Papers > Publications

Journal Articles (* denotes student author/co-author)

  1. *Ding, L., Kim, C., & Orey, M. (In press). Studies of student engagement in gamified online discussions. Computers & Education.
  2. *Er, E., & Kim, C. (In press). Episode-centered guidelines for teacher belief change toward technology integration. Educational Technology Research and Development.
  3. Kim, C., &*Bennekin, K. N. (2016). An exploratory study of volition support in an online mathematics course. Instructional Science, 4(44), 359-377. [ISI-indexed; 2014 5-year impact factor: 1.991]
  4. *Park, S., & Kim, C. (2016). The effects of a virtual tutee system on academic reading engagement in a college classroom. Educational Technology Research and Development, 64(2), 195-218. http://doi.org/10.1007/s11423-015-9416-3 [ISI-indexed; 2014 5-year impact factor: 1.425; Acceptance rate: 7-16%]
  5. Kim, C., *Kim, D., *Yuan, J., Hill, R. B., Doshi, P., & Thai, C. N. (2015). Robotics to promote elementary education preservice teachers’ STEM engagement, learning, and teaching. Computers & Education, 91, 14-31. [ISI-indexed; 2014 5-year impact factor: 3.227; Acceptance rate: 22%]
  6. Kim, C., *Park, S., Cozart, J., & *Lee, H. (2015). From motivation to engagement: Effort regulation of virtual high school students in math courses. Educational Technology and Society, 18(4), 261-272. [ISI-indexed; 2014 5-year impact factor: 1.376; Acceptance rate: < 20%]
  7. Kim, C., *Park, S., Huynh, N., & *Schuermann, R. (2015). College students’ motivation, engagement, and performance in a large lecture-format general education course. Journal of Further and Higher Education.
  8. *Park, S. W., & Kim, C. (2015). Boosting learning-by-teaching in virtual tutoring. Computers & Education, 82, 129-140. [ISI-indexed; 2014 5-year impact factor: 3.227; Acceptance rate: 22%]
  9. *Yuan, J., & Kim, C. (2015). Effective feedback design using free technologies in online courses. Journal of Educational Computing Research, 52(3), 408-434. [ISI-indexed; 2014 5-year impact factor: 0.804; Acceptance rate: 15%]
  10. *Lin, Y., & Kim, C. (2015). Open educational resources for open language learning of Taiwanese adult learners. International Journal of Online Pedagogy and Course Design, 5(2), 58-72. [Acceptance rate: 25%]
  11. *Lee, C., & Kim, C. (2014). The second prototype of the development of a technological pedagogical content knowledge based instructional design model: An implementation study in a technology integration course. Contemporary Issues in Technology and Teacher Education, 14(3), 297-326. [Acceptance rate: 29%]
  12. Kim, C., *Park, S. W., & Cozart, J. (2014). Affective and motivational factors of online math learning. British Journal of Educational Technology, 45(1), 171-185 [ISI indexed; 2014 5-year impact factor: 1.681; Acceptance rate: 9-10%]
  13. Kim, C. (2014). Game or no game. TechTrends, 58(1), 14.
  14. *Park, S., & Kim, C. (2014). Virtual Tutee System: A potential tool for enhancing academic reading engagement. Educational Technology Research and Development, 62(1), 71-97. [ISI-indexed; 2014 5-year impact factor: 1.425; Acceptance rate: 7-16%]
  15. *Lee, C., & Kim, C. (2014). An implementation study of a TPACK-based instructional design model in a technology integration course. Educational Technology Research and Development, 62(4), 437–460. [ISI-indexed; 2014 5-year impact factor: 1.425; Acceptance rate: 7-16%]
  16. *Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of a learning community in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. [ISI-indexed; 2013 5-year impact factor 1.836; Acceptance rate 14%]
  17. Spector, J., & Kim, C. (2014). Technologies for intentional learning: Beyond a cognitive perspective. Australian Journal of Education, 58(1), 9-21 [ISI-indexed; 2014 5-year impact factor 0.576; Acceptance rate 8.6%]
  18. Kim, C., & *Bennekin, K. N. (2013). Design and implementation of volitional control support in mathematics courses. Educational Technology Research and Development, 61(5), 793-817. [ISI-indexed; 2013 5-year impact factor: 1.535; Acceptance rate: 7-16%]
  19. Kim, C., *Kim, M., *Lee, C., Spector, J., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. [ISI-indexed; 2013 5-year impact factor: 1.612]
  20. Belland, B. R., Kim, C., & Hannafin, M. J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 8(4), 243-270. [ISI indexed; 2013 5-year impact factor: 4.161; Acceptance rate: 13.6%]
  21. Hodges, C., & Kim, C. (2013). Enhancing college algebra students’ attitudes toward mathematics. TechTrends, 57(4), 59-66. [Acceptance rate: 45.5%]
  22. *Lin, Y., & Kim, C. (2013). Professional development for personalized learning (PD4PL) guidelines. Educational Technology, 53(3), 21-27.
  23. Kim, C. (2012). The role of affective and motivational factors in designing personalized learning environments. Educational Technology Research and Development, 60(4), 563-584. [ISI-indexed; 2012 5-year impact factor: 1.522; Acceptance rate 7-16%]
  24. Kim, C., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173-192. [ISI-indexed; 2012 5-year impact factor: 2.000; Acceptance rate: 20%]
  25. *Park, S., & Kim, C. (2012). A design framework for a virtual tutee system to promote academic reading engagement in a college classroom. Journal of Applied Instructional Design, 2(1), 17-33.
  26. Spector, J. & Kim, C. (2012). A model-based approach for assessment and motivation. Computer Science and Information Systems, 9(3). 893-915. [ISI-indexed; 2012 impact factor: 0.549]
  27. Kim, C., & Keller, J. (2011). Towards technology integration: The impact of motivational and volitional email messages. Educational Technology Research and Development, 59(1), 91-111. [ISI-indexed; 2011 5-year impact factor: 1.653; Acceptance rate: 7-16%]
  28. *Samuel, R., Kim, C., & Johnson, T. (2011). A study of online learning within a social annotation modeling learning system. Journal of Educational Computing Research, 45(1), 117-137. [ISI-indexed; 2011 impact factor: 0.440; Acceptance rate: 15%]
  29. Kim, C., & Keller, J. (2010). Motivation, volition, and belief change strategies to improve mathematics learning. Journal of Computer Assisted Learning, 26(5), 407-420. [ISI-indexed; 2010 5-year impact factor 1.920; Acceptance rate 14%]
  30. Hodges, C., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, 43(2), 207-223. [ISI-indexed; 2010 5-year impact factor: 0.561; Acceptance rate: 15%]
  31. Kim, C., & Keller, J. M. (2008). Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students’ motivation, study habits and achievement. British Journal of Educational Technology, 39(1), 36-51. [ISI indexed; 2008 5-year impact factor: 1.258; Acceptance rate: 9-10%]
  32. Kim, C., & Baylor, A. L. (2008). A virtual change agent (VCA) to motivate pre-service teachers to integrate technology. Educational Technology and Society, 11(2), 309-321. [ISI-indexed; 2008 5-year impact factor: 0.982; Acceptance rate: < 20%]
  33. Kim, C. (2008). Using email to enable E3 (effective, efficient, and engaging) learning. Distance Education, 29(2), 187-198. [ISI indexed; 2013 5-year impact factor: 0.955]

Book Chapters (* denotes student author/co-author)

  1. Kim, C. (2015). Motivation, emotion control, and volition. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 525-527). Thousand Oaks, CA, USA: SAGE.
  2. Kim, C., & *Park, S. W. (2015). Virtual tutees. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 820-822). Thousand Oaks, CA, USA: SAGE.
  3. Kim, C., & Pekrun, R. (2014). Emotions and motivation in learning and performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 65–75). New York, NY, USA: Springer.
  4. Kim, C. (2012). Virtual change agents. In N. M. Seel (Eds), Encyclopedia of the sciences of learning (vol. 7, pp. 3405-3407). New York, NY, USA: Springer.
  5. Kim, C. (2012). Motivational variables in learning. In N. M. Seel (Eds), Encyclopedia of the sciences of learning (vol. 5, pp. 2347-2348). New York: Springer.
  6. Kim, C. (2012). Beliefs about learning. In N. M. Seel (Eds), Encyclopedia of the sciences of learning (vol. 1, pp. 450-452). New York, NY, USA: Springer.
  7. *Mendenhall, A., Kim, C., & Johnson, T. E. (2011). Implementation of an online social annotation tool in a college English course. In D. Ifenthaler, Kinshuk, P. Isaías, D. G. Sampson, & J. M. Spector (Eds.), Multiple perspectives on problem solving and learning in the digital age (pp. 313-324). New York, NY, USA: Springer.
  8. Kim, C., *Mendenhall, A., & Johnson, T. E. (2010). A design framework for an online English writing course. In J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk, & D. G. Sampson (Eds.), Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 345-360). New York, NY, USA: Springer.
  9. *Kim, C., Lee, J., van Merriënboer, J. J. G., Merrill, M. D., & Spector, J. M. (2007). Foundations for the future. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology (3rd ed., pp. 2443-2471). Mahwah, NJ, USA: Erlbaum.

Conference Proceedings (* denotes student author/co-author)

  1. Kim, C., *Yuan, J., *Gleasman, C., *Shin, M., & Hill, R. B. (2017). Preparing pre-service early childhood teachers to teach mathematics with robots. Proceedings of the 12th International Conf. on Computer Supported Collaborative Learning (CSCL) (pp. 617-620), Philadelphia, PA: ICLS.
  2. Kim, C. (2013). Volition support for online learning. Proceedings of the 14th International Conference on Education Research (ICER) (pp.485-491), Seoul, South Korea: Education Research Institute, Seoul National University.
  3. Kim, C. (2013). Volition support design model. Proceedings of the IADIS International Conference of Cognition and Exploratory Learning in Digital Age (CELDA) (pp.425-426), Fort Worth, Texas, USA: IADIS press.
  4. *Park, S. W., & Kim, C. (2013). Using a virtual tutee system to promote academic reading engagement. Proceedings of the International Conference of Educational Technology (pp. 93-97). Seoul, Korea: KSET.
  5. Spector, J. M., Ifenthaler, D., Knezek, G., Tyler-Wood, T., & Kim, C. (2013). Methods and Technologies to Promote Information- Centered Knowledge Construction. iConference 2013 Proceedings (pp. 1031-1032). doi:10.9776/13268
  6. Kim, C. & Balaam, M. (2011). Monitoring affective and motivational aspects of learning experience with the Subtle Stone. Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp.640-641). Athens, Georgia, USA, IEEE Computer Society Publications.
  7. *Park, S. W. & Kim, C. (2011). Designing a virtual tutee system to enhance college student motivation. Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp.199-201). Athens, Georgia, USA, IEEE Computer Society Publications.
  8. Kim, C., & Hodges, C. B. (2009). A study of an emotion control treatment in a college mathematics course. Proceedings of Educational Technology Theory and Practice for the Next 10 Years (pp.57-59). Seoul, South Korea: Korean Society of Educational Technology (KSET).
  9. Kim, C., *Mendenhall, A., & Johnson, T. E. (2008). The application of a task-centered approach to an online English writing course. Proceedings of the IADIS International Conference of Cognition and Exploratory Learning in Digital Age (CELDA) (pp.207-214), Freiburg, Germany: IADIS press.
  10. Kim, C., & Keller, J. M. (2008). Motivation, volition, and belief change strategies for the improvement of attitudes, study habits, and achievement. Proceedings of Reconsidering Educational Technology Research Trends (pp.216-219). Seoul, South Korea: Korean Society of Educational Technology (KSET).
  11. Kim, C., Keller, J. M., & Baylor, A. L. (2007). Effects of motivational and volitional messages on attitudes toward engineering: Comparing text messages with animated messages delivered by a pedagogical agent. In Kinshuk, Sampson, D. G., Spector, J. M., & Isaias, P. (Eds.), Proceedings of the IADIS International Conference of Cognition and Exploratory Learning in Digital Age (CELDA) (pp.317-320). Algarve, Portugal: IADIS press.
  12. Suh, S. & Kim, C. (2006). Factors influencing the use of web-based instruction in higher education. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ED-MEDIA) 2006 (pp. 2404-2409). Chesapeake, VA: AACE.
  13. Kim, C. & Keller, J. (2006). Motivational and volitional email messages (MVEM) as a change agent to facilitate preservice teachersí technology Integration. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2006 (pp. 290-298). Chesapeake, VA: AACE.
  14. Turner, J. E., & Kim, C. (2006). Professional development that considers teachersí attitudes toward an innovation. Proceedings of International Conference on the 7th Learning Sciences, (pp.1002-1003). Bloomington, IN: ICLS.
  15. Kim, C. (2006, March). Are we learning technology integration? Reflection on preservice teachersí perceptions of the educational use of technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3459-3464). Chesapeake, VA: AACE.
  16. Kim, C., & Baylor, A. L. (2006). A pedagogical agent as an organizational change agent. Proceedings of Society for Applied Learning Technology. Orlando, FL: SALT.
  17. Kim, C., Keller, J. M., & Chen, H. (2005). Using motivational and volitional messages to promote undergraduate studentsí motivation, study habits and achievement. Proceedings of Association for Educational Communication and Technology International Conference. Orlando, FL: AECT.

Dissertation/Thesis

  1. Kim, C. (2007). Effects of motivation, volition, and belief change strategies on attitudes, study habits, and achievement in mathematics education. Unpublished Doctoral Dissertation: Florida State University, Tallahassee, FL.
  2. Kim, C. (2003). The relationship between elementary school teachersí stages of concern and levels of use about ICT teaching and learning. Unpublished Masterís Thesis: Yonsei University, Seoul, South Korea.
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