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Dr LU, Jingyan

Personal Particulars

Dr LU, Jingyan


B.of Med.(China), M.Phil (HKU), Ph.D. (McGill)

Associate Professor

Division of Information and Technology Studies

Tel: (852) 2241 5450

Location: Room 114, Runme Shaw Building

Areas of Expertise:

Research: Learning Sciences; Education Neuroscience; Education in HK and China;
Teaching: ICT in Education; Assessment and Technology, ICT education in China

Areas of Expertise
Learning sciences
  • Cognitive and communicative processes in learning
  • Argumentation, problem solving, reasoning, and decision making
  • Cognitive tools, CSCL, and argumentation tools
  • 21st century skills, creativity, and critical thinking
  • Brain and Learning/education


Technology and Education
  • Youth and new social media
  • Learning analytics, MOOCs, and E-learning in high education
  • Developing learning and teaching environment with web 2.0 tools
  • E-learning schema in Hong Kong schools


Education in Hong Kong and China
  • Cultural difference in learning
  • How Chinese students learn
  • Liberal study in Hong Kong


Medical education
  • Medical cognition,
  • Medical problem solving and decision making,
  • Medical informatics
  • Faculty Young Research Award 2012
On going projects
  • The impact of new social media on young students: This study seeks to focus on understanding how and why young learners use social media to create content both in and out of school, what factors affect their content creating activities, and why young learners differ in how they create content. Understanding their content creating activities using digital media, particularly learning activities that are voluntary and informal, can help educators connect these activities with formal learning activities and perhaps help students transfer the motivations, passions, and skills they invest in the former to the latter.


Completed projects
  • Understanding students argumentation skills during inquiry learningThis study aims at investigating students argumentation skills in Liberal Study during inquiry learning and characterize and compare the argumentation skills between LS students from different age and performance levels. Compared to the dominant western literature in this area, this study will contribute to the literature on argumentation by extending it to include the performance of Hong Kong secondary students. 
  • Learning 2.0: an Online Platform and a Teacher Support Network for Curriculum and Assessment Innovation in Liberal Studies for the NSS Curriculum: (i) To design and implement an e-portfolio and assessment components to support learning and teaching in LS as well as school-based assessment (SBA) ; (ii) To develop resources tools such as scaffolding tools and thinking tools to support enquiry learning in LS ; (iii) To identify key areas of generic skills that embedded in the LS and to design and implement assessment rubrics in these areas ; (iv) To set up repertories of pedagogies and assessment innovations that facilitate enquiry learning in LS ; (v) To build up a teacher network that facilitates collaborations among schools and strives to develop good practices in using the iLAP. 
  • An International Collaboration in Medical Education: Teaching Medical Students To Think And Care Using Computers: The study is to establish a model that can support lifelong learning of medical students and physicians through the use of technology. By establishing an international collaboration we can make a major impact in designing technology-rich environments (TRE) that can support medical education by connecting physicians and students globally. 
  • Scaffolding collaborative problem solving with cognitive tools: The proposed study will examine if and how cognitive tools can scaffold collaborative enquiry and argumentation in collaborative project based learning and what is the relationship between cognitive and communication activities. Specifically, it will examine how web 2.0 technology applications, can be designed to effectively coach senior secondary students in the Liberal Study (LS) curriculum in Hong Kong schools solve Independent Enquiry Study (IES) problems collaboratively on their own, by providing students with cognitive tools. Web 2.0 applications can be designed to record and analyze problem solving and communicative interactions of students in order to provide them with the forms of constructive feedback needed to scaffold the acquisition of such skills. 
  • Effects of video triggers on Problem-Based Learning (PBL)process: Collaborate with medical educators to investigate cognitive and communicative processes during medical PBL using video triggers; compare the effects of PBL using video with traditional paper based PBL; propose better instructional methods while using video and paper based triggers.
  • Cognitive and Communicative Processes in Computer-based collaborative learning (CSCL)Develop a conceptual and analytical framework  to collect, harvest, transport, and interpret data from Knowledge Forum (KF) so as to understand the relationship between students knowledge construction, argumentation, and communication behavior with the support of CSCL. The framework can be also applied to other similar contexts.
Reviewed journal articles

Li, H. & Lu, J. (2014). The learning revolution for Kindergarten teachers in the Web 3.0 era. Early Childhood Education (Educational Sciences). 616(4), 1-4.

Lu, J. & Hao, Q. (2014). What factors impact on primary students' online engagement for learning and entertainment at home. Journal of Computers in Education. DOI: 10.1007/s40692-014-0007-9

Lajoie, S. P., Hmelo-Silver, C., Wiseman, J., Chan, L., Lu, J., Khurana, C., Cruz-Panesso, I., Poitras, E., Kazemitabar, M. (2014). Using Online Digital Tools and Video to Support International Problem-Based Learning. Interdisciplinary Journal of Problem-Based Learning. 8(2), http://dx.doi.org/10.7771/1541-5015.1412

Zhang, Z. & Lu, J. (2014). Quantitative assessment of medical student learning through effective cognitive Bayesian representation. International Education Studies. 7(6), 86-97, DOI: 10.5539/ies.v7n6p86

Lu, J. & Zhang, Z. (2013). Scaffolding argumentation in intact class: Integrating technology and pedagogy. Computers & Education. 69, 189-198. DOI:10.1016/j.compedu.2013.07.021

Lu, J. & Zhang, Z. (2013). Assessing and supporting argumentation with online rubrics.International Education Studies. 6(7), 66-77, DOI:10.5539/ies.v6n7pxx

Lu, J. & Deng, L. (2013). Examining students’ use of online annotation tools in support of argumentative reading. Australasian Journal of Educational Technology. 29(2), 161-171,DOI: 10.5539/ies.v6n7p66

Lu, J. & Deng, L. (2012).Reading actively online: An exploratory investigation of online annotation tools for inquiry learning. Canadian Journal of Learning and Technology. 38(3), 1-16. http://www.cjlt.ca/index.php/cjlt/article/view/677/349

Lu, J. & Zhang, Z. (2012). The effects of online peer assessment on assessors and assesses: A path analysis. Journal of Educational Computing Research. 46(3), 317-337,

Lu, J. & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science. 40 (2), 257-275. DOI: 10.1007/s11251-011-9177-2

Lu, J., Chiu, M., & Law, N. W.Y. (2011). Effects of collaborative argumentation processes on justifications: A statistical analysis of online discussion. Computers in Human Behavior. 27, 946-955. DOI:10.1016/j.chb.2010.11.021

Lajoie, S. P. & Lu, J. (2012).Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning. (7), 45-62.DOI: 10.1007/s11409-011-9077-5

Lu, J., Law, N. (2012). Understanding collaborative learning behavior from Moodle log data. Interactive Learning Environments. 20(5), 451-466

Lu, J., & Lajoie, S. P., & Wiseman, J. (2010) Scaffolding Problem Based Learning with CSCL Tools. International Journal of Computer Supported Collaborative Learning, 5(3), 283-298. DOI: 10.1007/s11412-010-9092-6

Law, N. W. Y., Lee, Y. van Aalst, J., Chan, C. K. K., Kwan, A., Lu, J., Ki, W. W. (2009). Using Web 2.0 technology to support learning, teaching and assessment in the NSS Liberal Studies subject. Hong Kong Teachers’ Centre Journal. 8, 43-51.

Lajoie, S. P., Genevieve, G., & Lu, J. (2009). Convergence of data sources in the analysis of complex learning environments. Research and Practice in Technology Enhanced Learning. 4(3), 195-219. (second and third author have equal contribution to the paper).DOI: 10.1142/S1793206809000738

Lu, J., & Lajoie, S. P. (2008).Supporting medical decision making with argumentation tools. Contemporary Educational Psychology. 33, 425-442.


Book chapters

Lu, J., Bridges, S., & Hmelo-Silver, C. (forthcoming). Problem based learning. In Keith Sawyer (Eds). Cambridge handbook of the learning sciences (second edition).

Chan, L., Lu, J., Ip, M, Yip, A. (2012). A comparison of the problem-based learning process in a video-triggered and a paper-triggered case. In S.  Bridges, C. McGrath & T. Whitehill (Eds.) Researching Problem-based Learning in Clinical Education: The Next Generation.Springer, Dordrecht, 139-150.

Lu, J., Lai, M., & Law, N. (2010). Knowledge Building in Society 2.0: Challenges and Opportunities, in M.S. Khine and I. M. Saleh (Eds.) New science of learning: Computers, cognition and collaboration in Education, Springer. 553-567.

Lu, J. (2009). Understanding computer supported collaborative medical problem solving: diverse perspectives and multiple methods, in E. Luzzatto and G. DiMarco (eds.)Collaborative learning: Methodology, types of interactions and techniques, Hauppauge, NY, Nova Science Publishers, Inc. 165-196.

Professional Community Services
  • American Education Research Association
  • International Society of the Learning Sciences


  • 2012 to present: Faculty Research Committee, The University of Hong Kong
  • 2012 to present: Faculty Curriculum Development Committee (FCDC), The University of Hong Kong
  • 2012 to present: Faculty teaching and learning quality committee (FTLQC), The University of Hong Kong
  • 2012 to present: Faculty Research Ethics Committee, Faculty of Education, The University of Hong Kong
  • 2012 to present: Program Director of MSc (ITE), The University of Hong Kong
  • 2012 to present: MEd (ICTE) Course Coordinator, Faculty of Education, The University of Hong Kong
  • 2012:  Programme Committee Member of the International Conference on computer Education (ICCE 2012), Division of Learning Sciences
  • 2011 to present: Editorial Board member in International Journal of Computer-Supported Collaborative Learning
  • 2011:  Conference Coordinator of the Mainland China post conference of CSCL 2011
  • 2011:  Program Committee Member of the Conference of Computer-Supported Collaborative Learning
  • 2009:  Program Committee Member of the International Conference on computer Education (ICCE 2009) and Division of Learning Sciences


  • American Education Research Journal
  • Developmental Psychology
  • International Journal of Computer Supported Collaborative Learning
  • Computers in Human Behavior
  • Educational Research and Reviews
  • Interactive learning environment
  • Journal of the Learning Sciences
  • Learning and Instruction


  • Interviewed by China Radio International (CRI), August 5th, How Will MOOCs Change Higher Education?. http://english.cri.cn/7146/2013/08/08/3361s780767.htm 
  • Organizing Committee of the LASI-Hong Kong Learning Analytics Summer Institute, July 5th, 2013, sharing advances of knowledge and applications of Learning Analytics to the local community. Audience includes researchers, University and school teachers, and companies.
  • Global distance education, current state and future development and current development of education research. Invited talk to SuZhou Science & Technology University. July 22nd, 2013
  • Global distance education, current state and future development and current development of education research. Invited talk to Shang Hai LiXing University of Commerce. July15, 2013
  • Global distance education, current state and future development and current development of education research. Invited talk to China Open University. May 27th, 2013
  • 2nd UNESCO-APEID Meeting on Entrepreneurship Education, 26-27 March 2013, Hangzhou, People’s Republic of China
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