Effects of motivation, volition, and belief change strategies on attitudes, study habits, and achievement in mathematics education

Chanmin Kim

(2007) pp. 1–178

The importance of students’ motivation, volition, and beliefs has been recently emphasized in mathematics education. However, despite extensive research acknowledging students’ motivation, volition, and beliefs as critical factors for their...

Using Email to Enable E[superscript 3] (Effective, Efficient, and Engaging) Learning

ChanMin Kim

Distance Education Vol. 29, No. 2 (August 2008) pp. 187–198

This article argues that technology that supports both noncognitive and cognitive aspects can make learning more effective, efficient, and engaging (e[superscript 3]-learning). The technology of interest in this article is email. The investigation...

A pedagogical agent as a change agent to motivate preservice teachers to integrate technology for their future classrooms

ChanMin Kim

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3456–3458

This paper provides a framework for a pedagogical agent to be used as a change agent to motivate preservice teachers to integrate technology into their future classrooms. This paper focuses on the effects of a pedagogical agent as a change agent on...

Topics: Integration, Change, Teachers

Are we learning technology integration?: Reflection on preservice teachers’ perceptions of the educational use of technology

ChanMin Kim

Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3459–3464

A qualitative approach was employed to obtain deep information from preservice teachers regarding their perceptions of the use of technology that could illuminate the current status of preservice teacher education about technology. The study...

Topics: Teachers, Educational Technology, Preservice Teacher Education

The Role of Affective and Motivational Factors in Designing Personalized Learning Environments

ChanMin Kim

Educational Technology Research and Development Vol. 60, No. 4 (August 2012) pp. 563–584

In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and...

Motivational and Volitional Email Messages (MVEM) as a Change Agent to Facilitate Preservice Teachers' Technology Integration

ChanMin Kim; John Keller

World Conference on Educational Media and Technology 2006 (June 2006) pp. 290–298

This paper provides a framework for the use of motivational and volitional email messages (MVEM) to facilitate preservice teachers' technology integration. This paper attempts to search for practical suggestions for overcoming second-order barriers...

Topics: Teachers, Integration

Factors Influencing the Use of Web-Based Instruction in Higher Education

Soonshik Suh; ChanMin Kim

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2404–2409

The intent of this study was to identify the current extent of Web-based instruction (WBI) use among faculty members who had already adopted and used Blackboard, a course template created for faculty members to provide Web support for courses...

Topics: Faculty

Boosting learning-by-teaching in virtual tutoring

SeungWon Park; ChanMin Kim

Computers & Education Vol. 82, No. 1 (2015) pp. 129–140

Research has shown that students tend to engage in quality learning when they are asked to teach (i.e., learning-by-teaching). In this study, a web-based tutoring environment has been developed to enhance the learning of college students by their...

Language: English

Virtual Tutee System: A Potential Tool for Enhancing Academic Reading Engagement

SeungWon Park; ChanMin Kim

Educational Technology Research and Development Vol. 62, No. 1 (February 2014) pp. 71–97

This article reports on evaluation studies of the Virtual Tutee System (VTS) designed to enhance students' engagement in academic reading. The VTS is a web-based peer-tutoring environment in which students teach a virtual tutee about the...

The Effects of Autonomy Support on Student Engagement in Peer Assessment

Jiangmei Yuan; ChanMin Kim

Educational Technology Research and Development Vol. 66, No. 1 (2018) pp. 25–52

Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA),...

A Virtual Change Agent: Motivating Pre-Service Teachers to Integrate Technology in Their Future Classrooms

ChanMin Kim; Amy L. Baylor

Educational Technology & Society Vol. 11, No. 2 (2008) pp. 309–321

In this paper, we develop a conceptual framework for an anthropomorphic change agent to motivate pre-service teachers to integrate technology into teaching and learning. This agent is designed with a hybrid persona that simulates a mentor and plays...

Email, Self-Regulation, Self-Efficacy, and Achievement in a College Online Mathematics Course

Charles B. Hodges; Chanmin Kim

Journal of Educational Computing Research Vol. 43, No. 2 (2010) pp. 207–223

The purpose of this study was to: (a) investigate the effects of email to enhance learners' use of self-regulation strategies; (b) examine different effects between email list and individually addressed notes on the enhancement of self-regulation; ...

The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom

Seung Won Park; ChanMin Kim

Educational Technology Research and Development Vol. 64, No. 2 (2016) pp. 195–218

Poor student engagement with academic readings has been frequently reported in college classrooms. As an effort to improve college students' reading engagement, researchers have developed a virtual environment in which students take on the role of...

Towards Technology Integration: The Impact of Motivational and Volitional Email Messages

ChanMin Kim; John M. Keller

Educational Technology Research and Development Vol. 59, No. 1 (February 2011) pp. 91–111

The purpose of this study was to determine the effects of motivational and volitional email messages (MVEM) on preservice teachers' motivation, volition, performance, and their attitudes toward technology integration. Each of four sections in an...

An Implementation Study of a TPACK-Based Instructional Design Model in a Technology Integration Course

Chia-Jung Lee; ChanMin Kim

Educational Technology Research and Development Vol. 62, No. 4 (August 2014) pp. 437–460

The purpose of this study was (a) to develop an instructional design model for preservice teachers' learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model...

Effects of an Emotion Control Treatment on Academic Emotions, Motivation and Achievement in an Online Mathematics Course

ChanMin Kim; Charles B. Hodges

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 1 (January 2012) pp. 173–192

We designed and developed an emotion control treatment and investigated its effects on college students' academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of...

Design and Implementation of Volitional Control Support in Mathematics Courses

ChanMin Kim; Kimberly N. Bennekin

Educational Technology Research and Development Vol. 61, No. 5 (October 2013) pp. 793–817

We designed support for volitional control with four stages for "goal initiation" ("Want it"), "goal formation" ("Plan for it"), "action control" ("Do it"), and "emotion control" (...

The Second Prototype of the Development of a Technological Pedagogical Content Knowledge Based Instructional Design Model: An Implementation Study in a Technology Integration Course

Chia-Jung Lee; ChanMin Kim

Contemporary Issues in Technology and Teacher Education Vol. 14, No. 3 (September 2014) pp. 297–326

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model. The refined model was applied in a...

Open Educational Resources and Open Language Learning for Taiwanese Adult Learners

Yu-Ju Lin; ChanMin Kim

International Journal of Online Pedagogy and Course Design Vol. 5, No. 2 (April 2015) pp. 58–72

The Internet offers easy access to open resources, especially for educational use. However, the quality of open resources has been constantly criticized (). The purpose of this study was to examine English-as-a-Second-Language (ESL) open educational ...

A Technological Pedagogical Content Knowledge Based Instructional Design Model: A Third Version Implementation Study in a Technology Integration Course

Chia-Jung Lee; ChanMin Kim

Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1627–1654

This paper presents the third version of a technological pedagogical content knowledge (TPACK) based instructional design model that incorporates the distinctive, transformative, and integrative views of TPACK into a comprehensive actionable...

Improving College Students' Attitudes toward Mathematics

Charles B. Hodges; ChanMin Kim

TechTrends: Linking Research and Practice to Improve Learning Vol. 57, No. 4 (May 2013) pp. 59–66

This study was conducted to investigate the effectiveness of a treatment designed to improve college algebra students' attitudes toward mathematics. Keller's ARCS motivational design model was used as a guiding framework for the development of a...

The Effectiveness of Volition Support (VoS) in Promoting Students' Effort Regulation and Performance in an Online Mathematics Course

ChanMin Kim; Kimberly N. Bennekin

Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 4 (2016) pp. 359–377

The purposes of this study were to investigate (a) the effects of volition support (VoS) on students' motivation, effort regulation, and performance as well as (b) the perceptions of students about VoS in an online mathematics course offered at a...

Studies of student engagement in gamified online discussions

Lu Ding; ChanMin Kim; Michael Orey

Computers & Education Vol. 115, No. 1 (December 2017) pp. 126–142

This article presents two trial studies using the gamification approach in online discussions to increase student engagement. A gamified online discussion tool, gEchoLu, was designed and implemented. The first trial focused on examining student...

Language: English

Robotics Integration for Learning With Technology

Jiangmei Yuan; ChanMin Kim; Rogers Hill; Dongho Kim

Contemporary Issues in Technology and Teacher Education Vol. 19, No. 4 (December 2019) pp. 708–735

This qualitative study examined how preservice elementary teachers integrated robotics into science, technology, engineering, and mathematics (STEM) lesson designs and why they designed their lessons in a particular way. Participants’ lesson designs ...

From Motivation to Engagement: The Role of Effort Regulation of Virtual High School Students in Mathematics Courses

ChanMin Kim; Seung Won Park; Joe Cozart; Hyewon Lee

Educational Technology & Society Vol. 18, No. 4 pp. 261–272

Engagement and motivation are not one and the same, but motivation can be transformed into engagement with proper design of support. In this study, we examined the differences between high performers and low performers with regard to changes in...

A Study of a Social Annotation Modeling Learning System

Roy David Samuel; Chanmin Kim; Tristan E. Johnson

Journal of Educational Computing Research Vol. 45, No. 1 (2011) pp. 117–137

The transition from classroom instruction to e-learning raises pedagogical challenges for university instructors. A controlled integration of e-learning tools into classroom instruction may offer learners tangible benefits and improved effectiveness....

A Framework for Designing Scaffolds that Improve Motivation and Cognition

Brian R. Belland; ChanMin Kim; Michael J. Hannafin

Educational Psychologist Vol. 48, No. 4 (2013) pp. 243–270

A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we...

Topics: Cognition

Teacher beliefs and technology integration

ChanMin Kim; Min Kyu Kim; Chiajung Lee; J. Michael Spector; Karen DeMeester

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 29, No. 1 (January 2013) pp. 76–85

The purpose of this exploratory mixed methods study was to investigate how teacher beliefs were related to technology integration practices. We were interested in how and to what extent teachers' (a) beliefs about the nature of knowledge and...

Language: English

Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching

ChanMin Kim; Dongho Kim; Jiangmei Yuan; Roger B. Hill; Prashant Doshi; Chi N. Thai

Computers & Education Vol. 91, No. 1 (2015) pp. 14–31

We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-service teachers' STEM engagement, learning, and...

Language: English

Debugging during Block-Based Programming

ChanMin Kim; Jiangmei Yuan; Lucas Vasconcelos; Minyoung Shin; Roger B. Hill

Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 5 (2018) pp. 767–787

In this study, we investigated the debugging process that early childhood preservice teachers used during block-based programing. Its purpose was to provide insights into how to prepare early childhood teachers to integrate computer science into...

Teachers’ Beliefs, Philosophical Foundations for Pedagogy, and Technology Integration

ChanMin Kim; Minkyu Kim; Chia-Jung Lee; Michael Spector; Karen DeMeester; Jonathan McKeown; Janet Capps; Brenda Litchfield; Sarah Howard

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 4045–4049

The purpose of this study was to examine how teachers’ underlying epistemological beliefs as well as their philosophies of teaching are related to their uses of technology for teaching. The participants were 29 teachers who have participated in a...