My name is Hyunju Oh, and I am a Ph.D. candidate in Teaching and Learning at the University of Miami. My research is in the field of Educational Technology, with a focus on AI education, learning analytics, and STEM education.
1. What research are you currently working on?
My current research focuses on how students interact with AI-supported learning environments and how those interactions can inform the design of better educational technologies. In the ALTER-Math project, I examine students’ dialogue patterns as they learn mathematics by teaching an AI-supported agent. I am interested in what kinds of interactions occur, how students explain their reasoning, and how knowledge is developed through these conversations. In the ML4Math project, I study how students learn machine learning concepts through mathematics using a concreteness-fading approach. I am also interested in designing a playground-style online learning environment where students can explore machine learning ideas through interactive activities.
2. What inspired you to pursue your current research area?
My interest in AI-supported learning grew from seeing online education as both an opportunity and a challenge. Online learning can make educational resources more accessible, especially for students who may not have those opportunities nearby. At the same time, learning online can be isolating and requires students to manage their own motivation and attention without the immediate presence of teachers or classmates. I became interested in how AI assistants might serve as thinking partners for students, rather than simply tools that provide answers. In STEM learning, where many concepts can feel abstract, I hope technology can help students see the meaning behind what they are learning and feel more confident engaging with complex ideas.
3. What has been the most meaningful learning experience in your graduate school journey so far?
One of the most meaningful lessons I have learned in graduate school is the importance of staying close to real educational settings. I enjoy working with student interaction data, but data alone does not always show the full learning experience. When I code students’ written responses or analyze dialogue patterns, it can be easy to focus only on what appears in the text. However, when I visit classrooms or talk with teachers, I see the surrounding context more clearly: when students are excited, when they are frustrated, when an activity is too easy or too difficult, and when a design decision does not work as expected. These experiences have taught me that educational technology research should be grounded not only in strong theories and methods, but also in careful attention to how teachers and students actually experience learning in practice.
4. How has being part of KAERA supported your academic or professional growth?
This year was my first time attending both AERA and KAERA. Because AERA was such a large conference, it was exciting to attend, but I also felt overwhelmed at times. KAERA offered a different kind of experience. It felt familiar and personally meaningful to be in a space with Korean and Korean-American scholars across many areas of education research. Through KAERA, I was able to learn more about the work other Korean scholars are doing, connect with peers and senior scholars, and receive helpful advice through mentoring sessions. More than anything, KAERA reminded me that academic growth is not only an individual process. Having a community matters. I also believe that when Korean scholars support one another, we can build a stronger collective voice in academia and contribute more meaningfully to the future of Korean education. I am grateful to the senior scholars who have built and sustained this space.
5. Outside of your professional work, tell us some interesting facts about yourself.
Outside of research, I enjoy weight training and visiting art galleries in different cities. Recently, one of my favorite parts of daily life has been taking care of my Monstera plant.