Research & Publications

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.

Thomas, K., Hylen, M., & Carter, B. (2020). Growing up mobile: How do today's preservice teachers feel about integrating mobile phones in their classrooms?

Thomas, K., Hylen, M., & Carter, B. (2021). A comparison of findings of preservice teachers' perceptions to mobile phone integration from three studies.

Thomas, K., Hylen, M., & Carter, B. (2024). Should They Stay or Should They Go? Preservice Teachers Provide Their Perspective on Mobile Phones in Classroom.

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.

Vázquez-Cano, E., & Sevillano García, M. L. (2016). Análisis del uso educativo y social de los dispositivos digitales.

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.

França, R. M., & Reategui, E. B. (2013). SMILE-BR: Aplicação de conceitos de gamificação em um ambiente de aprendizagem baseado em questionamento. Brazilian Symposium on Computers in Education, 24(1), 366-375.

França, R. M., & Reategui, E. B. (2014). Interface de um ambiente de aprendizagem baseado em questionamento com conceitos de gamificação.

Acosta, O. C., & Reategui, E. B. (2012). Recomendação de conteúdo em ambientes de aprendizagem baseados em questionamento. Renote, 10(3), 1-10.

Acosta, O. C., Behar, P. A., & Reategui, E. B. (2014). Content recommendation in an inquiry-based learning environment.

Epstein, D., da Costa Pinho, I., Acosta, O. C., & Reategui, E. B. (2013). Inquiry-based learning environment using intelligent tutoring system.

Shapsough, S., & Zualkernan, I. (2015). An inquiry-based ubiquitous learning system based on MQTT.

Shapsough, S., & Zualkernan, I. (2020). A generic IoT architecture for ubiquitous context-aware learning.

Zualkernan, I., Al Khawaja, A., Zubaydi, F., & Jassmi, H. A. (2014). Integrating peer-to-peer inquiry-based learning.

Kuzminski, J. C., St Clair, N., & Frazer, T. (2016). Impact of a preparation curriculum for global electives.

Spectorsky, K. A., & Watts, J. (2016). Characterization of online resources for global health self-education.

Tsou, P. Y. P., & Barnes, M. (2016). Pediatricians "educating kids about gun violence".

Wang, N. A., Madzimbamuto, F., Mukavhi, L., & Zvobgo, G. (2016). Creation of e-Learning modules for short medical student course.

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.

Yang, J. M., Sung, Y. T., & Chang, K. E. (2020). Use of meta-analysis to uncover the critical issues of mobile inquiry-based learning. Journal of Educational Computing Research, 58(4), 729-754.

Suárez, Á., Specht, M., Prinsen, F., & Kalz, M. (2017). A review of mobile inquiry-based learning research. Computers & Education, 114, 96-109.

Inel-Ekici, D., & Ekici, M. (2022). Mobile inquiry and inquiry-based science learning in higher education.

Bai, H. (2019). Pedagogical practices of mobile learning in K-12 and higher education settings. TechTrends, 63(5), 611-620.

Al-Thani, N. J., & Ahmad, Z. (2025). The scope of problem-based learning and integrated research education.

Bunwirat, N., Chuaychoowong, M., & Boonsathorn, S. (2023). Effects of inquiry-based mobile learning.

Khery, Y., Nufida, B. A., Suryati, S., & Rahayu, S. (2020). The influence of Mobile-NOS model.

Khery, Y., Masjudin, M., Muzaki, A., Nufida, B., & Lesnawati, Y. (2020). Mobile-nature of science model.