Jinnie Shin

Datos Biográficos

ID4636553
NOMBREJinnie Shin
NOMBRESJinnie
APELLIDOShin
FIRMASHIN J
AFILIACIONESUniversity of Florida
ORCID0000-0002-1012-0220
VERIFICADOSí
TOTAL DE OBRAS10
TOTAL DE CITAS0
TOTAL COMO AUTOR10
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2020
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H0

  • Catalyst

    Lingchen Kong, Jinnie Shin et al.ARTICLEInteractive Learning Environments2026

    Learner feedback offers critical insights for improving digital learning platforms, yet analyzing large volumes of unstructured qualitative data remains challenging. Traditional thematic analysis depends on manual coding, which is time-consuming, resource-intensive, and susceptible to human bias. This study introduces CATALYST (Cluster Augmented Thematic Analysis using Locally-deployed Yet Scalable Tool), an automated framework that integrates K-…

  • Analyzing interaction patterns and content dynamics in an online mathematics discussion board

    Jinnie Shin, Renu Balyan et al.ARTICLEInteractive Learning Environments2025

    Interactive digital platforms have transformed mathematics education by offering students novel opportunities for collaborative engagement with peers and instructors in constructing knowledge. Drawing on the premise that meaningful interpersonal interactions are pivotal to effective learning within discussion boards, this study focuses on the nature of interactions within an online mathematics discussion board. We collected a dataset encompassing…

  • Exploring the Evidence to Interpret Differential Item Functioning via Response Process Data

    Open AccessZiying Li, Jinnie Shin et al.ARTICLEEducational and Psychological…2025

    Evaluating differential item functioning (DIF) in assessments plays an important role in achieving measurement fairness across different subgroups, such as gender and native language. However, relying solely on the item response scores among traditional DIF techniques poses challenges for researchers and practitioners in interpreting DIF. Recently, response process data, which carry valuable information about examinees’ response behaviors, offer …

  • Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction

    Open AccessNiki M Koukoulidis, Mark B Pacheco et al.ARTICLEScience Education2025Referencias: 95

    This study is part of a larger project on culturally and linguistically responsive instruction for multilingual learners (MLs) in biology (CLIMB), aimed at enhancing MLs’ engagement in science practices, biology content, and language development. We developed the CLIMB observation protocol to capture how teachers implement responsive instruction, integrating language development, biology content, and science practices. The protocol is comprised o…

  • Toward Defining and Assessing Creativity in Sandbox Games

    Seyedahmad Rahimi, Justice T Walker et al.ARTICLECreativity Research Journal2024

    Digital sandbox games such as Minecraft can be used to assess and support creativity. Doing so, however, requires an understanding of what is deemed creative in this game context. One approach is to understand how Minecrafters describe creativity in their communities, and how much those descriptions overlap with the established definitions of creativity in the literature. Based on prior work, we used a modified rubric for assessing a creative pro…

  • Pedagogical discourse markers in online algebra learning

    Open AccessJinnie Shin, Renu Balyan et al.ARTICLEComputers & Education2023

  • Standing on the shoulders of giants

    Open AccessOkan Bulut, Guher Gorgun et al.ARTICLEBritish Journal of Educational…2023

    As universities around the world have begun to use learning management systems (LMSs), more learning data have become available to gain deeper insights into students' learning processes and make data‐driven decisions to improve student learning. With the availability of rich data extracted from the LMS, researchers have turned much of their attention to learning analytics (LA) applications using educational data mining techniques. Numerous LA mod…

  • Using Content Coding and Automatic Item Generation to Improve Test Security

    Open AccessMark J Gierl, Jinnie Shin et al.ARTICLEFrontiers in Education2022

    Automatic item generation (AIG) is the process of using models to generate items using computer technology. AIG is a scalable content development method because it relies on the item model as the unit of analysis which means that it is more efficient and economical compared to traditional item development. But to use the generated items effectively, they must be managed properly. Managing a bank that could include millions of items results in pro…

  • More efficient processes for creating automated essay scoring frameworks

    Open AccessJinnie Shin, Mark J GierlARTICLELanguage Testing2021

    Automated essay scoring (AES) has emerged as a secondary or as a sole marker for many high-stakes educational assessments, in native and non-native testing, owing to remarkable advances in feature engineering using natural language processing, machine learning, and deep-neural algorithms. The purpose of this study is to compare the effectiveness and the performance of two AES frameworks, each based on machine learning with deep language features,…

  • An Intelligent Recommender System for Personalized Test Administration Scheduling With Computerized Formative Assessments

    Open AccessOkan Bulut, Damien C Cormier et al.ARTICLEFrontiers in Education2020

    The introduction of computerized formative assessments in schools has enabled the monitoring of students’ progress with more flexible test schedules. Currently, the timing and frequency of computerized formative assessments are determined based on districts and school authorities’ agreements with testing organizations, the teachers’ judgment of students’ progress, and grade-level testing guidelines recommended by researchers. However, these pract…