Dr. DENG, Liping (Lisa)


Associate Professor

EdD (Information & Technology Studies), The University of Hong Kong
MEd (Instructional Technology & Media), Teachers College, Columbia University
MS (Information Technology), Rochester Institute of Technology

Academic & Professional Experience

  • 2022 – present: Associate Professor, Hong Kong Baptist University
  • 2014- 2022: Assistant Professor, Hong Kong Baptist University
  • 2011-2014: Research Assistant Professor, Hong Kong Baptist University
  • 2009-2011: Senior Research Assistant, The University of Hong Kong
  • 2006-2009: Research Assistant, The University of Hong Kong
  • 2001-2004: Educational Technology Specialist, Thomas Edison State College, US

Research Interest

  • Social media in education
  • Digital distraction and multitasking with digital devices
  • Self-regulated learning and personalized learning 
  • Online community and social networking
  • Informal learning with technologies

Research Grants

External grants

  • Promoting self-regulation and personalized online learning through supporting teachers, students, and parents (09/2021-08/2023). Quality Education Fund$1,903,400 (as PI)
  • Investigating Hong Kong Students’ Critical News Literacy in the Age of Social Media (07/2017-07/2018). Public Policy Research Fund, Central Policy Unit. $492,982 (as CoI).
  • Tracking and Examining the Diversity of Hong Kong and Singapore’s Youth and the Young’s patterns of Engagement in New Media and the resultant New Literacies Practices, inside and outside school (11/2012-04/2015) General Research Fund: $ 633,849 (as PI)

Internal grants

  • Examining learning-related off-task multitasking and self-regulation in face-to-face and online learning environments (06/2021-06/2022). Faculty Pilot Grant: $78,000 (as PI)
  • Examining in-class multitasking with mobile phones: Influencing factors and impact on learning (10/2018-09/2020). Faculty Research Grant: $ 96,560 (as PI)
  • Developing online courses/blended learning initiatives with FutureLearn (06/2018-05/2019). Seed funding: $99,720 (as PI)
  • Exploring the role of digital technologies for university students: Tool for learning or source of distraction? (04/2017-06/2018). Faculty Research Grant:$99,660 (as PI)
  • Cross-cultural blended teaching and learning: Fostering critical thinking and collaborative learning (as PI), 10/2013-10/2014, Teaching Development Grants: $196,940
  • Exploring participatory pedagogy with wikis: A design approach (11/2012-10/2013). Faculty Research Grant: $49,800 (as PI)
  • Exploring students’ motivation in online participation (09/2011-2012) Hong Kong Baptist University Start-up Grant: $100,000 (as PI)

Selected Publications

Refereed journal articles/book chapters:

  1. Zhou, Y., Deng, L. (accepted). Breaking free from the “digital rabbit hole”: A configurational analysis of in-class smartphone distraction among university students. The Internet and Higher Education. (SSCI impact factor: 8.6/ SJR Q1)
  2. Zhou, Y., Deng, L. (accepted). Lost in multitasking: An exploration of Chinese university students’ in-class smartphone multitasking patterns using multiple approaches. Australasian Journal of Educational Technology (SSCI impact factor: 4.1/ SJR Q1)
  3. Fung, S. K. M., Deng,L. (2024). Enhancing self-regulation via prompts and modeling in virtual flipped classroom. Educational Technology
    & Society, 27(1),
    50-64. https://doi.org/10.30191/ETS.202401_27(1).RP04 (SSCI impact factor: 4 /SJR Q1)
  4. Deng, L., Zhou, Y., Hu, Q. (2022). Off-task social media multitasking during class: Determining factors and mediating mechanism. International Journal of Educational Technology in Higher Education. (SSCI impact factor: 8.6/SJR Q1)
  5. Zhou, Y., Deng, L. (2022). A systematic review of media multitasking in educational contexts: Trends, gaps, and antecedents. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2032760 (SSCI impact factor: 5.4 /SJR Q1)
  6. Deng, L., Liu, Y., Ku, K. Y. L., Lin, L. (2021). In-class multitasking with smartphones and laptops: Patterns and influencing factors. College Teaching. https://doi.org/1080/87567555.2021.1973947
  7. Deng, L., Shen, Y.W., Chan, W.W.J. (2021). Supporting cross-cultural pedagogy with online tools: Pedagogical design and student perceptions. TechTrends. https://doi.org/10.1007/s11528-021-00633-5 (SJR Q1)
  8. Liu, Y., Deng, L., Lin, L., & Gu, X. (2021). Patterns of triggers for on-task and off-task behaviors: University students in independent study. Interactive Learning Environments, 1–17. (SSCI impact factor: 5.4 /SJR Q1)
  9. Kong, Q., Ku, K. Y. L., Deng, L., Au, A. (2021). Motivation and perception of Hong Kong university students about social media news. Comunicar, 67.  (SSCI; impact factor: 5.6/ SJR Q1)
  10. Deng, L. (2020). Laptops and mobile phones at self-study time: Examining the mechanism behind interruption and multitasking. Australasian Journal of Educational Technology, 36(1), 55-67. https://doi.org/10.14742/ajet.5048
  11. Deng, L., Ku, K., Kong, Q. (2019). Examining predictive factors and effects of in-class multitasking with mobile phones. Interactive Technology and Smart Education, 16(1), 49–58. https://doi.org/10.1108/ITSE-08-2018-0056
  12. Ku, K. Y. L.,Kong, Q., Song Y., Deng, L., Kang, Y., & Hu, A. (2019). What predicts adolescents’ critical thinking about real-life news? The roles of social media news consumption and news media literacy. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.05.004. (SSCI; 5-year Impact Factor: 1.95)
  13. Deng, L. (2018) Exploring participatory learning through wiki: A review of literature. International Journal on E-Learning. 17(4), 453-478. (Journal Ranking #4 in “E-Learning” H-Index)
  14. Deng, L., Li, S., & Lu, J. (2017), Supporting collaborative group projects with Web 2.0 tools: A holistic approach. Innovations in Education and Teaching International, 55(6), 724–734.
  15. Deng, L., Chen, Y., & Li, S. (2017). Supporting cross-cultural online discussion with formal and informal platforms: A case between Hong Kong and Taiwan. Research and Practice in Technology Enhanced Learning, 12:5.
  16. Deng, L., Connelly, J., & Lau, M. (2016). Interest-driven digital practices of secondary students: Cases of connected learning. Learning, Culture and Social Interaction9, 45–54.
  17. Commander, N., Ku, K. Y. L., Gallagher, P., Ashong, C., Deng, L., & Li, S. (2016). Cross-national online discussions with U. S. and Hong Kong education students. Journal of Technology and Teacher Education, 24(4), 383-413.
  18. Deng, L. & Tavares, N. (2015). Exploring university students’ use of technologies beyond the formal learning context: A tale of two online platforms. Australasian Journal of Educational Technology. 31(3), 313-327.
  19. Connelly, J., Deng, L. (2014). Book review: Reading in a participatory culture: Remixing Moby-Dick in the English classroom. Pedagogies: An International Journal. 9(2), 172–178.
  20. Deng, L. & Tavares, N. (2013). From Moodle to Facebook: Exploring students’ motivation and experiences in online communities. Computers & Education68, 167–1
  21. Deng, L. & Yuen, H. K. (2013). Blogs in pre-service teacher education: Exploring the participation issue. Technology, Pedagogy and Education.22(3), 339-356.
  22. Lu, J. & Deng, L. (2013). Examining students’ use of online annotation tools in support of argumentative reading. Australasian Journal of Educational Technology.29(2), http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/159/.
  23. Lu, J. & Deng, L. (2012). Reading actively online: An exploratory investigation of online annotation tools for inquiry learning. Canadian Journal of Learning and Technology38(3)
  24. Deng, L. & Yuen, H. K. (2012). Understanding student perceptions and motivation towards academic blogs: An exploratory study. Australasian Journal of Educational Technology, 28(1), 48-66. http://www.ascilite.org.au/ajet/ajet28/deng.html.
  25. Deng, L., & Yuen, H.K. (2011). Towards a framework for educational affordances of blogs. Computers & Education56(2), 441-451.
  26. Deng, L., & Yuen, H. K. (2010). Exploring the role of blogs in a blended community: An integrative approach. Research and Practice in Technology Enhanced Learning, 5(2), 1-19.
  27. Deng, L., & Yuen, H. K. (2010). Designing blended learning communities. In F. L. Wang, J. Fong & R. C. Kwan (Eds.), Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Application (pp. 228-243). Hershey: Information Science Publishing.
  28. Deng, L., & Yuen, H. K. (2009). Blogs in higher education: Implementation and issues. TechTrends53(3), 95-98.
  29. Yuen, H. K., Deng, L., & Fox, R. (2009). Use of WebCT in online and blended modes. Interactive Technology and Smart Education, 6(4), 254-260.
  30. Yuen, H. K., Deng, L., Fox, R., & Tavares, N. J. (2009). Engaging students with online discussion in a blended learning context: Issues and implications. In F. L. Wang, J. Fong, L. Zhang, & V. S. Lee (Eds.), Hybrid Learning and Education, Lecture Notes in Computer Science (LNCS 5685) (pp. 150-162). Berlin Heidelberg: Springer-Verlag.
  31. Yuen, H. K., Fox, R., Sun, A., & Deng, L. (2009). Course management systems in higher education: Understanding student experiences.Interactive Technology and Smart Education, 6(3), 189 – 205.
  32. Deng, L., & Yuen, H. K. (2007). Connecting adult learners with an online community: Challenges and opportunities. Research and Practice in Technology Enhanced Learning, 2(3), 1-18.

Refereed conference proceedings/papers:

  1. Deng (2019). Why students multitask: Towards a comprehensive understanding. In W. W. K. Ma, W. W. L. Chan & C. M. Cheng, (Eds.), Shaping the Future of Education, Communication and Technology. Hong Kong: Springer.
  2. Deng, L., Ku, K., & Kong, Q. (2018). Examining Hong Kong university students’ multitasking with mobile phones. Paper presented at 22nd Global Chinese Conference on Computers on Education (GCCCE). Guangzhou, China. [Nominated as best research paper
  3. Deng, L. (2017). Multitasking with ICT among university students: An exploratory study. In W. W. K. Ma, C. Chan, K. Tong, H. Fung, C. W. Fong (Eds.), New Ecology for Education—Communication X Learning (pp. 153–162). Hong Kong: Springer.
  4. Deng, L., Connelly, J., Lau, M., & Ku, K. Y. L. (2015). Exploring Hong Kong Youth’s engagement with digital technologies outside school. In W. W. K. Ma, A. H. K. Yuen, J. Park, W. W. F. Lau, & L. Deng (Eds.), New media, knowledge practices and multiliteracies. Hong Kong: Springer.
  5. Zhang, G., Deng, L. (2015). An exploratory study on interactive whiteboard usage on enhancing oral English in secondary classrooms. In W. W. K. Ma, A. H. K. Yuen, J. Park, W. W. F. Lau, & L. Deng (Eds.), New media, knowledge practices and multiliteracies. Hong Kong: Springer.
  6. Deng, L., Lau, M., Li, S., Connelly, J. (2014) Supporting Inquiry-Based Group Projects With Web 2.0 Tools: A Multiplex Approach. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
  7. Deng, L., Tavares, N. & Low, Z. (2013). From Moodle to Facebook: Exploring students’ motivation for online discussion. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  8. Deng, L. & Tavares, N. (2012). Exploring pre-service teachers’ perceptions of and participation in online communities. Paper presented at the 20th International Conference on Computers in Education (ICCE2012), Singapore.
  9. Deng, L. & Yuen, H. K. (2009). Value of blogs in preservice teacher education. Paper presented at the 17th International Conference on Computers in Education (ICCE2009), Hong Kong. [Nominated as the best student paper]
  10. Lin, P., Deng, L., Chen, C., & Wang, Y. (2008). Studying the effects of video-based case design. Paper presented at AERA Annual Meeting, New York, NY.
  11. Deng, L., & Yuen, H. K. (2007). Connecting preservice teachers with weblogs: Design issues. Paper presented at the World Conference on Educational Multimedia, Hypermedia & Telecommunications (Ed-Media 2007), Vancouver, Canada.
  12. Deng, L., & Yuen, H. K. (2007). Exploring the role of weblogs in supporting learning communities: An integrative approach. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/deng.pdf
  13. Sun, L. & Deng, L. (2007). Online community of practice for in-service faculty development of Technological Pedagogical Content Knowledge (TPCK). In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2267-2271). Chesapeake, VA: AACE.
  14. Yuen, H. K., & Deng, L. (2006). Self-directed learning in technology supported project work. Paper presented at the 14th International Conference on Computers in Education (ICCE2006), Beijing, China.

Professional & Community Services

  • Chair of Organizing Committee of HKAECT 2018 International Conference
  • Program Committee Member for ICALT 2014 (The 14th IEEE International Conference on Advanced Learning Technologies)
  • Organizing Committee and Publication Chair of HKAECT 2014 International Conference
  • Reviewer for journals including Computers & Education (since 2010), Australasian Journal of Educational Technology (since 2008), Journal of Educational Computing Research (since 2009)
  • Member of Asia-Pacific Society for Computers in Education (APSCE), 2007 – present
  • Leader of education team, HKU 512 Sichuan reconstruction team, 2009
  • Coordinator, Online interactive class between students at Hong Kong and Sichuan, 2009
  • Member of Organizing Committee, Transforming Learning Through Technology @ HKU Symposium, 2008
  • Member of Doctor of Education (EdD) Review Panel, University of Hong Kong, 2008
  • Chair and Webmaster, Division for IT, Columbia University Chinese Students and Scholars Association (CUCSSA), 2004 -2005

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):