Irene Yang

Irene Yang is a Lecturer in Engineering Mathematics at Swinburne University of Technology, Sarawak's Faculty of Engineering, Computing and Science. Holding dual degrees from the University of Science Malaysia (BScEd Mathematics and MSc Teaching of Mathematics), she brings extensive expertise in technological innovation for STEM education.

Education:

• Master of Science (Teaching of Mathematics), University of Science Malaysia
• Bachelor of Science in Education (Mathematics), University of Science Malaysia

Her research pioneers screencast video applications in engineering mathematics education, examining how student-produced content transforms learning engagement. Current investigations focus on blended learning frameworks where learners create explanatory videos for complex optimization problems, turning abstract concepts into tangible digital artifacts that enhance peer-to-peer knowledge construction.

Publication trends reveal consistent focus on technology-mediated pedagogy since 2014, with recent work analyzing perception data from video-based interventions. Her scholarship bridges educational theory and classroom practice, emphasizing measurable learning outcomes through innovative assessment methods in mathematics education.

Awards and Recognition:

• Highly Commended, Swinburne Teaching Excellence Award (2020)
• Best Paper Award, Taylor's Teaching Conference (2016)
• Dual Shortlistings, Wharton-QS Reimagine Education Awards (2015)
• Malaysian Mathematical Science Society membership

Funded by Swinburne Sarawak Research Grants, her projects involve collaborative classroom research with engineering students as co-investigators. She mentors future educators through hands-on technology integration projects, maintaining active supervision of undergraduate research while developing scalable video pedagogy models for STEM disciplines. Her international conference presentations demonstrate commitment to global educational advancement.

Though not leading a formal laboratory, she cultivates dynamic classroom research environments where teaching innovations become publishable scholarly contributions. Her approach transforms traditional mathematics instruction into interactive digital experiences, positioning students as knowledge creators within engineering education ecosystems.