Seongryeong Yu
Biographic Data
| ID | 3778652 |
|---|---|
| NAME | Seongryeong Yu |
| GIVEN NAMES | Seongryeong |
| FAMILY NAME | Yu |
| SIGNATURE | YU S |
| AFFILIATIONS | Old Dominion University |
| ORCID | 0000-0003-1087-3713 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Improvised pedagogies and precarious identities: Out-of-field teaching in diasporic Korean heritage schools
This study examines how Korean heritage school educators experience and navigate out-of-field teaching in diasporic, community-based contexts. While out-of-field teaching is typically framed as an issue within formal school systems, Korean heritage school educators work as out-of-field teachers outside of conventional schooling, often without certification, standardised curricula, or consistent institutional support. Drawing on theories of situat…
Affordances of a Virtual Community of Practice in Sustaining Novice Teachers’ Engagement in Continuous Professional Development
This collaborative action research is part of a larger project aimed at improving multicultural teaching practices of novice kindergarten teachers through virtual collaborative professional development. Conducted over a year, three novice teachers in Korea participated in a Continuous Professional Development (CPD) program focused on multicultural education. The study examines the affordances of the Virtual Community of Practice (VCoP) that suppo…
Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy
The increase of generative artificial intelligence (GenAI) in education has emphasized prompt literacy and design, influencing the experience of GenAI-assisted learning. However, there is limited understanding regarding the various prompt patterns that emerge during student-GenAI interaction (SAI) within the context of navigating learning tasks at different levels of AI Literacy or how these patterns are associated with task performance. This stu…
Designing AI systems to support a productive-failure-based learning: Insights from adult learners on AI applications and AI system design principles
Emerging capabilities of generative artificial intelligence (GenAI) offer significant potential to support productive failure (PF)-based learning, which engages adult learners (ALs) in exploring problems before instruction and learning from their initial attempts. However, the effective use of AI to support multifaceted areas of PF-based learning, including problem generation, exploration, consolidation, and knowledge assembly, is limited. Furthe…
Adult learners’ perspectives of AI applications in supporting andragogy
Emerging roles and capabilities of artificial intelligence (AI) technologies have the potential to support andragogical education and enhance learning experience for adult learners (ALs). However, the effective use of AI to support multifaceted components of andragogy including involvement, experience, problem-centered, relevance remains under explored. Furthermore, research on AI design principles to support ALs and andragogy is limited. This st…
Students' Perception of Generative AI ‐Assisted Collaborative Argumentation
The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI‐assisted CA within classroom contexts remains limited. This study explored university students' experiences with GenAI‐assisted CA through in‐depth interviews wi…
Becoming-with inclusivity in early childhood education professionalism through multimodal visualization of classrooms
Professionalism in early childhood education is increasingly understood as a dynamic, relational, and affective process that is responsive to diversity and inclusivity. However, how pre-service teachers conceptualize and materialize inclusivity, particularly through creative and material practices, remains underexplored. This posthumanist qualitative study investigates how 15 pre-service teachers in an undergraduate early childhood education prog…
Becoming intercultural: Cultural mapping for language teacher professional development
This article examines how cultural mapping supports intercultural learning among EFL teachers in South Korea and Taiwan during a 16-week virtual professional development (PD) program. Data included interviews, reflective journals, mapping artifacts, and video-recorded online meetings. Findings show that cultural mapping encouraged teachers to critically reflect on their understanding of culture and interculturality, transforming their teaching as…
Exploring students’ perspectives on Generative AI-assisted academic writing
The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration of the opportunities and challenges that GenAI-assisted systems create within education. This serves as a useful and necessary starting point for fully leveraging its potential for learni…
Walking-with: Toward affective attunement in researching young children
This paper explores the potential of walking-with as a critical and affective methodological practice in research with young children, particularly within neighborhoods shaped by gentrification. Grounded in posthumanist inquiry, we draw on assemblage thinking and the concept of the posthuman child to unsettle dominant research practices that typically address research as an opportunity for representational analysis and interpretation. Through vig…
Designing AI-powered learning: Adult learners’ expectations for curriculum and human-AI interaction
Despite the potential benefits offered by GenAI technologies to provide innovative solutions to address distinct challenges faced by working adult learners (ALs) in higher education and beyond, there is limited understanding of how best to structure AI-powered learning for this population while ensuring their distinct needs and perspectives are considered. Hence, this study aimed to determine what curriculum and student-AI interaction would be re…
Mapping children's sense of belonging through multimodal composition in the classroom
Uncovering Third Space in Virtual Transnational Partnership: Transdisciplinary and Transcultural Transformation
This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers’ learning experiences. Findings from this study reveal the dyna…
Cultural imaginaries through a postcolonial lens: Insights from South Korean early-childhood educators
Exploring students’ perspectives on Generative AI-assisted academic writing
The rapid development of generative artificial intelligence (GenAI), including large language models (LLM), has merged to support students in their academic writing process. Keeping pace with the technical and educational landscape requires careful consideration of the opportunities and challenges that GenAI-assisted systems create within education. This serves as a useful and necessary starting point for fully leveraging its potential for learni…
Walking-with: Toward affective attunement in researching young children
This paper explores the potential of walking-with as a critical and affective methodological practice in research with young children, particularly within neighborhoods shaped by gentrification. Grounded in posthumanist inquiry, we draw on assemblage thinking and the concept of the posthuman child to unsettle dominant research practices that typically address research as an opportunity for representational analysis and interpretation. Through vig…
Designing AI-powered learning: Adult learners’ expectations for curriculum and human-AI interaction
Despite the potential benefits offered by GenAI technologies to provide innovative solutions to address distinct challenges faced by working adult learners (ALs) in higher education and beyond, there is limited understanding of how best to structure AI-powered learning for this population while ensuring their distinct needs and perspectives are considered. Hence, this study aimed to determine what curriculum and student-AI interaction would be re…
Mapping children's sense of belonging through multimodal composition in the classroom
Uncovering Third Space in Virtual Transnational Partnership: Transdisciplinary and Transcultural Transformation
This qualitative case study explores how two English language teachers from South Korea and Taiwan developed transcultural dispositions as they participated in a virtual professional development program. The study employed third space as a conceptual framework and the third generation of cultural-historical activity theory (CHAT-3rd) as an analytical framework to uncover the teachers’ learning experiences. Findings from this study reveal the dyna…
Cultural imaginaries through a postcolonial lens: Insights from South Korean early-childhood educators
Improvised pedagogies and precarious identities: Out-of-field teaching in diasporic Korean heritage schools
This study examines how Korean heritage school educators experience and navigate out-of-field teaching in diasporic, community-based contexts. While out-of-field teaching is typically framed as an issue within formal school systems, Korean heritage school educators work as out-of-field teachers outside of conventional schooling, often without certification, standardised curricula, or consistent institutional support. Drawing on theories of situat…
Affordances of a Virtual Community of Practice in Sustaining Novice Teachers’ Engagement in Continuous Professional Development
This collaborative action research is part of a larger project aimed at improving multicultural teaching practices of novice kindergarten teachers through virtual collaborative professional development. Conducted over a year, three novice teachers in Korea participated in a Continuous Professional Development (CPD) program focused on multicultural education. The study examines the affordances of the Virtual Community of Practice (VCoP) that suppo…
Students’ prompt patterns and its effects in AI-assisted academic writing: Focusing on students’ level of AI literacy
The increase of generative artificial intelligence (GenAI) in education has emphasized prompt literacy and design, influencing the experience of GenAI-assisted learning. However, there is limited understanding regarding the various prompt patterns that emerge during student-GenAI interaction (SAI) within the context of navigating learning tasks at different levels of AI Literacy or how these patterns are associated with task performance. This stu…
Designing AI systems to support a productive-failure-based learning: Insights from adult learners on AI applications and AI system design principles
Emerging capabilities of generative artificial intelligence (GenAI) offer significant potential to support productive failure (PF)-based learning, which engages adult learners (ALs) in exploring problems before instruction and learning from their initial attempts. However, the effective use of AI to support multifaceted areas of PF-based learning, including problem generation, exploration, consolidation, and knowledge assembly, is limited. Furthe…
Adult learners’ perspectives of AI applications in supporting andragogy
Emerging roles and capabilities of artificial intelligence (AI) technologies have the potential to support andragogical education and enhance learning experience for adult learners (ALs). However, the effective use of AI to support multifaceted components of andragogy including involvement, experience, problem-centered, relevance remains under explored. Furthermore, research on AI design principles to support ALs and andragogy is limited. This st…
Students' Perception of Generative AI ‐Assisted Collaborative Argumentation
The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI‐assisted CA within classroom contexts remains limited. This study explored university students' experiences with GenAI‐assisted CA through in‐depth interviews wi…
Becoming-with inclusivity in early childhood education professionalism through multimodal visualization of classrooms
Professionalism in early childhood education is increasingly understood as a dynamic, relational, and affective process that is responsive to diversity and inclusivity. However, how pre-service teachers conceptualize and materialize inclusivity, particularly through creative and material practices, remains underexplored. This posthumanist qualitative study investigates how 15 pre-service teachers in an undergraduate early childhood education prog…
Becoming intercultural: Cultural mapping for language teacher professional development
This article examines how cultural mapping supports intercultural learning among EFL teachers in South Korea and Taiwan during a 16-week virtual professional development (PD) program. Data included interviews, reflective journals, mapping artifacts, and video-recorded online meetings. Findings show that cultural mapping encouraged teachers to critically reflect on their understanding of culture and interculturality, transforming their teaching as…
Educational technology (5 works) · Pedagogy (4 works) · Professional development (4 works) · Psychology (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Computer Science (3 works) · Early childhood (3 works) · Faculty Development (3 works) · Instructional design (3 works) · Qualitative research (3 works)