Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/119863
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dc.contributorDepartment of Applied Social Sciencesen_US
dc.contributorDepartment of Health Technology and Informaticsen_US
dc.contributorEducational Development Centreen_US
dc.creatorChu, KMen_US
dc.creatorLo, THen_US
dc.creatorChiyanika, Cen_US
dc.creatorCai, Yen_US
dc.creatorZhou, Len_US
dc.creatorChen, Jen_US
dc.creatorWong, CMen_US
dc.date.accessioned2026-07-13T07:03:41Z-
dc.date.available2026-07-13T07:03:41Z-
dc.identifier.urihttp://hdl.handle.net/10397/119863-
dc.description12th International Conference on Higher Education Advances (HEAd’26), June 15-18, 2026, Valencia, Spainen_US
dc.language.isoenen_US
dc.rightsThis work is licensed under a Creative Commons License CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)en_US
dc.rightsThe following publication Chu, K.M.; Lo, T.H.; Chiynika, C.; Cai, Y.; Zhou, L.; Chen, J.; Wong, C.M. (2026). Transforming University Education: Leveraging LAMS GenAI for Enhanced Flipped Learning Experiences. In: 12th International Conference on Higher Education Advances (HEAd’26). Valencia, 15-18 June 2026 is available at https://doi.org/10.4995/HEAd26.2026.21694.en_US
dc.subjectFlipped learningen_US
dc.subjectGenerative AIen_US
dc.subjectHigher educationen_US
dc.subjectLearning designen_US
dc.subjectStudent engagementen_US
dc.subjectTechnology Acceptance Model (TAM)en_US
dc.titleTransforming university education : leveraging LAMS GenAI for enhanced flipped learning experiencesen_US
dc.typeConference Paperen_US
dc.identifier.doi10.4995/HEAd26.2026.21694en_US
dcterms.abstractThis study examines how the integration of LAMS GenAI can strengthen flipped learning practices in higher education. Despite high baseline digital literacy, students showed lower LAMS-specific confidence initially. Post-implementation surveys revealed over half rated GenAI within LAMS as effective. Students prioritized automated feedback and real-time tracking. Statistical analysis demonstrated significantly higher performance in LAMS-integrated courses compared to non-LAMS courses. Our findings support LAMS's effectiveness in enhancing flipped learning, though platform-specific training remains essential for bridging confidence gaps.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitation12th International Conference on Higher Education Advances (HEAd’26). Valencia, 15-18 June 2026, 21694, https://doi.org/10.4995/HEAd26.2026.21694en_US
dcterms.issued2026-
dc.relation.conferenceInternational Conference on Higher Education Advances [HEAd]en_US
dc.identifier.artn21694en_US
dc.description.validate202606 bcchen_US
dc.description.oaVersion of Recorden_US
dc.identifier.FolderNumbera4563-
dc.identifier.SubFormID53205-
dc.description.fundingSourceOthersen_US
dc.description.fundingTextWe express our gratitude to our colleagues for sharing their experience teaching with LAMS. This study was supported by the Hong Kong Polytechnic University Teaching Grants and the Fund for Innovative Technology-in-Education (FITE/01). Ethical approval was granted by the Institutional Review Board of The Hong Kong Polytechnic University (Ref: HSEARS20230812001). GenAI tools were used to assist with content organization and language refinement. However, the authors thoroughly reviewed and edited the content, assuming full responsibility for its publication. The authors declare no conflicts of interest and confirm that this study was conducted independently, without financial support from LAMS International or related organisations.en_US
dc.description.pubStatusUnpublishen_US
dc.description.oaCategoryCCen_US
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