Research Student Profiles
Mr YANG, Chao
Mathematics, Science, and Technology
Programme of Study: PhD
Field of Study: Visual Learning Analytics, Learning Sciences, Artificial Intelligence in Education
Research Topic: Enhancing Teacher Reflection and Feedback on Classroom Discourse During Video-Based Professional Development: A Visualization and AI-enabled Approach
Email Address: chaoyang@connect.hku.hk
Office: Room 525, Meng Wah Complex
About Me:
I am currently a Ph.D. candidate and Research Assistant (R&D Project Manager) in the Faculty of Education at the University of Hong Kong. I am co-supervised by Prof. Gaowei Chen and Prof. Shihui Feng. Before joining HKU, I received my Master’s degree in Computer Technology from Peking University, working with Prof. Jingsong Yu. My research interests include learning sciences and technology, data visualization, classroom dialogue, and teacher professional development. My current research focuses on creating systems for personalized and collaborative learning/teaching using visual learning analytics, and other emerging techniques (e.g., NLP, Generative AI).
Current Research:
Visualization-Enhanced Video-Based e-Learning Platform (V2 e-platform) for Teachers and Students
Primary Supervisor: Professor CHEN, Gaowei
Co-supervisor(s): Professor FENG, Shihui
Research Outputs:
Yang, C., Wang, D., & Chen, G. (2025). Chat-LAD: Enhancing Teacher Understanding of Learning Analytics Dashboard with AI-Empowered Explanations. Proceedings of the Twelfth ACM Conference on Learning @ Scale (L@S’25), Palermo, Italy.
Wang, P., Yang, C., Tong, Y., & Chen, G. (2025). Discursive engagement for intersubjectivity: Investigating the verbal-visual relationship of productive classroom talk in synchronous online lessons. Learning, Culture and Social Interaction, 51, 100892. DOI: [https://doi.org/10.1016/j.lcsi.2025.100892.]
Wang, D., Yang, C., & Chen, G. (2025). Using LoRA to Fine-tune Large Language Models for Analyzing Collaborative Argumentation in Classrooms. Proceedings of the Twelfth ACM Conference on Learning @ Scale (L@S ’25), Palermo, Italy.
Yang, C., & Chen, G. (2024). Enhancing Teacher Reflection and Feedback on Classroom Discourse During Video-Based Professional Development: A Visualization Approach (Doctoral Consortium). Proceedings of the ISLS Annual Meeting 2024, Buffalo, USA.
Yang, C., & Chen, G. (2024). TRFlens: A Visual Learning Analytical Tool to Support Teacher Video-Based Reflection and Feedback on Classroom Dialogue. Proceedings of the ISLS Annual Meeting 2024, Buffalo, USA.
Yang, C., & Chen, G. (2024). Designing a Learning Analytics Dashboard for Developing Online Teacher Productive Peer Talk. Companion Proceedings of the 14th International Learning Analytics and Knowledge Conference (LAK’24), Kyoto, Japan.
Tong, Y., Yang, C., & Chen, G. (2023). A visual learning analytics approach for knowledge building: Impact on students' epistemic understanding of discourse, productive inquiry and domain knowledge. British Journal of Educational Technology.
Tong, Y., Yang, C., Wang, P., & Chen, G. (2023). Promoting low-achieving students’ epistemic understanding of discourse: A video-based visual learning analytics approach. Interactive Learning Environments, 1-17.
Wang, P., Tong, Y., Yang, C., & Chen, G. (2024). Supporting emergency remote teaching: A post-video learning approach. Educational Technology & Society, 27(2), 149-164.
Tong, Y., Yang, C., Chan, C. K. K., & Chen, G. (2023). Developing Productive Discourse for Knowledge Building: A Blended Approach based on Learning Analytics. Proceedings of the 17th International Conference of the Learning Sciences (ICLS 2023), Montreal, Canada.
Wang, P., Chen, G., Tong, Y., & Yang, C. (2022). Less could be more: A Case Study of Academically Productive Talk in Online Lessons. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications, Zhejiang, China.
Tong, Y., Yang, C., Wang, P., & Chen, G. (2022). Promoting Students’ Discourse Understanding in a Knowledge Building Classroom: A Video-Based Analytics-Supported Approach. Proceedings of the 13th Global Chinese Conference on Inquiry-based Learning: Innovations and Applications, Zhejiang, China.
Wang, P., Chen, G., Tong, Y., & Yang, C. (2022). Post-flipped Classrooms: Designing a Video-Based Visualization Learning Approach for Supporting Emergency Remote Teaching. Proceedings of the 15th International Conference on Computer Supported Collaborative Learning (CSCL 2022), Hiroshima, Japan.
Lai, W. W. Y., Yang, C., & Chu, S. K. W. (2021). Applying Social Media to Scaffold University Students' Inquiry Group Project Work - Theoretical and Practical Implications. Journal of Information Technology Education: Research, (20), 61-85.
Yu, J., Yang, C., & Li, J. (2020). Research on Employing Lexical-Chunk Instruction Method in Translation: An Eye Tracking Approach [Chinese]. Technology Enhanced Foreign Language Education, (03), 16, 100-105.
Awards and Prizes:
- ISLS Conference Scholarship, awarded by International Society of the Learning Sciences (ISLS), 2024.
- Postgraduate Scholarship, awarded by The University of Hong Kong, 2021-2025.
- First Class Paper Prize at Global Chinese Conference on Inquiry-based Learning: Innovations and Applications (GCCIL), awarded by Chinese Society for Inquiry Learning, 2022.
- Summer School Scholarship, awarded by Simon Initiative LearnLab, Carnegie Mellon University, 2021.