연구 & 출판물

Lai, W., Kim, P., & Lee, J. (2025). Enhancing critical inquiry in EFL education: Design and validation of an AI-supported assessment tool. Research Methods in Applied Linguistics.

Kim, P., Wang, W., & Bonk, C. J. (2025). Generative AI as a coach to help students enhance proficiency in question formulation. Journal of Educational Computing Research, 63(1), 3-28.

Kim, P. (2020). Future implications of the fourth industrial revolution on education and training. In B. Panth & R. Maclean (Eds.), Anticipating and preparing for emerging skills and jobs: Key issues, concerns, and prospects (pp. 165-178). Springer.

Song, D., & Kim, P. (2015). Inquiry-based mobilized math classroom with Stanford mobile inquiry-based learning environment (SMILE). In H. Crompton & J. Traxler (Eds.), Mobile learning and mathematics (pp. 96-110). Routledge.

Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE). Prospects, 44(1), 99-118.

Kim, P. (2013). Mobile innovations in the education ecosystem. Revista de Ingeniería, 37, 36-48.

Kim, P., Chiang, Y. V., Karimi, A., & Seol, S. (2012). Using mobile phones to scaffold student-generated questions and promote a global Student-centered Mobile Interactive Learning Environment (SMILE).

Song, D., Kim, P., & Karimi, A. (2012). Inquiry-based learning environment using mobile devices in math classroom.

Seol, S., Sharp, A., & Kim, P. (2011). Stanford Mobile Inquiry-based Learning Environment (SMILE): Using mobile phones to promote student inquires in the elementary classroom. Proceedings of the International Conference on Information Technology Based Higher Education and Training, 1-8.

Kim, P., & An, J. Y. (2016). New evaluation vector through the Stanford mobile inquiry-based learning environment (SMILE) for participatory action research. Healthcare Informatics Research, 22(3), 164-171.

Lee, J., Kim, P. H., & Ahn, M. (2022). Design based system research of an online platform prototype to foster higher-order questioning. Journal of Logistics, Informatics and Service Science, 9(2), 45-62.

Lim, K. Y. T., Song, B. H., & Kho, M. X. (2019). The change in nature and efficacy of learners' questions through progressive interaction with the Stanford Mobile Inquiry-based Learning Environment (SMILE). In Innovations in Educational Change (pp. 178-195). Springer.

Kim, P. H. (2019). Fostering students' question-generation skill by implementing an online inquiry-based learning platform: Stanford mobile inquiry-based learning environment (SMILE).

Park, E., & Kim, P. (2016). A case study exploring student engagement with Stanford Mobile Inquiry-based Learning Environment (SMILE). GLOKALde, 2(3), 12-28.

Hsu, H. Y., & Kim, P. (2016). Preservice teachers' uses of SMILE to enact student-generated questioning practices. International Journal of Innovation in Science and Mathematics Education, 24(2), 1-15.

Thomas, K., Hylen, M., & Carter, B. (2024). Ch-ch-ch-ch-changes: Preservice teachers' perceptions on mobile phones—2013-2022. Society for Information Technology & Teacher Education International Conference, 2024(1), 1245-1252.

Wu, L., & He, S. (2021). Teacher–researcher co-designing of a technology-enhanced classroom inquiry framework.

Wu, L., Liu, Y., How, M. L., & He, S. (2023). Investigating student-generated questioning in a technology-enabled elementary science classroom: A case study. Education Sciences, 13(2), 187.

Aarón, M. A. (2019). Uso de la Plataforma Smile para la Elaboración de Conceptos en Estudiantes en Repitencia en un Programa de Ingeniería. Información Tecnológica, 30(5), 93-102.

Barliza, A. D. S., & Gonzálvez, M. A. A. (2018). Didáctica para la elaboración de preguntas utilizando aprendizaje colaborativo.

Da Silva-Ovando, A. C., & Quintana, O. S. O. (2022). Design a challenge-based learning model for higher education.

González, Y. Y. L., & Díaz, J. G. (2015). Metodología basada en la indagación soportada con la herramienta Smile.

Solano, A. D., & Aarón, M. A. (2020). Enseñanza en ingeniería de manera colaborativa a partir de un diseño tecnopedagógico, usando SMILE. Formación Universitaria, 13(1), 15-24.

Kim, I. (2024). The effectiveness of a GenAI-integrated coaching system on science inquiries generated by refugee students. EDULEARN24 Proceedings, 1-8.

Bafandkar, S., Chung, S., Khosravian, H., & Lee, J. (2025). PAPPL: Personalized AI-powered progressive learning platform.

Liang, W. (2024). Exploring a framework for supporting self-directed English learning through ChatGPT: A meta-cognitive strategy. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2024(1), 445-452.