Keynote Speaker_ICIET 2025
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East China Normal University, China Biography: Shaoying Liu is a Professor in Software Engineering Institute at East China Normal University, IEEE Fellow, BCS Fellow, and AAIA Fellow. He received the Ph.D in Computer Science from the University of Manchester, U.K in 1992, and has experienced research and education at 10 universities in China, the U.K., and Japan. His research interests include Formal Engineering Methods, Specification-based Program Inspection and Testing, Testing-Based Formal Verification (TBFV), Human-Machine Pair Programming (HMPP), and Dependable Computing. Liu is a pioneer and leading researcher in Formal Engineering Methods for Software Development. He founded the ICFEM conference in 1997, SOFL+MVSL workshop in 2012, and SFPVV symposium in 2024, respectively. He designed the SOFL (Structured ObjectOriented Formal Language) specification language and method, authored two books entitled "Formal Engineering for Industrial Software Development" and “Agile-SOFL: Agile Formal Engineering Method”, respectively, both published by Springer, more than 15 edited books, and over 300 papers in refereed journals and international conferences. He has received many awards, including 2020 and 2022 Distinguished Research Awards from IPSJ/SIGSE respectively, the “20 Year ICFEM Impact Award” from ICFEM 2018, “IEEE Reliability Society Japan Joint Chapter 2016 Best Paper Award”, and “Outstanding Paper Award’’ from ICECCS’96. In recent years, he has served as the General Chair of several international conferences, including ICFEM 2024 and ICECCS 2022. Speech Title: Creativity-Driven Education for Cultivating Student Innovation: Importance, Techniques, and Challenges Abstract: With the increasing demand for high-quality, cutting-edge technologies— particularly in computer science and artificial intelligence—fostering innovation in students is more critical than ever. This talk will begin by introducing the core principles of creativity-driven education and highlight its growing significance today. I will then elaborate on key techniques derived from my own experience for cultivating student innovation, focusing on methods that align with educational goals. Finally, I will address the challenges we face in advancing this approach and propose directions for future research and pedagogical development.
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Athabasca University, Canada Biography: Dr. Maiga Chang is Associate Dean, Research & Innovation, and Full Professor at Faculty of Science and Technology, Athabasca University, Canada. He is also Honorary Chair Professor at Multidisciplinary Academic Research Center, National Dong Hwa University, Taiwan. Dr. Chang is IEEE Senior Member and has been appointed as an IEEE Computer Society Distinguished Visitor for 2023 to 2025. He is also received Distinguished Researcher Award from Asia Pacific Society on Computers in Education (APSCE) in 2022. Speech Title: Debates, Experiences and Solutions of Using Generative AI for Learning and Teaching Abstract: While the generative AI (e.g., ChatGPT) is now well-known and popular with the public, the dataset used for training the generative AI is currently too broad to be helpful for teaching and learning. Moreover, the dataset used for training the generative AI has not been entirely vetted by experts -- for instance, 60% of the dataset used for training the GPT model comes from the Internet directly. This has important, understudied implications for both educators and learners who might wish to use generative AI tools. I will start this talk by summarizing the opinions and perceptions that educationists and researchers have on Generative AI's deficiencies, found failures, challenges and risks. I will explain and show audience in the second part of the talk how non-tech savvy teachers can easily adopt and use Large Language Models like (Google Gemini and OpenAI GPT) with Centralized Online Prompt System for Education (COPSE) for their courses to design and create pedagogical agents who can help their students learning and practicing. Last but not least, many teachers might have concerns about their students using ChatGPT to write assignments instead of doing so on their own. At the end of this talk, if still have time I will introduce our research group’s latest research, Authorship Forensics, that can correctly distinguish the works generated by ChatGPT 3.5, ChatGPT 4, and human authors with high precision rate (i.e., not mis-pointing finger on human authors and incorrectly labelling their works as AI-written ones) 98.06% and F0.5 score 0.96 in our preliminary study. |
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The University of Hong Kong, Hong Kong Biography: Professor Timothy HEW is a Full Professor of Education at the University of Hong Kong (HKU). He holds a Ph.D. in Instructional Systems Technology from Indiana University Bloomington, where he developed a strong foundation in the design and implementation of educational technologies. Prior to joining HKU, Professor Hew served as an Assistant Professor at Nanyang Technological University in Singapore. His research primarily focuses on optimizing student engagement in online activities. Since 2015, Professor Hew has been recognized as a World Top 1% scholar in his field by Essential Science Indicators, based on Web of Science indexed journal article citations, (http://hub.hku.hk/local/top1pc/top1pc.jsp). Throughout his career, Professor Hew has received over 50 types of recognitions and awards. Additionally, his commitment to education extends beyond research; he is an acclaimed educator who has influenced many students through his innovative teaching methods and mentorship. Notably, he was honored with the HKU Faculty of Education Outstanding Research Student Supervisor Award in 2020. Speech Title: Gamification and Student Engagement: Insights from a Decade of Research Abstract: Student engagement is frequently viewed as a key goal in education due to its association with improved learning outcomes, heightened motivation, and constructive learning behaviors. However, maintaining student engagement, particularly in online learning activities, can be quite challenging. For the past decade, I have dedicated my research efforts to exploring gamification as a strategy to enhance student engagement in both blended and online learning settings. Although gamification has become widely implemented, it has also faced criticism and skepticism, including being dismissed by some as ineffective and hogwash. In this presentation, I will share the primary insights gained from my research on gamification, as well as suggest potential avenues for future investigation. |