Nam Ju Kim
Biographic Data
| ID | 8903063 |
|---|---|
| NAME | Nam Ju Kim |
| GIVEN NAMES | Nam Ju |
| FAMILY NAME | Kim |
| SIGNATURE | KIM N J |
| AFFILIATIONS | University of Miami |
| ORCID | 0000-0001-6288-3732 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Differential engagement pathways to EFL speaking performance
Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing
Efforts have constantly been made to incorporate AI into teaching and learning; however, the successful implementation of new instructional technologies is closely related to the attitudes of the teachers who lead the lesson. Teachers’ perceptions of AI utilization have only been investigated by only few scholars due an overall lack of experience of teachers regarding how AI can be utilized in the classroom as well as no specific idea of what AI-…
A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms
Learner experience in artificial intelligence-scaffolded argumentation
Writing academic arguments is a complex and demanding task, even for proficient tertiary students. At the same time, providing prompt support for individual students working on discipline-specific arguments is often challenging for instructors. Artificial Intelligence (AI) techniques enable automated and adaptive educational scaffolding. In this study, we leveraged Natural Language Processing (NLP) AI techniques in an AI-Supported Scaffolding (AI…
Predicting high school students’ argumentation skill using information literacy and trace data
Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their solutions to a PBL problem. Specifically, we used Bayesian regression to examine how information literacy, …
Effects of implementing an integrative drama-inquiry learning model in a science classroom
This paper introduces ‘Integrative Drama-Inquiry Learning’ (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students’ achievement in a biological unit. The initial quantitative phase revealed that …
High school students’ agentic responses to modeling during problem-based learning
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the a…
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results…
No prominent works on this page.
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results…
Effects of implementing an integrative drama-inquiry learning model in a science classroom
This paper introduces ‘Integrative Drama-Inquiry Learning’ (IDI), merging drama-based learning with inquiry-based learning in order to exemplify teaching science through drama. The study also reports on the findings of a sequential mixed-methods procedure embedded in a quasi-experimental research design aimed to understand the effects of IDI on middle school students’ achievement in a biological unit. The initial quantitative phase revealed that …
High school students’ agentic responses to modeling during problem-based learning
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the a…
Predicting high school students’ argumentation skill using information literacy and trace data
Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their solutions to a PBL problem. Specifically, we used Bayesian regression to examine how information literacy, …
Teacher’s Perceptions of Using an Artificial Intelligence-Based Educational Tool for Scientific Writing
Efforts have constantly been made to incorporate AI into teaching and learning; however, the successful implementation of new instructional technologies is closely related to the attitudes of the teachers who lead the lesson. Teachers’ perceptions of AI utilization have only been investigated by only few scholars due an overall lack of experience of teachers regarding how AI can be utilized in the classroom as well as no specific idea of what AI-…
A meta‐analysis on the effects of technology's functions and roles on students' mathematics achievement in K‐12 classrooms
Learner experience in artificial intelligence-scaffolded argumentation
Writing academic arguments is a complex and demanding task, even for proficient tertiary students. At the same time, providing prompt support for individual students working on discipline-specific arguments is often challenging for instructors. Artificial Intelligence (AI) techniques enable automated and adaptive educational scaffolding. In this study, we leveraged Natural Language Processing (NLP) AI techniques in an AI-Supported Scaffolding (AI…
Differential engagement pathways to EFL speaking performance
Mathematics education (7 works) · Psychology (7 works) · Computer Science (6 works) · Innovative Teaching and Learning Methods (5 works) · Pedagogy (4 works) · Argumentation theory (3 works) · Education and Critical Thinking Development (3 works) · Online Learning and Analytics (3 works) · Cognition (2 works) · Educational technology (2 works)