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This paper presents an analysis of learning analytics practices which aimed to achieve personalised learning. It addresses the need for a systematic analysis of the increasing amount of practices of learning analytics which are targeted at personalised learning. The paper summarises and highlights the characteristics and trends in relevant learning analytics practices, and illustrates their relationship with personalised learning. The analysis covers 144 related articles published between 2012 and 2019 collected from Scopus. The learning analytics practices were analysed from the dimensions of what (learning context, learning environment, and data collected), who (stakeholder), why (objective of learning analytics, and personalised learning goal), and how (learning analytics method), as well as their outcomes and limitations. The results show the diversified contexts of learning analytics, with the major ones being tertiary education and online learning. The types of data for learning analytics, which have been increasingly collected from online and emerging learning environments, are mainly related to the learning activities, academic performance, educational background and learning outcomes. The most frequent types of learning analytics objectives and personalised learning goals are enhancing learning experience, providing personal recommendations and satisfying personal learning needs. The learning analytics methods have commonly involved the use of statistical tests, classification, clustering and visualisation techniques. The findings also suggest the areas for future work to address the limitations revealed in the practices, such as investigating more cost-effective ways of offering personalised support, and the transforming role of teachers in personalised learning practices.

This paper presents a longitudinal study analysing the literature on the hybrid and flexible mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering their changes in publication patterns, research issues, features of practices, benefits, and challenges, as well as the recommendations given in the articles along the years. The results show a sharp increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences, and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were primarily used for course delivery, course management, and in-class/off-class communication. The recommendations made in the literature cover the roles of teachers and institutions as well as relevant support, which are noted to have an impact on the effective implementation of HyFlex learning. The findings contribute to providing an overview of the longitudinal development and current state of HyFlex learning as well as insights into its future development in both research and practice.

The recent integration of educational technologies and emerging learning approaches into education systems has been driven largely by the pandemic. This paper conducts a systematic review and delves into the new wave of research on serious games designed for innovative learning using augmented reality (AR), virtual reality (VR), and mixed reality (MR). The review was referenced to the review protocol, PRISMA 2020. Using the Scopus Database with a time filter from 2007 to 2023 (27 July), we searched 329 articles and shortlisted 273 relevant studies. Notably, European countries contributed the most (62.9%) to this research area. Among the most frequent keywords, VR (90.9%) was commonly used in AR/VR/MR, while e-learning (95.3%) was among the popular innovative learning approaches. Further research studies are needed to employ AR and MR technologies, as well as other innovative learning approaches, to enable performance evaluation and comparison of various educational technologies and learning approaches. We conducted an in-depth analysis of the relevant studies and their basic characteristics. Additionally, we introduced 15 essential and recently published AR/VR/MR standards to ensure better reliability, quality, and safety of architectures, systems, products, services, and processes. To facilitate performance evaluation and analysis, we surveyed 15 recently published benchmark education datasets. This review suggested four future research directions, including multisensory experiences, generative artificial intelligence, personalization and customization, and real-time interaction.

This paper presents a study on the evaluation of hybrid learning and teaching practices by academics. A mixed research method involving a questionnaire survey and a focus group interview was employed to gather academics’ feedback on their experience in delivering hybrid instruction in a synchronous manner in which on-site and remote students attended classes simultaneously, their students’ hybrid learning effectiveness, and their suggestions for improvement. The questionnaire was administered to 76 academics from a university in Hong Kong where hybrid learning and teaching were implemented, and the focus group interview involved 10 academics. The findings reveal that the participating academics perceived themselves as having an overall high degree of readiness to handle technical issues. They expressed that the students from their hybrid classes had lower levels of interaction, engagement, and motivation than those from traditional face-to-face classes. The participants also reported their challenges regarding hybrid learning and teaching, including heavy workload for lesson preparation and face-to-face and online classroom management, unfamiliarity with interactive teaching design suitable for hybrid classes, and difficulties in monitoring students’ learning process. They provided suggestions for the improvement of hybrid classes, ranging from the provision of technological support to professional development for enhancing students’ online interaction and engagement. These findings contribute to revealing academics’ experience in practising hybrid learning and teaching and identifying ways to address their challenges.

Purpose This study critically examines the growing trend of Hong Kong residents seeking healthcare services in the Greater Bay Area (GBA) of Mainland China. It aims to elucidate the motivations behind this shift, explore its implications, and address the systemic challenges within Hong Kong’s healthcare sector. Design/methodology/approach Utilizing a push-pull framework, the research analyzes factors driving Hong Kong residents to pursue medical services in GBA cities such as Shenzhen and Guangzhou. It investigates three key areas: dental care, long-term care, and expensive pharmaceuticals, supported by qualitative data from patient interviews and policy documents. Findings The findings reveal that Hong Kong’s high costs, long waiting times, and inadequate public health, dental and long-term care services push patients to seek affordable and accessible alternatives in the GBA. Additionally, the study identifies significant gaps in Hong Kong’s healthcare financing and service provision, exacerbated by an aging population and rising demand for innovative treatments. Originality/value This research highlights the urgent need for policy reforms in Hong Kong’s healthcare system to enhance service delivery and accessibility. It underscores the potential for cross-border healthcare integration within the GBA, suggesting that coordinated efforts can improve health outcomes and optimize resource allocation, thereby transforming the region into a leading healthcare hub.

Several studies using cryogenic electron microscopy (cryo-EM) techniques recently reported the isolation and characterization of novel protein filaments, composed of a C-terminal fragment (CTF) of the endolysosomal transmembrane protein 106B (TMEM106B), from human post-mortem brain tissue with various neurodegenerative conditions and normal aging. Genetic variation in TMEM106B is known to influence the risk and presentation of several neurodegenerative diseases, especially frontotemporal dementia (FTD) caused by mutations in the progranulin gene ( GRN ). To further elucidate the significance of TMEM106B CTF, we performed immunohistochemistry with antibodies directed against epitopes within the filament-forming C-terminal region of TMEM106B. Accumulation of TMEM106B C-terminal immunoreactive (TMEM-ir) material was a common finding in all the conditions evaluated, including frontotemporal lobar degeneration with TDP-43 pathology (FTLD-TDP), Alzheimer’s disease, tauopathies, synucleinopathies and neurologically normal aging. TMEM-ir material was present in a wide range of brain cell types and in a broad neuroanatomical distribution; however, there was no co-localization of TMEM-ir material with other neurodegenerative proteins in cellular inclusions. In most conditions, the presence and abundance of TMEM-ir aggregates correlated strongly with patient age and showed only a weak correlation with the TMEM106B haplotype or the primary pathological diagnosis. However, all patients with FTD caused by GRN mutations were found to have high levels of TMEM-ir material, including several who were relatively young (< 60 years). These findings suggest that the accumulation of TMEM106B CTF is a common age-related phenomenon, which may reflect lysosomal dysfunction. Although its significance in most neurodegenerative conditions remains uncertain, the consistent finding of extensive TMEM-ir material in cases of FTLD-TDP with GRN mutations further supports a pathomechanistic role of TMEM106B and lysosomal dysfunction in this specific disease population.

The COVID-19 global pandemic had a profound impact on the education sector, forcing many educational institutions worldwide to adapt to new modes of teaching and learning rapidly [...]