ARTICLES IN REFEREED JOURNALS (*
= doctoral students) Kim, C. (In press). The role of affective and motivational factors in designing personalized learning environments. Educational Technology Research & Development. Online First: http://www.springerlink.com/content/d230083152535772/ [ISI-indexed, 5-year Impact factor: 1.770, Acceptance rate 8%] Spector, J. M. & Kim, C. (In press). A model-based approach for assessment and motivation. Computer Science and Information Systems, 9(3). [ISI-indexed, 5-year Impact factor: 0.345] Kim, C., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course. Instructional Science, 40(1), 173-192. [ISI-indexed, 5-year Impact Factor: 2.044] Kim, C., & Keller, J. M. (2011). Towards technology integration: The impact of motivational and volitional email messages. Educational Technology Research & Development, 59(1), 91-111. [ISI-indexed, 5-year Impact factor: 1.770, Acceptance rate 8%] *Samuel, R. D., Kim, C., & Johnson, T. E. (2011). A study of online learning within a social annotation modeling learning system. Journal of Educational Computing Research, 45(1), 117-137. [ISI-indexed, Impact Factor: 0.561, Acceptance rate 11-20%] Kim, C., & Keller, J. M. (2010). Motivation, volition, and belief change strategies to improve mathematics learning. Journal of Computer Assisted Learning, 26(5), 407-420. [ISI-indexed, 5-year Impact factor 1.25, Acceptance rate 15%] Hodges, C. B., & Kim, C. (2010). Email, self-regulation, self-efficacy, and achievement in a college online mathematics course. Journal of Educational Computing Research, 43(2), 207-223. [ISI-indexed, Impact Factor: 0.561, Acceptance rate 11-20%] Kim, C., & Keller, J. M. (2008). Effects of motivational and volitional email messages (MVEM) with personal messages on undergraduate students’ motivation, study habits and achievement. British Journal of Educational Technology, 39(1), 36-51. [ISI indexed, Impact factor 2.139] Kim, C., & Baylor, A. L. (2008). A virtual change agent (VCA) to motivate pre-service teachers to integrate technology. Journal of Educational Technology and Society, 11(2), 309-321. [ISI-indexed, Impact factor 1.066, Acceptance rate 15%] Kim, C. (2008). Using email to enable E3 (effective, efficient, and engaging) learning. Distance Education, 29(2), 187-198. [ISI indexed, Impact factor 1.00, Acceptance rate 20-25%] Kim, C., & Suh, S. (2003). Study on elementary school teachers’ stages of concern and levels of use about ICT teaching & learning. Korean Journal of Elementary Education Research Center, 20, 275-299. BOOK CHAPTERS (* = doctoral students) Kim, C. & Pekrun, R. (In press). Emotions and motivation in learning and performance. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), The Handbook of research for educational communications and technology (4th ed.). New York, NY: Springer. Kim, C. (2012). Beliefs about learning. In N. M. Seel (Eds), Encyclopedia of the Sciences of Learning (vol. 1, pp.450-452). New York, NY: Springer. Kim, C. (2012). Motivational variables in learning. In N. M. Seel (Eds), Encyclopedia of the Sciences of Learning (vol. 5, pp.2347-2348). New York, NY: Springer. Kim, C. (2012). Virtual change agents. In N. M. Seel (Eds), Encyclopedia of the Sciences of Learning (vol. 7, pp.3405-3407). New York, NY: Springer. *Mendenhall, A., Kim, C., & Johnson, T. E. (2011). Implementation of an online social annotation tool in a college English Course. D. Ifenthaler, Kinshuk, P. Isaías, D. G. Sampson, & J. M. Spector, Multiple perspectives on problem solving and learning in the digital age (pp.313-324). New York, NY: Springer. Kim, C., *Mendenhall, A., & Johnson, T. E. (2010). A design framework for an online English writing course. J. M. Spector, D. Ifenthaler, P. Isaías, Kinshuk, & D. G. Sampson, Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp.345-360). New York, NY: Springer. Kim, C., Lee, J., van Merriënboer, J. J. G., Merrill, M. D., & Spector, J. M. (2007). Foundations for the future. In J. M. Spector, M. D. Merrill, J. J. G. van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology (3rd ed., pp. 2443-2471). Mahwah, NJ: Erlbaum. REFEREED CONFERENCE PROCEEDINGS (* = doctoral students) Kim, C. & Balaam, M. (2011). Monitoring affective and motivational aspects of learning experience with the Subtle Stone. Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp.640-641). Athens, Georgia, USA, IEEE Computer Society Publications. *Park, S. W. & Kim, C. (2011). Designing a virtual tutee system to enhance college student motivation Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (ICALT) (pp.199-201). Athens, Georgia, USA, IEEE Computer Society Publications. Kim, C., & Hodges, C. B. (2009). A study of an emotion control treatment in a college mathematics course. Proceedings of Educational Technology Theory and Practice for the Next 10 Years (pp.57-59). Seoul, South Korea: Korean Society of Educational Technology (KSET). Kim, C., *Mendenhall, A., & Johnson, T. E. (2008). The application of a task-centered approach to an online English writing course. Proceedings of the IADIS International Conference of Cognition and Exploratory Learning in Digital Age (CELDA) (pp.207-214), Freiburg, Germany: IADIS press. Kim, C., & Keller, J. M. (2008). Motivation, volition, and belief change strategies for the improvement of attitudes, study habits, and achievement. Proceedings of Reconsidering Educational Technology Research Trends (pp.216-219). Seoul, South Korea: Korean Society of Educational Technology (KSET). Kim, C., Keller, J. M., & Baylor, A. L. (2007). Effects of motivational and volitional messages on attitudes toward engineering: Comparing text messages with animated messages delivered by a pedagogical agent. In Kinshuk, Sampson, D. G., Spector, J. M., & Isaias, P. (Eds.), Proceedings of the IADIS International Conference of Cognition and Exploratory Learning in Digital Age (CELDA) (pp.317-320). Algarve, Portugal: IADIS press. Suh, S. & Kim, C. (2006). Factors influencing the use of web-based instruction in higher education. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ED-MEDIA) 2006 (pp. 2404-2409). Chesapeake, VA: AACE. Kim, C. & Keller, J. (2006). Motivational and volitional email messages (MVEM) as a change agent to facilitate preservice teachers’ technology Integration. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (ED-MEDIA) 2006 (pp. 290-298). Chesapeake, VA: AACE. Turner, J. E., & Kim, C. (2006). Professional development that considers teachers’ attitudes toward an innovation. Proceedings of International Conference on the 7th Learning Sciences, (pp.1002-1003). Bloomington, IN: ICLS. Kim, C. (2006, March). Are we learning technology integration? Reflection on preservice teachers’ perceptions of the educational use of technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3459-3464). Chesapeake, VA: AACE. Kim, C., & Baylor, A. L. (2006). A pedagogical agent as an organizational change agent. Proceedings of Society for Applied Learning Technology. Orlando, FL: SALT. Kim, C., Keller, J. M., & Chen, H. (2005). Using motivational and volitional messages to promote undergraduate students’ motivation, study habits and achievement. Proceedings of Association for Educational Communication and Technology International Conference. Orlando, FL: AECT. THESIS Kim, C. (2007). Effects of Motivation, Volition, and Belief Change Strategies on Attitudes, Study Habits, and Achievement in Mathematics Education. Unpublished Doctoral Dissertation: Florida State University, Tallahassee, FL. Kim, C. (2003). The Relationship between Elementary School Teachers’ Stages of Concern and Levels of Use about ICT Teaching and Learning. Unpublished Master’s Thesis: Yonsei University, Seoul, South Korea. |