Korea University · 情報科学
Professor Insook Han's research lab specializes in innovative technology integration in education, with a focus on immersive technologies such as virtual reality (VR) and artificial intelligence (AI) to enhance learning experiences. The lab explores how immersive VR, head-mounted displays, and conversational AI can foster presence, empathy, and collaborative learning in both K-12 and teacher education contexts. Key research directions include the affective dimensions of learning, embodied cognition in simulation-based education, and the development of pedagogically effective technology interventions. The lab emphasizes empirical, mixed-methods approaches to understand student and pre-service teacher perceptions, self-efficacy, and technology integration beliefs.
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Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conver
Abstract The purpose of this study was to investigate the influence of immersive virtual field trips (VFTs) with head‐mounted displays (HMDs) on the presence and perceived learning. A mixed‐method approach was used to obtain an overall understanding of students' experiences with this immersive technology in an elementary classroom. Both quantitative and qualitative data were collected from 27 elementary‐school students through presence surveys and reflection papers. Statistical analyses were per
The student teaching experience has been considered important in establishing pre-service teachers’ beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration – especially pre-service teachers’ pedagogical beliefs as an internal barrier to technology integration. Thus, this study examined how technology-centred student teaching experiences differently affect p
Abstract Background Immersive VR is still rarely used as an intervention for meeting the affective end goals of student learning despite its positive impact on affection. Also, studies regarding the use of immersive VR as an intervention for affective achievement in broader educational contexts are still lacking. Objectives: This study aimed to examine the effect of immersive VR and perspective‐taking on presence and empathy. Methods A total of 148 pre‐service teachers participated in experiment
Abstract In response to the increased attention and interest related to the application of virtual reality with head‐mounted displays in education, this study examined the elementary students’ perceptions of using immersive virtual field trips (VFTs) in the classroom. Reflection papers from 25 students were analyzed and triangulated with field notes from class observations and teacher interviews. The content analysis revealed that VFTs were perceived to be efficient with regard to time and cost,
The purpose of this study is to provide a new perspective for evaluating physicality in learning with a preliminary experimental study based on embodied cognition. While there are studies showing no superiority of physical manipulation over virtual manipulation, there are also studies that seem to advocate adding more physicality in simulations for learning. Thus, this study addressed an alternative explanation for explaining the effects of physicality by focusing more on perceptual experiences
Historical empathy may be enhanced by virtual reality (VR) technologies, which provide varying degrees of immersion into other time periods and places. This study explored the effects of combining semi-immersive and fully immersive VR with a follow-up writing task to promote historical empathy with adult learners. Thirty-six participants were randomly assigned to view a brief historical film on either a flatscreen or a head-mounted device (HMD). Afterward, participants were again randomly assign
<p>The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students’ adoption of the mobile campus. The study was based on the diffusion of innovation mod
Background/Context The rapid development of virtual reality (VR) technology increases expectations regarding the potentials of using VR in the classroom and requires teachers to engage in professional development. Although there are recent studies that explore how this new technology can facilitate learning in classroom settings, little research has explored what constraints and affordances emerge during VR curriculum design and implementation and how a teacher's knowledge and beliefs change dur
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