Dr Lee Cheng

Dr Lee Cheng For media enquiries please contact the Press Team
Associate Professor
Faculty:
Faculty of Arts, Humanities, Education and Social Sciences
School:
Cambridge School of Creative Industries
Location:
Cambridge
Areas of Expertise:
Computer games , Computing and technology , Music technology
Research Supervision:
Yes
Courses taught:

Lee Cheng is a researcher, digital artist and software developer. His research and artistic interests include computer game, music, technology, education, immersive and interactive media, digital and sonic arts, law and policy. He is also Course Leader for the MA Computer Games Development (Art) and MA Computer Games Development (Computing) at ARU.

[email protected]

Visit Lee's website

Background

Lee Cheng received his Doctor of Philosophy, Master of Law, Postgraduate Diploma in Music Therapy, Postgraduate Diploma in Education, Bachelor of Engineering and Bachelor of Business Administration from The University of Hong Kong (HKU) and The Education University of Hong Kong (EdUHK).

Apart from his current title, he also serves different roles in multiple organisations including co-opted council member of the Royal Musical Association (RMA), Theory Examiner of the Associated Board of the Royal Schools of Music (ABRSM), Arts Education Examiner of the Hong Kong Arts Development Council (HKADC), and editorial board member of Humanities and Social Sciences Communications (HSSCOMMS), International Journal of Music Education (IJME) and Journal of Music, Technology and Education (JMTE).

Spoken Languages
  • English
  • Cantonese
Research interests
  • Gamification
  • Virtual Reality
  • Immersive technology
  • Music technology
  • Music education
Areas of research supervision
  • Serious games design, deployment, and evaluation
  • Immersive technology for healthcare and wellbeing intervention
  • Music technology and education
Teaching

Lee currently teaches on the following modules:

  • Games Programming (Level 7)
  • Major Project for Games (Level 6)
  • Technical Development for Games (Level 5)
  • Complex Systems for Games (Level 5)
  • Software Engineering for Games (Level 4)
Qualifications
  • Doctor of Philosophy (Creative Arts Technology and Education), The Education University of Hong Kong
  • Master of Law (Information Technology and Intellectual Property Law), The University of Hong Kong
  • Postgraduate Diploma in Education (Professional and Vocational Education), The Education University of Hong Kong School of Professional and Continuing Education
  • Postgraduate Diploma in Music Therapy, The University of Hong Kong
  • Bachelor of Engineering (Computer Sciences), The University of Hong Kong
  • Bachelor of Business Administration (Information Systems), The University of Hong Kong
Memberships, editorial boards
  • Editorial Board Member, Arts Education Policy Review (AEPR)
  • Editorial Board Member, International Journal of Music Education (IJME)
  • Editorial Board Member, Journal of Music, Technology and Education (JMTE)
  • Editorial Board Member, Humanities and Social Sciences Communications (HSSCOMMS)
  • Co-opted Council Member, Royal Musical Association
  • Fellowship of the Higher Education Academy, Advance HE
Research grants, consultancy, knowledge exchange
  • External examiner for BSc Games Development, University of Cumbria
  • External examiner for FdA & BA Game Design and Development, BA & MA Game Art, MA Immersive Arts, Sheffield Hallam University
  • Theory Examiner, Associated Board of the Royal Schools of Music
  • Examiner (Arts Education), Hong Kong Arts Development Council (HKADC)
Selected recent publications

Cheng, L., & Lam, C. Y. (in press). Digital musical instrument mobile app for children with sensorimotor impairment. Journal of Music, Technology and Education.

Cheng, L. (in press). The use of digital technology in school music education: Artificial intelligence and emerging practices. In J. L. Arostegui, C. Christophersen, K. Matsunobu, & J. Nichols (Eds.), Sage Handbook of School Music Education. Sage.

Yip, J., & Cheng, L. (in press). Teaching music in Tkaronto: The relationship between indigeneity and place of practice. In C. Cayari, J. D. Thompson & R. S. Rajan (Eds.), If Colors Could Be Heard, They'd Paint the Most Wondrous Tunes: Narratives about Music Education, Race, Ethnicity, and Identity. Intellect.

Cheng, L., & McGegor, I. (2024). Pedagogical approaches in music and audio education for deaf and hard-of-hearing students. Organised Sound.

Cheng, L., Lau, L. K. P., & Pang, W. Y. J. (2024). Augmented reality book design for teaching and learning architectural heritage: Educational heritage in Hong Kong Central and Western District. ACM Journal on Computing and Cultural Heritage.

Cheng, L., & Pang, W. Y. J. (2024). Making activities for competency development in informal learning among school-age children. IEEE Transactions on Education.

Cheng, L. (2024). Education affordance of music gaming mobile apps and video games. Technology, Pedagogy and Education.

Pang, W. Y. J., Leung, B. W., & Cheng, L. (2024). The motivational effects and educational affordance of serious games on the learning of Cantonese opera movements. International Journal of Human-Computer Interaction.

Cheng, L. (2024). Storytelling cultural heritage through a video game: Conflict in the Kowloon Walled City in Hong Kong. In I. Saloul & B. Baillie (Eds.), The Palgrave Encyclopedia of Cultural Heritage and Conflict. Palgrave Macmillan.

Cheng, L., & Isikguner, B. (2024). Community of practice in game art and design education with Discord application. In B. Andrews (Ed.), Arts education: A global affair. Brill.

Cheng, L., Leung, C. H., & Pang, W. Y. J. (2023). Audience’s perceived expectancy and authenticity of classical music performance by digital musical instrument mobile apps. Music Perception.

Cheng, L., & McGregor, I. (2023). Practices and educational affordances of sound in the postcolonial Hong Kong protests. Contemporary Music Review.

Cheng, L., Lam, C. Y., & Leung, C. H. (2023). Digital competencies of music teachers under the ‘new normal’ in Hong Kong. Interactional Journal of Music Education.

Cheng, L., & Lam, C. Y. (2023). Empowering children with a digital musical instrument mobile app: Perspectives of early childhood educators. Interactional Journal of Human-Computer Interaction.

Cheng, L. (2023). Exploring the low enrolment of music as a subject within Hong Kong senior secondary school education. International Journal of Music Education.

Cheng, L. (2023). Media arts as political advocacy in Hong Kong's social movements. In A. Knochel & O. Sahara. (Eds.), Global media arts education: Mapping global perspectives of media arts in education. Palgrave Macmillan.

Yip, P. K., Cheng, L, & Cheung, P. (2023). The association of children’s motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review.

Lam, C. Y., Cheng, L., & He, S. Y. (2023). Buskers as agents of change in Hong Kong. Interactional Journal of Community Music.

Pang, W. Y. J., & Cheng, L. (2023). Acceptance of gamified virtual reality environments by older adults. Educational Gerontology.

Pang, W. Y. J., Leung, B. W., & Cheng, L. (2022). The motivational effects and educational affordance of serious games on the learning of Cantonese opera movements. International Journal of Human-Computer Interaction.

Tsang, S. C. S., Lam, C. Y., & Cheng, L. (2022). From intermedia to interculturalism: Practitioners’ perspectives on an interactive theatre for young ethnic minority students in Hong Kong. Language and Intercultural Communication.

Cheng, L., & Lam, C. Y. (2021). The worst is yet to come: The psychological impact of COVID-19 on Hong Kong music teachers. Music Education Research.

Cheng, L., & Lee, H. Y. (2021). Arts and culture without policy: Non-governmental and civil spontaneous initiatives in Hong Kong. In B. Bolden & N. Jeanneret (Eds.), Visions of sustainability for arts education: Value, challenge, and potential. Springer.

Cheng, L., Wong, W. Y. P., & Lam, C. Y. (2020). Learner autonomy in music performance practices. British Journal of Music Education.

Cheng, L., & Leung, B. W. (2020). Motivational effects of immersive media on adolescents’ engagement in Cantonese opera. In W. W. Ma, K. Tong & W. B. A. Tso (Eds.), Learning environment and design: Current and future impacts. Springer.

Cheng, L. (2019). Musical competency development in laptop ensemble. Research Studies in Music Education.

Cheng, L. (2018). Teaching live coding of electronic dance music: A case study. Dancecult: Journal of Electronic Dance Music Culture.

CLeung, B. W., Mok, M. M. C., Kuo, B.-C., Liu, Z.-Y., Lam, S. M., Ng, G. W. T., Cheng, L., Ma, K. H. H., & Choi, T. W. (2018). An assessment of learning Cantonese opera movement in Hong Kong: Application of the computerised kinetic chain assessment and learning system. K. J. Kennedy & J. C. K. Lee (Eds.), Routledge international handbook on schools and schooling in Asia. Routledge.

Cheng, L., & Leong, S. (2017). Educational affordances and learning design in music software development. Technology, Pedagogy and Education.

Cheng, L., & Leong, S. (2017). Knowledge management ecological approach: A cross-discipline case study. Journal of Knowledge Management.

Leong, S., & Cheng, L. (2014). Effects of real-time visual feedback on pre-service teachers’ singing. Journal of Computer Assisted Learning.