Min Kyu Kim, Ph.D., published “A design experiment on technology-based learning progress feedback in a graduate-level online course” for Human Behavior and Emerging Technologies.
Min Kyu Kim, assistant professor in Learning Sciences, published an article for Human Behavior and Emerging Technologies.
We asked him some questions about his work:
How does this publication help with your research goals and/or interests?
“Learning progress is not only a series of gradual or sudden changes in understanding or behaviors but also a means of personalized instructional support. As a function of formative feedback, it is critical to present learning progress information in a learning support system. This study was a part of design experiments to advance theoretical foundations and design principles for technology-enhanced learning progress leveraged to improve SMART technology.”
Can you summarize your topic?
“The definition of learning progress as a function of formative feedback remains unclear, leading to the lack of well-reasoned Learning Progress Feedback (LPF) strategies. Also, few scholars have empirically examined student perceptions of informed learning progress in solving a complex problem. The current study aims (a) to generate insights that elaborate Learning Progress Feedback (LPF) in a technology-enhanced learning environment and (b) to gain better knowledge about LPF design for technology-enhanced formative assessment and feedback.”
View the article at onlinelibrary.wiley.com