Min Kyu KimAssociate Professor - Learning Technologies Learning Sciences
Ph.D., Learning, Design, and Technology, University of Georgia, 2012
M.A. , Yonsei University, Seoul, Korea, 2001
B. S. , Yonsei University, Seoul, Korea, 1997
Min Kyu Kim received his Ph.D. from the Learning, Design and Technology program at the University of Georgia in May 2012. He has worked as a postdoctoral fellow at the University of Southern California (2012-2014) and at The Ohio State University (2014-2016).
His research pursues innovative research that advances our understanding of how people learn and how to assess and foster transformative learning, especially in technology-rich learning environments.
Specifically, he pursues answers to two critical questions in education:
(a) how can we personalize and advance learning experiences supported by emerging technologies such as AI and augmented reality? and
(b) how can we design highly accessible learner experiences using learning technologies that deepen learner engagement?
In this effort, he has founded the AI2 Research Laboratory building an interdisciplinary and cross-institutional effort that unites experts in learning sciences, computer sciences, STEM educators and literacy researchers from multiple institutions.
AI2 stands for Artificial intelligence (A), Interactive (I), Augmented (A) and Immersive (I) learning environments. AI2 represents the innovative learning environments we pursue to advance more adaptable, engaged, equitable and effective teaching and learning in various educational contexts.
Kim, N., & Kim, M. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool. Frontiers in Education, 7(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. DOI: 10.1080/02602938.2022.2042792
Kim, M., & McCarthy, K. S. (2021). Improving summary writing through formative feedback in a technology-enhanced learning environment. Journal of Computer Assisted Learning, 37(3), 684-704. http://dx.doi.org/10.1111/jcal.12516 [SSCI-indexed; 2019 5-year impact factor: 2.828 (Journal Rank: 79/263); Contribution: 70%]
Kim, M. (2021). A design experiment on technology-based learning progress feedback in a graduate-level online course. Human Behavior and Emerging Technologies, 3(5), 649-667. http://doi.org/10.1002/hbe2.308
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