Academy of Interdisciplinary Studies Division of Integrative Systems and Design 249 GoodClass.ai: Enhancing Educational Productivity and Learning in Hong Kong Secondary Schools Supervisor: LEUNG Jac Ka Lok / ISD Student: CHOI Wing Yan / ISD Course: UROP 1100, Summer As generative AI is becoming a core competency in higher education, curricula seldom address the affective, behavioral, cognitive, and ethical (ABCE) dimensions that are important for an authentic literacy. This study evaluates ISDN4000S, a four-week interdisciplinary course in which undergraduate students collaborated with teachers to design EdTech solutions. By analyzing pre/post AI Literacy Questionnaire (AILQ) scores and reflective essays, we discover a change in student perspectives from the beginning to the end of the course. Instead of using AI as a tool, students understood AI as a complex system that requires critical engagement. The findings suggest that with an experiential and ethical learning method, using AI as both a medium and a problem in design can elevate AI literacy from a static ability to an adaptive mindset. GoodClass.ai: Enhancing Educational Productivity and Learning in Hong Kong Secondary Schools Supervisor: LEUNG Jac Ka Lok / ISD Student: PARK Seojin / ISD Course: UROP 1100, Summer This study investigates how a 4-week intensive experiential course fosters transitions in student AI literacy. A total of 26 students participated in the course, with 11 completing both pre- and post-course questionnaires included in this analysis. Conducted over four weeks in an undergraduate summer course at the Hong Kong University of Science and Technology (HKUST), the research used a mixed-methods design combining pre- and post-course questionnaires (N=11) with qualitative reflections and feedback. Results showed high engagement and significant gains in motivation and ethical awareness, moderate growth in knowledge and behavioral intention, and variability in practical application. The findings highlight the importance of scaffolded tool usage, peer collaboration, and ethical reflection in activating AI readiness, offering design insights for future intensive AI literacy programs. 3D Food Printing for Customized Nutrition Supervisor: Mitch LI / ISD Student: LAW Yuan / CPEG Course: UROP 1000, Summer This progress report outlines ongoing development of 3D-printed mooncakes for individuals with dysphagia, evaluating two main formulations: vegetable-based puree (sweet potato/pumpkin/purple sweet potato powder) and traditional mooncake dough. Current work focuses on optimizing printability while meeting International Dysphagia Diet Standardisation Initiative (IDDSI) Level 4-compliant textures. To date, traditional dough formulations achieve structural stability at 50% infill but exhibit oil separation issues. Vegetable-based purees demonstrate consistent extrusion but face weight retention challenges and batch variability due to inconsistent moisture content in fresh vegetables. Ongoing testing is refining printing parameters to advance this dysphagia-friendly food technology. This project combines food science with 3D printing innovation to address nutritional challenges in aging populations while preserving cultural food significance.
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