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Research Spotlight: Dongho Kim

Q & A with Dongho Kim, Assistant Professor in the School of Teaching and Learning

What basic questions does your research seek to answer?

My research has been situated at the intersection of educational technology, learning science, and learning analytics. I have sought to enhance teaching and learning in a variety of technology-enhanced learning environments through data-driven research. Thanks to great advances in educational technology, it is increasingly important to leverage various types of educational data for supporting educators and students in a pedagogically appropriate way. My research has focused on leveraging multimodal data analytics for the design, development, and evaluation of technology-enhanced learning environments that support learners with diverse needs. For example, one of my projects focuses on developing a personalized learning environment based on students’ online learning patterns and their learning progress over time.

What makes your work interesting?

Learning analytics and educational data mining are the main approaches that I have taken to obtain an in-depth understanding of learners and their learning processes. I have tried to discover knowledge through using multimodal data such as log records, physiological responses, and texts. The use of multimodal data helps me see educational phenomena from a balanced perspective as well as obtain new insights that have not been empirically evidenced with conventional data (e.g., survey responses). Furthermore, many of my research projects involve interdisciplinary collaboration with researchers from different fields and I have enjoyed working with them to find solutions to many educational problems. The collaborative nature of my projects also makes my work interesting.

What are you currently working on?

I am currently working on numerous projects involving the use of learning analytics. One of the projects is aimed at analyzing college students’ collaborative learning patterns in a virtual reality-supported biology course. I am also working with Florida Virtual School to examine high school students’ self-regulated learning strategies for the purpose of improving their learning at the virtual school. My other project is funded by the Institute of Education Sciences and titled “The Virtual Learning Lab” in which I am serving as key personnel to evaluate and improve Algebra Nation, a self-paced online learning platform. In the multi-institutional collaborative project, I have had opportunities to work with many experts from different fields and backgrounds and learned about their perspectives on educational problems.