Dr. Yang Yin Nicole

Assistant Professor

Profile

Dr. Yang Yin Nicole is an Assistant Professor in the Department of Mathematics and Information Technology at The Education University of Hong Kong (EdUHK), Hong Kong SAR.

Dr Yang is an interdisciplinary researcher of cognitive science, language education, and educational technology. Her work bridges multiple disciplines, leveraging her diverse academic background to explore innovative approaches to teaching and learning in technology-enhanced environments. Drawing upon contemporary cognitive science and learning theories, her research explores the intersection of human cognition, AI, and instructional design to understand and enhance how people learn. Her interdisciplinary research advances emerging technology-driven education, with a focus on (1) AI-powered creative language learning systems that support metacognitive strategies through emerging technologies. (2) cognitive mechanisms that drive human–computer collaboration; and (3) innovative learning design that integrates insights from cognition and technology to optimize learning outcomes. Her work investigates how people learn language and other complex skills in technology-enhanced environments, with a special focus on the cognitive and metacognitive processes underlying such learning. She is particularly interested in how humans interact with AI, and emerging technologies to support self-regulated, and higher-order thinking.

Dr. Yang earned her Ph.D. in education from the Education University of Hong Kong, focusing on self-regulated learning in computer-assisted learning environments (e.g., language education). She also holds an MSc in Information Technology in Education from the University of Hong Kong, as well as a bachelor's degree in English education and linguistics. She is a visiting scholar of Paris-Saclay University in 2025, and the University of Munich in 2024.

Dr. Yang has published SSCI and top-tier journals, such as Computer-Assisted Language Learning, Educational Technology & Society, System, IEEE Transactions on Learning Technologies. She has also contributed book chapters and served as an editor for books and conference proceedings.

Dr Yang is active in international academic events and activities. She is a member of HKTEA Design Thinking Community of Practice. She has received many awards. She was honored with the Outstanding Research Postgraduate Student Award from the Dean’s Research Fund 2023. and the Research Postgraduate Student Publication Award 2022/2023, Best Paper Presentation Awards on the 2nd Asia-Pacific Society for Computers in Education (APSCE) International Conference on Future Language Learning (2022), Platinum Awards @ 3MT® Competition (Platinum Prize, 1st Prize).

Research Interests

AI in Interdisciplinary Education: Exploring how artificial intelligence supports teaching and learning across domains such as language, culture, and cognition.
Digital Literacy and Competency: Investigating how learners develop critical digital skills and competencies essential for navigating technology-rich environments.
Second Language Acquisition: Examining cognitive, affective, and technological factors that influence the learning of a second language acquisition.
Cognitive Science in Learning: Understanding the metacognitive, motivational, and behavioral strategies that learners use to manage their own learning processes, particularly in digital/ AI-assisted environments.
Emerging Technologies and Pedagogical Innovation: Designing and evaluating technology-enhanced learning environments (e.g., mobile apps, generative AI, AR/VR) that foster engagement, creativity, and deeper learning.

Teaching Interests

Emerging technologies for innovative pedagogical design
Research methods in educational technology/language education
English education: curriculum and pedagogy
Human-Computer interaction
AI and Humanities
Digital literacy

Course Taught:

INT 6111 Metaverse in Education and Society (Postgraduates)(2023/24)
INT 5046 Professional Development Programme on E-Learning in Primary / Secondary English Language (In-service teachers)(2023/24)
INT 6113 Digital Literacy and Future Citizenship (Postgraduates)(2023/24; 2024/25)
INT 4099 Emerging Technologies for Language Learning and Assessment (Undergraduates)(2023/24)
INT 7011 Research on ICT in Education and Related Ethical Issues (Doctoral students)(2023/24)
INT 6131 Humanities and Artificial Intelligence (2025/26)
INT 6136 Trends in Artificial Intelligence at Workplace and at Home (2025/26; 2026/27)
INT 6066 Design of Innovative Learning Environments with Technology (Postgraduates) (2024/25; 2025/26; 2026/27)

Selected Outputs

Journal Publications

Yang, Y.*, Lai, C., & Song, Y. (2026). Leveraging self-regulation theory in mobile learning: learning behaviours, outcomes, and their interconnections among university students of varied prior knowledge levels. Asia Pacific Journal of Education, 1–25. https://doi.org/10.1080/02188791.2026.2638798
Looi, C. K., Yang, Y., Velander, J., Milrad, M., & Sun, D. (2026). Preparing educators for the AI-enhanced future: Insights from a teacher professional development for K-12 education in Singapore. Research and Practice in Technology Enhanced Learning, 21, 041-041.https://doi.org/10.58459/rptel.2026.21041(SJR Q1, A, 288/1597[Social Science: Education]
Yang, Y., Song, Y., Yan, J., & Ma, Q. (2025). Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours. System, 131, 103671. https://doi.org/10.1016/j.system.2025.103671 (SSCI, JCR Q1, A*, IF=5.6, 18/756 [Education], 5/303 [Linguistics])
Yang, Y., Song, Y., Hwang, G. J., & Jin, C. (2025). Effectiveness and implications of chatbot-supported language learning: a meta-analysis of global studies. Interactive Learning Environments, 1-24.
Kong, S. C., Yang, Y., & Zhang, H. (2025). Development and validation of a framework for promoting metaverse literacy among senior primary and university students. Computers & Education: X Reality, 7, 100121.
Bai, S., Yang, C., Pickal, A. J., Liu, Y., Özsoy, M. D., Yang, Y., & Chen, S. T. (2025). Harnessing educational digital storytelling: a systematic review of cognitive and affective learning outcomes in the recent decade (2014–2024). Interactive Technology and Smart Education, 1-25.
Ba, S., Lu, G., Mendoza, N. B., Yang, Y., Pan, Z., & Wang, Y. (2025). Leveraging Network Analytics to Examine the Impact of Generative Artificial Intelligence-Assisted Feedback on Inquiry-Based Discussion. Journal of Educational Computing Research, 07356331251396357.
Liu, J., Keane, T., Sun, D., Yang, Y., & Yang, Y. (2025). Design and evaluation of ChatGPT-MWPS: an AI-enhanced learning system for improving primary students’ mathematical word problem solving. Smart Learning Environments, 12(1), 68.
Singh, M., Sun, D., & Yang, Y. (2025). Design and Implementation of Math City: An Inquiry-based Metaverse Platform for Mathematics Education. Computers and Education: Artificial Intelligence, 100462. https://doi.org/10.1016/j.caeai.2025.100462 (SJR Q1, A*, 1/1597[Social Science: Education], 4/952 [Artificial Intelligence]
Kong, S. C., Zhu, J., & Yang, Y. (2025). Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students. Computers and Education: Artificial Intelligence, 8, 100359. (SJR Q1, A*, 1/1597[Social Science: Education], 4/952 [Artificial Intelligence]
Yang, Y., & Song, Y. (2024). Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning. Computer Assisted Language Learning, 1–33. https://doi.org/10.1080/09588221.2024.2342868 (SSCI, JCR Q1, A*, IF=8.5, 13/756 [Education], 3/303 [Linguistics])
Kong, S. C., Yang, Y.*, & Hou, C. (2024). Examining teachers’ behavioural intention of using generative artificial intelligence tools for teaching and learning based on the extended technology acceptance model. Computers and Education: Artificial Intelligence, 7, 100328. (SJR Q1, A*, 1/1597[Social Science: Education], 4/952 [Artificial Intelligence]
Kong, S-C., & Yang, Y. (2024). A human-centered learning and teaching framework using generative artificial intelligence for self-regulated learning development through domain knowledge learning in K-12 settings. IEEE Transactions on Learning Technologies. https://ieeexplore.ieee.org/document/10507034 (SSCI, Q1). (Most popular one on the IEEE website) (SSCI, JCR Q1, A, IF=8.5, 43/175 [Computer Science, Interdisciplinary Applications], 27/756 [Education]).
Kong, S-C., & Yang, Y. (2024). Developing and validating an artificial intelligent empowerment instrument: Evaluating the impact of an artificial intelligent literacy programme for secondary and university students. Research and Practice in Technology Enhanced Learning. 20, 1–19. https://doi.org/10.58459/rptel.2025.20024 (SJR Q1, A, 288/1597[Social Science: Education]
Yang, Y., Cai, Y., & Song, Y. (2024). Examining the effect of a mobile-assisted self-regulation scheme on primary students’ self-regulated vocabulary learning via latent growth modelling. Educational Technology & Society, 27(3), https://doi.org/10.30191/ETS.202407_27(3) (SSCI, JCR Q1, A, IF=6.0, 14/756 [Education])
Yang, Y., Wen, Y., & Song, Y. (2023). A systematic review of technology-enhanced self-regulated language learning. Educational Technology & Society, 26 (1), 31-44. https://doi.org/10.30191/ETS.202301_26(1).0003 (SSCI, JCR Q1, A, IF=6.0, 14/756 [Education])
Yang, Y., & Song, Y. (2022). Understanding primary students’ self-regulated vocabulary learning behaviours on a mobile app via learning analytics and their associated outcomes: a case study. Journal of Computers in Education, 1-30. https://doi.org/10.1007/s40692-022-00251-x (SJR Q1, A, 52/952 [Computer Science Applications])
Song, Y., Ogata, H., Yang, Y., & Mouri, K. (2023). Investigating the impact of a mobile learner-generated-content tool on pupils’ after-school English vocabulary behavioural learning patterns, learning performance and motivation: a case study. Int. J. Mobile Learning and Organisation, 17 (3), 406-425. https://doi.org/10.1504/IJMLO.2023.131855 (SJR Q1, B, 268/952[Computer Science Applications])
Song, Y., Wen, Y., Yang, Y., & Cao, J. (2022). Developing a ‘Virtual Go mode’ on a mobile app to enhance primary students’ vocabulary learning engagement: an exploratory study. Innovation in Language Learning and Teaching, 1-10. https://doi.org/10.1080/17501229.2022.2047693 (SSCI, JCR Q1, A, IF=4.6, 37/756[Education], 11/303[Linguistics])
Song, Y., Cao, J., Yang, Y., & Looi, C.-K. (2022). Mapping primary students’ mobile collaborative inquiry-based learning behaviours in science collaborative problem solving via learning analytics. International Journal of Educational Research, 114, 101992. https://doi.org/10.1016/j.ijer.2022.101992 (SSCI, JCR Q1, A, IF=2.5, 135/756[Education])

Conference Papers

Yang, Y., & Kong, S. C. (2025). MuseAIWrite: An AI-enhanced platform for fostering creative writing and self-regulated learning in higher education – A pilot study. Annual International Conference of Education, Research and Innovation (ICERI2025) Proceedings (pp. 2240–2244). https://doi.org/10.21125/iceri.2025.0765
Kong, S. C., Yang, Y., & Chow, S. S. (2025). Teachers’ perspectives on teaching machine learning to senior primary students. ICERI2025 Proceedings (pp. 7302–7309). https://doi.org/10.21125/iceri.2025.2008
Yang, Y. (2025). Inspiring ideas for English creative writing: Insights from designers on a prototype of Artificial Intelligence-assisted platform MuseAIWrite. Accepted by the 2nd EdUHK x HKUST Joint International Conference on AI and Education (AIEdu2025), 20-21 August 2025, Hong Kong.
Chen, G., Zhu, W., Yang, Y., Sun, D., & Wen, Z. (2025). Theory-informed vs. example-driven prompting for LLM-based qualitative data coding in educational research. Accepted by the 12th International Conference on Behavioural and Social Computing.
Yang, Y. (2025). University students’ perceptions of language learning in immersive learning environments: An artefact analysis perspective. Accepted by the 3rd International Conference on Metaverse and Artificial Companions in Education and Society, 18 - 20 June 2025, Hong Kong.
Yang, Y. (2025). AI meets creativity: Designing MuseAIWrite to inspire creative writing in young learners. Accepted by the 26th International Conference on Artificial Intelligence in Education (AIED), July 22-26, 2025, Palermo, Italy.
Kong, S.-C., Lee, C. K., Yang, Y., Hou C. Y., & Ye L. W. (2025). Artificial intelligence literacy in higher education: cultivating smart and ethical users, self-regulated learners and independent thinkers. Accepted by AERA 2025 Annual Meeting.
Yang, Y., & Kong, S. C. (2025). Professional development for teachers in AI literacy education: teaching machine learning to senior primary and junior secondary students. In Proceedings of In Proceedings of the 17th International Conference on Computer Supported Education (CSEDU 2025) - Volume 2, pages 35-42.
Yang, Y. (2024). The CLEVER human-AI pedagogical strategy for enhancing postgraduate student academic writing. In Proceedings of XXIInd International CALL Research Conference, September 13-15, 2024, Tokyo, Japan.
Kong, S.-C., Cheung, M.Y., Lam, S.-M., Jin, M.,-Y., Lam, W.-M., Yuen, C.-N., & Yang, Y. Using Learning Analytics to Facilitate Pedagogical Decision-Making in Higher Education: A Multiple Case Study. In Proceedings of the 28th Global Chinese Conference on Computers in Education (GCCCE2024) (pp. 107-114). 1 June – 5 June, Southwest University, China. (Best English Paper Nomination Awards)
Kong, S.-C., & Yang, Y. (2024). Using the robot-assisted attention-engagement-error-feedback-reflection (AEER) pedagogical design to develop machine learning concepts and facilitate reflection on learning-to-learn skills: Evaluation of an empirical study in Hong Kong primary schools. In Proceedings of the 16th International Conference on Computer Supported Education, May 2-4, 2024, Angers, France.
Kong, S.-C., & Yang, Y. (2023). Designing and evaluating an attention-engagement-error-reflection (AEER) approach to enhance primary school students artificial intelligence literacy and learning-to-learn skills: A pilot study. In Proceedings of the 31st international conference on computers in education. December 4-8, 2023, Matsue, Shimane, Japan.
Yang, Y., & Song, Y. (2023). Investigating primary students’ self-regulated vocabulary learning mediated by the mobile app through the lens of affordance-actualization theory. In Proceedings of The 2nd APSCE International Conference on Future Language Learning 2023 (pp. 65-66), 29-31 May, Beijing Normal University, Beijing.
Song, Y., Yang, Y., & Tao, L. (2023). Applications of the metaverse in education – A systematic review of studies from 2013-2022. In Proceedings of The “International Conference on Learning and Teaching for Future Readiness 2023” (ICLT2023).
Yang, Y., & Song, Y. (2022). Examining primary student self-regulated vocabulary learning behavioural patterns and vocabulary learning outcomes leveraged by the mobile app with a self-regulation scheme. In J. Colpaert, Y. Wang, & G. Stockwell (Eds.), Proceedings of the XXIst International CALL Research Conference (pp. 204–211). Castledown Publishers. https://doi.org/10.29140/9781914291050-28
Yang, Y., & Song, Y. (2022). Chatbot-assisted language learning: A systematic review of 2012-2021 publications. In Proceedings of The 5th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL 2022) Conference (pp 71-72), Shanxi Normal University, Xi’an, China. [Best Oral Presentation Awards]
Yang, Y., & Song, Y. (2022). A study on social interactions among primary students in English vocabulary acquisition in a mobile learner-generated content learning environment. In J. Colpaert, Y. Wang, & G. Stockwell (Eds.), Proceedings of the XXIst International CALL Research Conference (pp. 194–203). Castledown Publishers. https://doi.org/10.29140/9781914291050-27
Yang, Y., & Song, Y. (2022). Clustering primary students’ self-regulated vocabulary learning behaviours mediated by a mobile-assisted self-regulation scheme. In Proceedings of the 1st APSCE International Conference on Future Language Learning 2023 (pp. 27), 1-3 July, The Education University of Hong Kong, Hong Kong. [Best Paper Presentation Awards]
Yang, Y., & Song, Y. (2022). Effects of a self-regulation scheme embedded in a mobile app on undergraduate students’ English vocabulary learning performance and cognitive engagement. In Conference Proceedings (English paper track) of the 26th Global Chinese Conference on Computers in Education (GCCCE2021) (pp. 61-64). 28 May-1 June, National Tsing Hua University, Taiwan.
Yang, Y., & Song, Y. (2021). How did technologies “assist” self-regulated language learning?- A systematic review of research from 2011 to 2020. In Proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE2021) (pp. 51-58), Hong Kong.
Yang, Y., Song, Y., Cao, J., & Wu, K. (2021). Understanding undergraduate self-regulated vocabulary learning processes and outcomes leveraged by a mobile app embedded with a self-regulation scheme. The 4th Pedagogy and Practice in Technology Enhanced Language Learning (PPTELL 2021) Conference (pp 91-92), 28-30 June, 2021, Taipei, Taiwan.
Song, Y., Yang, Y., & Cao, J. (2021). Enhancing primary students’ collaborative problem-solving skills via a metacognitive scaffold embedded in a mobile app. In Workshop Proceedings of the 25th Global Chinese Conference on Computers in Education (GCCCE2021) (pp. 151-154). 28 May -1 June, National Tsing Hua University, Taiwan. [Best Oral Presentation Awards]
Song, Y., Cao, J., & Yang, Y. (2020). Evaluation of the m-Orchestrate app for scaffolding pupils’ collaborative science inquiry during COVID-19. In Proceeding of the 28th International Conference on Computers in Education. Australia: Asia-Pacific Society for Computers in Education (ICCE) (pp. 377-385), 23-27 November, 2020.
Song, Y., Ogata, H., Yang, Y., & Mouri, K. (2020). Examining primary students’ after-class vocabulary behavioural learning patterns in user-generated learning context: a case study. In Proceeding of the 28th International Conference on Computers in Education Conference Proceedings (Vol. 1, pp. 534-539). Asia-Pacific Society for Computers in Education (APSCE).
Song, Y., & Yang, Y. (2020). Enhancing primary students’ vocabulary learning motivation and outcomes using the mobile user-generated-content tool. CALL for widening participation: short papers from EUROCALL 2020, 320.
Song, Y., & Yang, Y. (2019). Enhancing Hong Kong secondary students’ English grammar learning and collaborative problem-solving skills with productive failure instructional design in MCSCL environment. In Proceeding of the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education, (ICCE) 2-7 December 2019, Kenting, Taiwan, China.
Song, Y., & Yang, Y. (2019). What “seams” have been bridged in seamless vocabulary learning?: A review of the literature. In Proceedings of the 23rd Global Chinese Conference on Computers in Education (GCCCE2019) (pp. 418-427). Central China Normal University.

Policy contributions

Global Harwell Collaboration. (2025). General artificial companions hypothesis: 'Global Harwell' should be the foundation of AI development. In UNESCO MGIEP, The Blue DOT Issue 18, 88-99. Retrieved from https://mgiep.unesco.org/article/bd18-general-artificial-companions-hypothesis-global-harwell-as-the-foremost-objective-of-ai-for-education-and-humanity-in-the-robot-companion-age

Prizes and Awards

2026 Silicon Valley International Invention Festival (SVIIF) Silver Medal

Academic Services

Editorial

Associate Editor of Journal of Technology in Behavioral Science
Editorial Board Members: RPTELL
Early Career Researcher Editorial Board of British Journal of Educational Technology
Early Career Researcher Editorial Board of Education and Information Technologies
Teacher Forum GCCCE2025 Editor: Yang, Y., Ma, Y. S., Zhang, M. H., Hu, H., Chen, C. J., Oon, P. T. E., Li, Q. J., Sun, D. Shang, J. J., Wen, Y., Wu, S. Y., Kong, S. C., Ma, Z. Q., Hu, X. G. (Eds.). (2025). Teacher Forum Proceedings of the 29th Global Chinese Conference on Computers in Education (GCCCE 2025). Wuxi, China: Global Chinese Society for Computers in Education.
Editor of Book Section Chapter: AI in Basic Education

Membership

Programme Committee member of the International Conference of the Learning Sciences
Programme Committee member of the International Conference of AI in Education
Member of HKTEA Design Thinking Community of Practice
Programme Committee member of the International Conference on Learning and Teaching
Programme Committee member of the International Conference on Artificial Intelligence and Education in 2023, Japan.
Programme Committee member of Centre for Information Technology in Education Research Symposium 2023, The University of Hong Kong, Hong Kong.
Programme Committee member of the 2nd APSCE International Conference on Future Language Learning 2023, Beijing, China.
Student Disciplinary Committee Student Representative of The Education University of Hong Kong 2021 & 2022.
Conference peer-reviewed Committee member of the European Association of Computer Assisted Language Learning in 2020, Denmark.
Organising Committee member of the first International Conference on Metaverse and Artificial Companions in Education and Society (MetaACES 2023), Hong Kong.
Organising Committee member of the first APSCE International Conference on Future Language Learning (ICFULL 2022), Hong Kong.
Member of Association for Educational Communications and Technology (AECT) (2023-present).
Technology-enhanced language learning (TELL) Research Group member of The Education University of Hong Kong (2019-present).