Sung eun Jung

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Journals/Publications

• Jung, S. E., & Lee, K. (2022). A girl’s gendered engagement in designing and building robots. International Journal of Technology and Design Education, 32, 2425-2444. doi:10.1007/s10798-021-09705-2
• Lee, K., & Jung, S. E. (2021). A young child’s dialogic appropriation of programmable robots. British Journal of Educational Technology, 52(1), 394-410. doi:10.1111/bjet.13012
• Jung, S. E., & Han, J. (2020). A Comprehensive Review on r-Learning: Authentic r-Learning Beyond the Fad of New Educational Technology. International Journal of Advanced Smart Convergence, 9(2), 28-37. doi:10.7236/ijasc.2020.9.2.28
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  We conducted a comprehensive review on the previous research on r-Learning. By reviewing 843 previous studies about r-Learning published from 2004 to 2015, this study investigated 1) the trend of research on r-Learning over time, 2) the characteristics of targeted students in r-Learning, 3) the educational activities implemented for r-Learning, and 4) the types of educational robots used for r-Learning. The study found that the research on r-Learning has rapidly and steadily increased and the types of educational activities and educational robots has been diversified. Relying on the findings of this review, this study suggests 1) ensuring growth in both the quality and the quantity of research on r-Learning, 2) broadening the target student population of r-Learning beyond the age-limited boundaries, 3) enhancing educational activities of r-Learning, and 4) recognizing the necessity for systematic and clear concepts of types of educational robots.
• Jung, S. E., Cherniak, S., Lee, K., & Cho, E. (2019). Child-identified problems and their robotic solutions. Journal of Early Childhood Research, 17(4), 347-360. doi:10.1177/1476718x19860557
• Jung, S. E., Lee, K., Cherniak, S., & Cho, E. (2019). Non-sequential Learning in a Robotics Class: Insights from the Engagement of a Child with Autism Spectrum Disorder. Technology, Knowledge, and Learning, 25, 63-81. doi:10.1007/s10758-018-9394-8
• Jung, S. E., & Won, E. (2018). Systematic Review of Research Trends in Robotics Education for Young Children. Sustainability, 10(4), 465-483. doi:10.3390/su10040905
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  This study conducted a systematic and thematic review on existing literature in robotics education using robotics kits (not social robots) for young children (Pre-K and kindergarten through 5th grade). This study investigated: (1) the definition of robotics education; (2) thematic patterns of key findings; and (3) theoretical and methodological traits. The results of the review present a limitation of previous research in that it has focused on robotics education only as an instrumental means to support other subjects or STEM education. This study identifies that the findings of the existing research are weighted toward outcome-focused research. Lastly, this study addresses the fact that most of the existing studies used constructivist and constructionist frameworks not only to design and implement robotics curricula but also to analyze young children’s engagement in robotics education. Relying on the findings of the review, this study suggests clarifying and specifying robotics-intensified knowledge, skills, and attitudes in defining robotics education in connection to computer science education. In addition, this study concludes that research agendas need to be diversified and the diversity of research participants needs to be broadened. To do this, this study suggests employing social and cultural theoretical frameworks and critical analytical lenses by considering children’s historical, cultural, social, and institutional contexts in understanding young children’s engagement in robotics education.
• Cho, E., Lee, K., Cherniak, S., & Jung, S. E. (2017). Heterogeneous Associations of Second-Graders’ Learning in Robotics Class. Technology, Knowledge, and Learning, 22(3), 465-483. doi:10.1007/s10758-017-9322-3
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  Drawing on Latour’s (Reassembling the social: an introduction to actor–network-theory, Oxford University Press, New York, 2005), this manuscript discusses a study of a robotics class in a public, Title I elementary school. Compared with theoretical frameworks (e.g., constructivism and constructionism) dominant in the field of early childhood robotics education, the lens of ANT served to move beyond emphasizing a single element (i.e., either robotic tools or children’s work with teachers and parents) to seeing heterogeneous associations of multiple elements involved in robotics education. In these associations, human and non-human elements greatly contributed to implementing robotics activities. In particular, our analysis of three second-graders, who successfully met the instructional objectives set by our research team, revealed critical roles played by material actors (e.g., robotic manipulatives, engineer logs) and quasi-human/quasi-material actants (e.g., embodied simulation) in these children’s learning and performance. The findings of this study encourage educators to pay careful attention to multiple elements, including instructional materials and children’s bodily exploration, associated with teaching and learning.

Proceedings Publications

• Jung, S. E., & Jung, S. E. (2023, April). Young Children's Funds of Knowledge in the Robotics-Integrated Engineering Design Process. In American Educational Research Association.

Presentations

• Jung, S. e. (2024, April). Young children’s engagement in engineering concepts through the robotics-integrated engineering design process. 2024 American Education Research Association Annual Conference. Philadelphia, PA.