ Interests in Learning Dynamics through Lego Mindstorms®

my student and i are very happy to share news of a contribution we have made in response to an invitation from Professor Liu Woon Chia. we were thrilled when she invited us in November 2021 to contribute a chapter to Developing Future-ready Learners for a Global Age: Pedagogical Innovations in Singapore which she has co-edited with Associate Professors Suzanne Choo and Chua Bee Leng.

the abstract of our chapter reads:

In the Singapore-Cambridge General Certificate of Education Ordinary Level (SCGCE O-Level) Science and Physics syllabus, Dynamics is a required topic to be read by students. In a bid to pique students’ interest on this topic, an activity involving Lego Mindstorms® has been developed to introduce the topic in a more hands-on and novel way. Students will be able to witness for themselves the effects of forces (provided by the Lego Mindstorms®) on objects.
This activity has been conducted with six Secondary 2 students from a local secondary school. The lesson was video recorded, researchers’ field notes were collected, and a post-lesson interview was conducted with the subject teacher and the students. The data gathered was analysed to assess the effectiveness of the activity in inciting students’ interests in the topic of Dynamics.
The findings suggest that integrating tangible, technology-augmented activities like this one into classroom practice can enhance student engagement and interest in the topic of the lesson. Due to the small sample size and limited scope of this study, further research is recommended to validate and generalise these findings.