AI in Shadow Education: An Experimental Study in Hong Kong Tutorial Centers
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| Title: | AI in Shadow Education: An Experimental Study in Hong Kong Tutorial Centers |
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| Language: | English |
| Authors: | Ching Ho Richard Cheng (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(1):243-254. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Artificial Intelligence, Computer Uses in Education, Private Education, Tutoring, English (Second Language), Second Language Instruction, Student Attitudes, Tutors, Teacher Attitudes, Administrator Attitudes, Secondary School Students |
| Geographic Terms: | Hong Kong |
| ISSN: | 2148-9955 |
| Abstract: | Shadow education is highly prevalent in Hong Kong, driven by parents' and students' desire to succeed in public examinations. However, the quality of these supplementary lessons, which exist in various forms, has often been questioned by educators, parents, and students alike. The methods for enhancing the quality of shadow education have become a widely discussed topic among scholars and educators. This study involved 10 local tutorial centers that integrated Artificial Intelligence (AI) into their English lessons. Additionally, 24 participants, including center owners, tutorial center tutors, and students, were invited to share their perspectives on AI in shadow education through interviews. The results indicated that AI could offer students a 'second opinion,' but its responses often lacked clarity. As this is an experimental study, further research is needed on this topic, particularly regarding practical methods for integrating AI into shadow education settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494347 |
| Database: | ERIC |
| Abstract: | Shadow education is highly prevalent in Hong Kong, driven by parents' and students' desire to succeed in public examinations. However, the quality of these supplementary lessons, which exist in various forms, has often been questioned by educators, parents, and students alike. The methods for enhancing the quality of shadow education have become a widely discussed topic among scholars and educators. This study involved 10 local tutorial centers that integrated Artificial Intelligence (AI) into their English lessons. Additionally, 24 participants, including center owners, tutorial center tutors, and students, were invited to share their perspectives on AI in shadow education through interviews. The results indicated that AI could offer students a 'second opinion,' but its responses often lacked clarity. As this is an experimental study, further research is needed on this topic, particularly regarding practical methods for integrating AI into shadow education settings. |
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| ISSN: | 2148-9955 |
