"We do rigorous, data-driven research to create educational solutions, diffuse innovation at scale, and advance our body of knowledge in learning and instructional theories."

2022

Lee, M., Kim, S., Choi, S. Y., & Kim, J. (2022). Does the International Baccalaureate Diploma Program (IBDP) contribute to Whole-Person Development? The Rise of the IBDP in Asia and its implications for education reform. In Centering Whole-Child Development in Global Education Reform (pp. 83–101). Routledge.

Kim, M., & Kim, N. (2022). AI-supported scaffolding for writing academic arguments. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16thInternational Conference of the Learning Sciences-ICLS2022 (pp. 1129-1132). Hiroshima, Japan: International Society of the Learning Sciences. https://www.dropbox.com/s/ws5sdcfi72aykj1/ICLS2022%20Proceedings.pdf?dl=0  

Bundrage, C. & Mapson, K. (2022). Design and Development of an Online Professional Development Course on Culturally Responsive Pedagogy Using the ADDIE Model. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 248-256). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 29, 2022 from https://www.learntechlib.org/primary/p/220742/.

Kim, N., & Kim, M. (2022). Teacher's perceptions of using an artificial intelligence-based educational tool. Frontiers in Education7(755914), 1-13. https://doi.org/10.3389/feduc.2022.755914

Kim, M., Kim, N. & Heidari, A. (2022). Learner experience in Artificial Intelligence scaffolded argumentation. Assessment and Evaluation in Higher Education. Advance online publication. http://doi.org/10.1080/02602938.2022.2042792

2021
Kim, M. (2021). A design experiment on technology-based learning progress feedback in a graduate-level online course. Human Behavior and Emerging Technologies. Advanced online. http://doi.org/10.1002/hbe2.308
Ran, H., Kim, N. J., & Secada, W. (2021, Online First). Technology roles: Meta-analysis on effects of technology on students' mathematics achievement in K-12 classrooms. Journal of Computer-Assisted Learning.
Kim, N. J. & Kim, S. W. (2021). Utilization of TV as an aid for value creation in future education. Journal of the Korea Society of Computer and Information, 26(10), 61-76.
Kim, M., & McCarthy, K. S. (2021). Using graph centrality as a global index to assess students’ mental model structure development during summary writing. Educational Technology Research & Development (ETRD), 69, 971-1002. https://link.springer.com/article/10.1007/s11423-021-09942-1
Kim, M., Lee, I., & Kim, S. (2021). A longitudinal examination of temporal and iterative relationships among learner engagement dimensions during online discussion. Journal of Computers in Education, 8, 63-86. https://doi.org/10.1007/s40692-020-00171-8
Kim, N. J., Park, J., Lee, S., & Timpilis, D. (2021). Impact of prior knowledge, learning style, and problem nature on students performance in a flipped engineering mathematics class, International Journal of Engineering Education, 37(4), 960-974.
Kim, N. J., Vicentini, C., & Belland, B. R. (2021). Influence of scaffolding on information literacy and argumentation skills in virtual field trips and problem-based learning for scientific problem-solving, International Journal of Science and Mathematics Education, 1-22.
Giancaspro, J. & Kim, N. J. (2021). Student-Parent Teams: A 10-year retrospective study of an undergraduate research experience, International Journal of Continuing Engineering Education and Life-Long Learning, 31(4), 419-438.
Belland, B. R., & Kim, N. J. (2021). Predicting high school students’ argumentation skill using information literacy and trace data, The Journal of Educational Research, 1-34.
2020
Kim, M., & McCarthy, K. S. (2020). Improving summary writing through formative feedback in a technology-enhanced learning environment. Journal of Computer Assisted Learning, 1-21. Advance online publication. http://dx.doi.org/10.1111/jcal.12516
Kim, M., Gaul, C., Bundrage, C, & Madathany, R. (2020). Technology supported reading comprehension: A design research of Student Mental Model Analyzer for Research and Teaching (SMART) technology. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1838927
Kim, M., & Margulieux, L. (2020). A case study of the short-term exposure to hybrid learning. International Journal of Learning Technology, 15(1), 66-81. https://doi.org/10.1504/IJLT.2020.107665
Gaul, C. & Kim, M. (2020). Learner participation regulation supported by long-term peer moderation and participation feedback during asynchronous discussions. Journal of Computers in Education, 7, 295–331. https://doi.org/10.1007/s40692-020-00158-5
Kim, M., Lee, I., & Wang, Y. (2020). How students emerge as learning leaders in small group online discussions: The role of leadership styles and learner engagement. Journal of Computer Assisted Learning, 36(5), 610-624. https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12431
Li, H., Kim, M., & Xiong, Y. (2020). Individual learning vs. interactive learning: A cognitive diagnostic analysis of MOOC students' learning behaviors. American Journal of Distance Learning, 34(2), 121-136. https://doi.org/10.1080/08923647.2019.1697027
Kim, M., & Kim, S. (2020). Dynamic learner engagement in a wiki-enhanced writing course. Journal of Computing in Higher Education, 32(3), 582–606. https://doi.org/10.1007/s12528-019-09248-5
Kim, M., Wang, Y., & Ketenci, T. (2020). Who are the learning leaders? Piloting a Leader Identification Method (LIM). Computers in Human Behavior, 105, 106-205. https://doi.org/10.1016/j.chb.2019.106205
Kim, M. & Ketenci, T. (2020). The role of expressed emotions in an online discussion: Leveraging a machine learning approach. Journal of Research on Technology in Education. 52(1), 95-112. https://doi.org/10.1080/15391523.2019.1697861
Kim, N. J., Belland, B. R., Lefler, M., Andreasen, L., Walker, A., & Axelrod, D. (2020). Comparison of computer-based scaffolding targeting individuals versus groups in complex problem solving: Meta-analysis. Educational Psychology Review, 32, 415-461.
Kolovou, M. & Kim, N. J. (2020). Effects of Implementing an integrative Drama-Inquiry Learning Model in a Science Classroom, The Journal of Educational Research, 113(3), 191-203.
Belland, B., Weiss, D. M., & Kim, N. J., (2020). High school students’ agentic responses to modeling during problem-based learning, The Journal of Educational Research, 113(5), 374-383.
Kim, M., & McCarthy, K. (2020). Summary writing as a process of building a solid mental model: A global index to describe knowledge structure change. In M. Gresalfi, & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (pp. 74-81). Nashville, Tennessee: International Society of the Learning Sciences.
Kim, M., Heidari, A., & McCarthy, K. (2020). Reading comprehension and mental model development: A cross-validation of methods and technologies to assess student understanding of the text. In M. Gresalfi, & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (pp. 561-564). Nashville, Tennessee: International Society of the Learning Sciences.
Gaul, C. & Kim, M. (2020). Conceptualizing computational thinking pedagogical content knowledge: An exploratory study. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 14-23). Online: Association for the Advancement of Computing in Education (AACE). Retrieved April 27, 2020 from https://www.learntechlib.org/primary/p/215726/.
Ketenci, T., Kumar, K. & Kim, M. (2020). Emotion analysis for discussion board posts. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 777-783). Online: Association for the Advancement of Computing in Education (AACE).
Kim, M., Lee, I. & Wang, Y. (2020, Apr 17 - 21) How Students Emerge as Learning Leaders in a Small-Group Online Discussion: The Role of Leadership Styles and Learner Engagement [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/vhbhqau (Conference Canceled)
Gaul, C. J., Kim, M., Bundrage, C. N. & Madathany, R. (2020, Apr 17 - 21) Technology-supported reading comprehension: A design research of the Student Mental Model Analyzer for Research and Teaching (SMART) [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/uq37trk (Conference Canceled)
Gaul, C. J., & Kim, M. (2020, Apr 17 - 21). Design research on learner participation feedback within peer-moderated asynchronous online discussions [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/wy8bj25 (Conference Canceled)
2019
Kim, M., Gaul, C., Kim, S., & Madathany, R. (2019). Advance in detecting key concepts as an expert model: Using Student Mental Model Analyzer for Research and Teaching (SMART). Technology, Knowledge and Learning, 25(4), 953-976. https://doi.org/10.1007/s10758-019-09418-5
Kim, M., & Ketenci, T. (2019). Learner participation profiles in an asynchronous online collaboration context. Internet and Higher Education, 41. 62-76. (The 2020 AECT RTD Outstanding Empirical Journal Article Award)
Kim, N. J., Belland, B. R., & Axelrod, D. (2019). Scaffolding for optimal challenge in K-12 problem-based learning. Interdisciplinary Journal of Problem-based Learning, 13(1), 1-23.
Belland, B. R., Gu, J., Kim, N. J., Piland, J., & Weiss, D. M. (2019). Exploring epistemological approaches and beliefs of middle school students in problem-based learning. Journal of Educational Research, 112(6), 643-655.
Belland, B. R., Weiss, D. M., Kim, N. J., Piland, J., & Gu, J. (2019). An examination of credit recovery students’ use of computer-based scaffolding in a problem-based, scientific inquiry unit. International Journal of Science and Mathematics Education, 17(2), 273-293.
Wang, Y., & Kim, M. (2019). Identify learning leaders in collaborative learning: Using social network analysis to develop and compare two methodological approaches. In K. Lund, G. Niccolai, E. Lavoue, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.) The 13th International Conference on Computer Supported Collaborative Learning (pp.883-885). Lyon, France.
2018
Kim, N. J., Belland, B. R., & Walker, A. E. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: Bayesian meta-analysis. Educational Psychology Review, 30(2), 397-429.
Kim, K., Kim, N. J., Seo, J., & Kim, S. W. (2018). Utilization of computer pointing game for improving visual perception ability of children with severe intellectual disability. Journal of the Korea Society of Computer and Information, 23(4), 41-49.
2017
Kim, M., Xie, K., & Cheng, S. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. https://doi.org/10.1016/j.tate.2017.05.006
Xie, K., Kim, M., & Cheng, S. (2017). Teacher professional development through digital content evaluation. Educational Technology Research and Development, 65(4), 1067-1103. https://doi.org/10.1007/s11423-017-9519-0
Belland, B. R., Walker, A. E., & Kim, N. J. (2017). Bayesian network meta-analysis to synthesize the influence of contexts of scaffolding use on cognitive outcomes in STEM education. Review of Educational Research, 87(6), 1042-1081. The Outstanding Journal Article Award (2018), Research and Theory Division, Association for Educational Communications & Technology.
Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Review of Educational Research, 87(2), 309-344. The Outstanding Journal Article Award (2017), Research and Theory Division, Association for Educational Communications & Technology
2016
Kim, M., Zouaq, A., & Kim, S. (2016). Automatic detection of expert models: The exploration of expert modeling methods applicable to technology-based assessment and instruction. Computers & Education, 101, 55-69. https://doi.org/10.1016/j.compedu.2016.05.007
Belland, B. R., Gu, J., Kim, N. J., & Turner, D. J. (2016). An ethnomethodological perspective on how middle school students addressed a water quality problem. Educational Technology Research & Development, 64, 1135–1161.
Lee, J. E., Recker, M., Choi, H., Hong, W. J., Kim, N. J., Lee, K., … & Recker, M. (2016). Applying data mining methods to understand user interactions within learning management systems: Approaches and lessons learned. Journal of Educational Technology Development and Exchange, 8(2), 99-116.
Selected Earlier Articles
Kim, M. (2015). Models of learning progress in solving complex problems: expertise development in teaching and learning. Contemporary Educational Psychology. 42. 1-16. https://doi.org/10.1016/j.cedpsych.2015.03.005
Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37-50. http://dx.doi.org/10.1016/j.iheduc.2014.04.003 (The 2015 AECT D&D Outstanding Journal Article Award, Indianapolis, Indiana; One of the Most Downloaded and Cited Articles in 2017)
Kim, M. (2013). Concept map engineering: Methods and tools based on the semantic relation approach. Educational Technology Research and Development, 61(6), 951-978. https://doi.org/10.1007/s11423-013-9316-3
Kim, M. (2012). Theoretically grounded guidelines for assessing learning progress: Cognitive changes in ill-structured complex problem-solving contexts. Educational Technology Research and Development, 60(4), 601-622. https://doi.org/10.1007/s11423-012-9247-4
Kim, M. (2012). Cross-validation study on methods and technologies to assess mental models in a complex problem-solving situation. Computers in Human Behavior, 28 (2), 703-717. https://doi.org/10.1016/j.chb.2011.11.018 (Outstanding Journal Article Award, 2012 AECT Annual Meeting, Louisville, KY; 2014 Editor’s Choice in Computers in Human Behavior)