AI for Learning & Skill Development

#learning analytics #educational technology #Kahoot #EMI education #computing education #AI-supported learning #educational data mining

Core Question: How can AI and learning analytics improve education and skill training?

🏆Funded by Cornerstone Project

AI-Driven Extended Reality (XR) for Healthcare Training

Extended reality (XR) technologies offer immersive and interactive learning environments that can transform healthcare education and professional training. This research develops AI-driven XR systems that enhance the acquisition of critical clinical skills through real-time feedback, intelligent assessment, and adaptive learning experiences. Our work integrates artificial intelligence with virtual and augmented reality to support procedural training, such as cardiopulmonary resuscitation (CPR), enabling learners to practice in realistic, risk-free environments. By combining immersive technologies, intelligent tutoring, and human-centered design, we aim to improve the effectiveness, accessibility, and scalability of healthcare education and simulation-based training.

Selected Publications

Intakornudom T, Sahassapaht P, Tinnongjik K, Tantiwattanasirikul T, Ophasnavin S, Treekunprapha P, Liang Z. (2026) Developing AI-Driven XR System for Cardiopulmonary Resuscitation (CPR) Training. In Proceedings of The 9th International Conference on Artificial Intelligence and Big Data (ICAIBD 2026), Chengdu, China. [Scopus]【First author is undergrad student】

📈 Final Project in ID3

GyroTetris: Motion-Sensing Games for Motor Skill Development

Interactive games provide an engaging platform for developing motor skills while making rehabilitation and physical training more enjoyable. This research explores how the motion sensors embedded in smartphones and wearable devices can be leveraged to create game-based experiences that encourage physical movement and improve motor performance. By integrating inertial sensing, intuitive gesture-based interactions, and human-centered game design, our work investigates how digital games can simultaneously enhance user engagement and motor skill development. The long-term goal is to develop accessible, enjoyable, and evidence-based motion-sensing technologies that support rehabilitation, physical activity, and lifelong motor learning.

Selected Publications

Liang Z, Nishida S, Noguchi T, Maenaka T. (2024) GyroTetris: Merging Mobile Gaming and Motion Sensing to Boost Motor Skills and Enjoyment. In Proceedings of the 13th Global Conference on Consumer Electronics (GCCE 2024), Kitakyushu, Japan. [SCI/Scopus]

Wearable Stress Monitoring in Academic Life

Academic research involves diverse activities—such as reading, writing, presenting, collaborating, and meeting deadlines—that may produce different patterns of stress. This research uses wearable electrodermal activity (EDA) sensing to examine how physiological stress responses vary across everyday academic tasks. By combining real-world physiological monitoring with contextual information about research activities, we aim to identify when and under what conditions academic stress emerges. The findings can inform personalized stress-awareness tools and institutional strategies that help students and researchers better understand their stress patterns, manage demanding workloads, and maintain well-being throughout academic life.

Selected Publications

Hoang NH, Liang Z. Navigating Stress in Academic Life: An EDA Study of Stress Responses across Research Activities. In Proceedings of the 73rd Annual Conference of Japanese Society for Engineering Education (JSEE) - International Session, Kyoto, Japan. 【First author is PhD student】(reviewed)

🤝International Collaborations with Carleton University (Canada)

Research-Informed Engineering Education and Knowledge Convergence

Engineering education extends beyond technical knowledge to cultivating the ability to collaborate across disciplines, cultures, and research domains. This research investigates how authentic participation in international and interdisciplinary research projects can foster knowledge convergence—the integration of diverse perspectives into innovative solutions. We develop educational frameworks and learning experiences that engage students in collaborative research with experts from different disciplines and countries, promoting critical thinking, intercultural competence, research skills, and professional identity. By bridging engineering education with real-world research collaboration, we aim to prepare the next generation of engineers to address complex global challenges through interdisciplinary innovation and international teamwork.

Selected Publications

Liang Z, Melcer E. Fostering Knowledge Convergence: Pedagogical Value of International and Interdisciplinary Research Collaboration. In Proceedings of the 73rd Annual Conference of Japanese Society for Engineering Education (JSEE) - International Session, Kyoto, Japan. (reviewed)

🤝International Collaborations with Queen Mary's University (UK), University of Macau (China)

Inclusive and Active Computing Education

Computing education must support students with diverse linguistic, cultural, and technical backgrounds while making programming accessible and engaging. This research investigates how introductory computing and mobile app development can be designed for first-year engineering students in international learning environments. Our work examines visual versus textual programming, English-medium instruction, contextualized learning activities, attitudes toward app development, active-learning strategies, and online teaching practices. By combining educational technology, learning analytics, and evidence-based course design, we aim to create inclusive computing curricula that strengthen programming confidence, participation, and practical problem-solving skills among both domestic and international students.

Selected Publications

Liang Z. (2023) Comparing Attitudes Towards Mobile App Development between International Students and Domestic Japanese Students. In Proceedings of the 2023 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE 2023), Auckland, New Zealand. [SCI/Scopus]
Liang Z, Piumarta I. (2023) An experience report on English medium instruction (EMI) based computing education in a faculty of engineering in Japan. In Proceedings of the 35th IEEE International Conference on Software Engineering Education and Training (CSEE&T 2023), Tokyo, Japan. [Scopus]
Liang Z. (2022) Contextualizing introductory app development course for first-year engineering students. In Proceedings of the 2021 IEEE Conference on Teaching, Assessment, and Learning for Engineering (TALE 2022), Hong Kong. [SCI/Scopus]
Liang Z, Nishi M, Kishida I. (2021) Teaching Android app development to first year undergraduates: textual programming or visual programming? In Proceedings of the 2021 IEEE Conference on Teaching, Assessment, and Learning for Engineering, Wuhan, China. [SCI/Scopus]
Liang Z, da Costa Junior MG, Piumarta I (2020) Opportunities for improving the learning/teaching experience in a virtual online environment. In Proceedings of In Proceedings of the 2020 IEEE Conference on Teaching, Assessment, and Learning for Engineering, Takamatsu, Japan. [SCI/Scopus]
Liang Z. (2019) Enhancing active learning in web development classes using pairwise pre-and-post lecture quizzes. In Proceedings of the 2019 IEEE Conference on Teaching, Assessment, and Learning for Engineering, Yogyakarta, Indonesia. [Scopus]
Liang Z. (2019) Design of a web development attitudes survey. In Proceedings of IEEE TALE 2019, Yogyakarta, Indonesia. [Scopus]

Learning Analytics and Gamified Learning

Learning analytics provides powerful opportunities to understand how students learn and to design more effective educational experiences. This research investigates how gamified learning platforms and educational data can be leveraged to enhance student engagement, participation, and learning outcomes in engineering education. Our work combines learning analytics with game-based learning to examine behavioral indicators such as quiz response time, response accuracy, participation patterns, and learning progression. By transforming classroom interaction data into actionable insights, we aim to develop evidence-based teaching strategies that promote active learning, improve student performance, and create more engaging, data-informed educational environments.

Selected Publications

[Q1] Liang Z. (2024) More Haste, Less Speed?: Relationship between Response Time and Response Accuracy in Gamified Online Quizzes in an Undergraduate Engineering Course. Front. Educ. - Higher Education, 9. Doi: 10.3389/feduc.2024.1412954. [SCI/Scopus]
Liang Z. (2023) Enhancing Learning Experience in University Engineering Classes with Kahoot! Quiz Games. In Proceedings of the 31st International Conference on Computers in Education (ICCE 2023), Takamatsu, Japan. [Scopus]

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