Kyungbin Kwon

Associate Professor

Indiana State University

United States

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About

Dr. Kyungbin Kwon is an Associate Professor at Indiana University, USA. Her research focuses on artificial intelligence education, particularly in K-12 settings, with an emphasis on curriculum design, teacher identity development, and gender disparities. She has published extensively on topics such as computational thinking, embodied learning, and the integration of AI into middle school STEM education.

Articles (22)

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2020

Collaborators (9)

Jiyoung Kim

Assistant Professor

California Polytechnic State University

UNITED STATES

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Krista Glazewski

Professor & Department Chair

Indiana State University

UNITED STATES

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Jongpil Cheon

Professor

Texas Tech University

UNITED STATES

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Thomas A. Brush

UNITED STATES

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Anne Leftwich

Indiana State University

UNITED STATES

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Jiyoon Jung

Assistant Professor

Valdosta State University

UNITED STATES

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Minji Jeon

Indiana University Bloomington

UNITED STATES

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Keunjae Kim

Oklahoma State University

UNITED STATES

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Haesol Bae

University at Albany, State University of New York

UNITED STATES

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Kyungbin Kwon

Research Interests

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About

Articles (22)

From co-design to co-teaching: a comprehensive approach to an integrated AI curriculum in middle school STEM education

Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class

Computational thinking through embodied learning: a comparison of mixed-reality and unplugged activities

Embodied Learning Experiences of Early Elementary Students in Computational Thinking Education

Embodied Learning for Computational Thinking in a Mixed-Reality Context

Gender disparities in K-12 computer science education: Status, contributing factors, and instructional approaches

Exploring researchers’ artificial intelligence (AI) literacy: The mediating role of digital literacy and data literacy between 21st century skills and AI literacy

Parallel Instruction of Text-based and Block-based Programming: On Novice Programmers’ Computational Thinking Practices

Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible Approaches

A systematic review of the evaluation in K-12 artificial intelligence education from 2013 to 2022

Tangible computing tools in AI education: Approach to improve elementary students' knowledge, perception, and behavioral intention towards AI

Exploring middle school students’ common naive conceptions of Artificial Intelligence concepts, and the evolution of these ideas

Effects of different graphic organizers in asynchronous online discussions

Computational thinking practices: Lessons learned from a problem-based curriculum in primary education

Exploring the AI competencies of elementary school teachers in South Korea

Embodied learning for computational thinking in early primary education

Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors

Developing metacognitive skills through class activities: what makes students use metacognitive skills?

Fostering transfer of responsibility in the middle school PBL classroom: an investigation of soft scaffolding

Integration of problem-based learning in elementary computer science education: effects on computational thinking and attitudes

Levels of problem-solving competency identified through Bebras Computing Challenge

Student-generated awareness information in a group awareness tool: what does it reveal?

Collaborators (9)

Jiyoung Kim

Krista Glazewski

Jongpil Cheon

Thomas A. Brush

Anne Leftwich

Jiyoon Jung

Minji Jeon

Keunjae Kim

Haesol Bae

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