Yujung Ko
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Yujung Ko has a total of 6 co-authors. Here are the top co-authors by number of shared publications:
- Juhee Lee
Hongik University
2 shared publications - Won Sug Shin
Affiliation Department of Korean Language Education, Incheon National University, Incheon, South Korea
2 shared publications - Hyangeun Ji
Temple University
1 shared publication Insook Han
Department of Teaching and Learning, Temple University, Philadelphia, PA, USA
1 shared publication- Insook Han
Department of Education, College of Education, Korea University, Seoul, South Korea
1 shared publication - Jaehong Jang
Gyeonggi Institute of Education, Gyeonggi, Republic of Korea
1 shared publication
Latest Publications
- 13 November 2024
- Published by Springer Nature in Education and Information Technologies
- Vol. 30 (6) , 8215-8244
Comparing metaverse and face-to-face instruction for enhancing English skills and attitudes among EFL adolescents
- 13 November 2024
- Published by Springer Nature in Education and Information Technologies
- Vol. 30 (6) , 8215-8244
Comparing metaverse and face-to-face instruction for enhancing English skills and attitudes among EFL adolescents
- 4 August 2023
- Published by Taylor & Francis in Technology, Pedagogy and Education
- Vol. 32 (4) , 537-554
Exploring teachers’ intention to integrate technology: a comparison between online- and AR/VR-based instruction
- 4 August 2023
- Published by Taylor & Francis in Technology, Pedagogy and Education
- Vol. 32 (4) , 537-554
Exploring teachers’ intention to integrate technology: a comparison between online- and AR/VR-based instruction
- Top Cited Papers
- 30 November 2022
- Published by Taylor & Francis in Journal of Research on Technology in Education
- Vol. 55 (1) , 48-63
A systematic review of conversational AI in language education: focusing on the collaboration with human teachers
Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conversational AI-integrated language learning were identified. Although limited evidence for collaboration between conversational AIs and human teachers was found, future language education should integrate conversational AIs to promote intelligence amplification and decrease human teachers’ workload through classroom orchestration. The study concludes with guidelines and recommendations for teachers and AI researchers.
- 30 November 2022
- Published by Taylor & Francis in Journal of Research on Technology in Education
- Vol. 55 (1) , 48-63
Top Cited PapersA systematic review of conversational AI in language education: focusing on the collaboration with human teachers
Despite the increasing use of conversational artificial intelligence (AI) in language learning, few studies explored how to develop collaborative partnership between AIs and humans. This systematic review examines empirical evidence of human-computer collaboration from 24 studies conducted in an AI-integrated language learning environment and published between 2015 and 2021. The roles of conversational AIs and teachers in each language learning phase with challenges of and suggestions for conversational AI-integrated language learning were identified. Although limited evidence for collaboration between conversational AIs and human teachers was found, future language education should integrate conversational AIs to promote intelligence amplification and decrease human teachers’ workload through classroom orchestration. The study concludes with guidelines and recommendations for teachers and AI researchers.
- Top Cited PapersOpen Access
- 1 January 2021
- Published by Institute of Electrical and Electronics Engineers (IEEE) in IEEE Access
- Vol. 9, 6798-6809
Augmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model
As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers’ readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers’ willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers’ intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.
- 1 January 2021
- Published by Institute of Electrical and Electronics Engineers (IEEE) in IEEE Access
- Vol. 9, 6798-6809
Top Cited PapersOpen AccessAugmented Reality and Virtual Reality for Learning: An Examination Using an Extended Technology Acceptance Model
As the educational possibilities of AR (Augmented Reality) and VR (Virtual Reality) are getting more attention, understanding teachers’ readiness to integrate new technologies for instruction would help researchers and practitioners to plan how to support them. In this regard, the present study explores teachers’ willingness to integrate AR and VR technologies for teaching and learning practices. Employing an extended Technology Acceptance Model (eTAM), this study investigated whether technological pedagogical and content knowledge (TPACK), social norm (SN), and motivational support (MS) for teachers influence teachers’ intention to use the technologies. Analysis from 292 in-service teacher responses supported all of the eight hypotheses formulated in the study. TPACK was found to have a significant influence on perceived usefulness (PU) and perceived ease of use (PEU) while SN influenced PU. In addition, MS was found to have an influence on PEU, which ultimately affects attitudes toward technology use (ATU) and then behavioral intention (BI). The results imply the importance of providing technology professional development (PD) and support for teachers to promote the use of AR and VR in classrooms.