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The FEA tasks were designed considering their links to lecture content and summative assessment tasks (i.e., e-journals, group presentation and essay) in GE foundation course. There is alignment between FEA tasks and the intended learning outcomes. Three tools (i.e., Kahoot, Mentimeter and Google+) were used to conduct various FEA tasks such as quizzes, peer assessment and project inquiry so as to enhance their understanding and critical thinking of the topics in lectures and apply what they have learned to their own lives. In this way, the validity of FEA tasks was guaranteed. Because a variety of FEA tasks was conducted through tutorials, the collected multiple sources of evidence from students demonstrated their learning progress over a period of time. This ensured the reliability of FEA tasks.

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Kahoot is a user-friendly interactive game-based student response system used in educational settings (Dellos, 2015; Graham, 2015; Siegle, 2015). In this study, Kahoot was used to create quizzes and surveys. For example, a group competition on Hong Kong’s Basic Law (See Figure 1) and voting on freedom and security were integrated in the instructional process to clarify and deepen student understanding of the topics in lectures and assignments. Mentimeter, is another open-source interactive student response system (Rudolph, 2018). In this study, an online peer assessment using Mentimeter was used to evaluate samples of the assignments (i.e., e-journals, group presentation and essay). The students anonymously rated sample work based on their interpretation of the provided criteria of the assignments. After online voting, a Q&A session was conducted to inquire about the reasons behind students’ rating and seek their advice on the refinement of the chose sample.  With the help of Mentimeter, it was expected that the instructor would share the criteria of the major assignments in GE course with the students in an effective way.

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                               Figure 1: Interface of a group competition on Hong Kong’s basic law

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                                         Figure 2: Interface of peer assessment using Mentimeter

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Google+ is an online social network which is supposed to enhance the interaction between students and others (Gonzalez, Cuevas, Motamedi, Rejaie & Cuevas, 2013). In this study, Google+ was introduced in the first tutorial with the purpose of establishing online communities to do a group project which would be presented at the end of the course. The students were randomly grouped with two or three peers in the first tutorial. They were required to share their inquiry questions with other groups and solicit comments online or in class. They also needed to submit a proposal on a proposal template on Google+ before they proceeded with their project inquiry. They could edit the proposal together using Google Docs. In this way, the students could see other group’s proposals and give feedback for refinement. The instructor reviewed the submitted proposal in a face-to-face consultation. Figure 3 captures an interface of one group work.

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                                            Figure 3: Interface of one group work on Google+