Young Hoan Cho

Abstract Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC wou

Despite the potential of learning analytics for personalized learning, it is seldom used to support collaborative learning particularly in face-to-face (F2F) learning contexts. This study uses learning analytics to develop a dashboard system that provides adaptive support for F2F collaborative argumentation (FCA). This study developed two dashboards for students and instructors, which enabled students to monitor their FCA process through adaptive feedback and helped the instructor provide adapti

B ackground Ethical issues pervade engineering practice. Ethical problems are ill‐structured with alternative solutions, perspectives, and rationales for justifying solutions to ethical problems. We describe studies examining argumentation as a pedagogical strategy for engaging engineering students in ethical problem solving. P urpose (H ypothesis ) Previous studies by the authors showed that arguing for solutions to ethical problems is an effective strategy for helping students to learn how to

Numerous studies have explored the affordances of 3D virtual worlds. Although previous studies indicated that virtual worlds would be helpful for experiential and collaborative learning through enhancing physical and social presence, few studies have investigated what determines physical and social presence and what are their roles in learning and teaching in virtual worlds. The current study investigates the influences of individual differences such as age, gender, and epistemological beliefs o

Abstract Virtual worlds have affordances to enhance collaborative learning in authentic contexts. Despite the potential of collaborative learning with a virtual world, few studies investigated whether it is more effective in student achievements than teacher‐directed instruction. This study investigated the effectiveness of collaborative problem solving and collaborative observation using virtual worlds. Secondary school students ( n = 101) participated in the study as part of their coursework i

Educators expect artificial intelligence (AI) to augment student capabilities and rapidly transform teaching and learning practices. However, little is known about students’ perceptions of AI and what they expect from AI in student-AI teaming. There is a lack of holistic understanding of the nature, effects, and areas of improvement in teamwork by students and AI on learning. This study aims to explore students’ perceptions and experiences about student-AI collaboration (SAC) to provide effectiv

A growing number of studies have been carried out to understand learning and teaching activities in online learning environments (OLEs) and to design effective OLEs for meaningful learning in higher education. Although there were a small number of studies to provide research trends in educational technology in regards to research topics, methods, and researchers, more research is necessary to help educators to understand new trends and issues of OLEs in higher education. This study intends to pr

Abstract To scale up pedagogical innovation using information and communications technology (ICT), educators have shifted the focus of professional development from primarily an individualist endeavor to a collective approach including teachers' social networks (SNs). SNs have been found to be a major contributor to professional development and support, which in turn promote teachers' self-efficacy and improve their teaching practices. However, the effects of SNs in pedagogical innovation may va