2025
[152] Lee, S., Yang, E., & Ryu, J. (2025). A systematic literature review on collaborative learning in the XR-based learning environment. Journal of Korean Association for Educational Information and Media, 31(2), 519-537
[153] Ki, S., Park, S., & Ryu, J. (2025). The Effects of Classroom Management Efficacy on Interest Development in Guided Role-Playing Simulations for Sustainable Pre-Service Teacher Training. Sustainability, 17(14), 6257. https://doi.org/10.3390/su17146257
[154] Ki, S., Kim, K., Han, D., Ryu, J., & Kang, H. (2025). The Effects of Digital Twin-Based Extended Reality Simulations on Task Load, Academic Self-Efficacy, and Learning Achievement. The Korean Journal of Educational Methodology Studies, 37(3), 297-322.
[155] Kang, H., Ryu, J., & Kim, K. (2025). The Effect of Extended Reality Simulations for Industrial Safety on User Experience. Journal of Digital Contents Society, 26(9), 2513-2525.
2024
[151]Kim, D., & Ryu, J. (2024).Design and Development of a Performance Assessment in an Extended Reality-Based Strabismus Diagnosis Simulation. Journal of Digital Contents Society, 25(10), 2773-2781.
[151] Jeong, Y., & Ryu, J. (2024). Investigating university students’ perceptions of the metaverse virtual campuses. Journal of Educational Information and Media, 30(5), 1497-1517.
[151] Jeong, Y., Ryu, J., & Lim, T. (2024). The effects of visual aids on self-efficacy and cognitive load in a virtual reality-based parent-teacher counseling simulation. Journal of Educational Information and Media, 30(4), 1337-1356.
[150] Schroeder, N. L., Davis, R. O., & Yang, E. (2025). Designing and learning with pedagogical agents: An umbrella review. Journal of Educational Computing Research, 62(8), 2127-2156.
[149] Yang, E., & Ryu, J. (2024). Multimodal analysis of cognitive learning experiences with the types of self-regulatory strategies in game-based learning. The Journal of Educational Information and Media, 30(3), 1061-1085.
[148] Yang, E., Park, S., & Ryu, J. (2024). The effects of physical fidelity and task repetition on perceived task load and performance in the virtual reality-based training simulation. British Journal of Educational Technology, 55(4), 1507–1527.
[147] Ki, S., Park, S., Ryu, J., Kim, J., & Kim, I. (2024). Alone but not isolated: social presence and cognitive load in learning with 360 virtual reality videos. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1305477
[146] Kim, K., & Ryu, J. (2024). Design and development of extended reality simulations for high school social studies from a learning experience design perspective. Journal of Digital Contents Society, 25(7), 1989-2000. https://doi.org/10.9728/dcs.2024.25.7.1989
[145] Chae, D., Asami, K., Kim, J., Kim, K., Ryu, J., & Doorenbos, A. Z. (2024). Home-based walking intervention for middle-aged migrant women using 360-degree virtual videos and a wearable activity tracker: A mixed-methods pilot study. Research in Community and Public Health Nursing, 35(1), 10-21.
[144] Ki, S., Ryu, J., & Lim, T. (2024). The effects of self-regulation strategies on cognitive load, self-efficacy, and learning satisfaction in VR nursing practice. The Journal of Educational Information and Media, 30(2), 325-348. http://dx.doi.org/10.15833/KAFEIAM.30.2.325
2023
[143] Ryu, J., & Jeong, Y. (2023). Effect of HMD Experience Levels and Metaverse Platform on Learner Perception. The Journal of Educational Information and Media,29(4), 1235-1258. http://dx.doi.org/10.15833/KAFEIAM.29.4.1235
[142] Ryu, J., & Kim, K. (2023). The Effect of Presence of Face with Avatar on Social Presence and Attention in Virtual Reality Learning Environment. The Journal of Educational Information and Media, 29(4), 1213-1233. http://dx.doi.org/
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[141] Lim, T., Yang, E., Ki, S., Kim, K., Jeong, Y., Lee, S., & Ryu, J. (2023). ChatGPT-based Keyword Extraction from Text Data: A Comparative Study of Similarity with Manual Methods. Journal of Educational Technology, 39(4), 1337-1369. http://dx.doi.org/10.17232/KSET.39.4.1337
[140] Davis, R. O., Lee, Y. J., Vincent, J., Lee, S., Kim, D., & Kim, J. (2023). Revisiting contextual relevance: pedagogical agent appearance. Journal of Research on Technology in Education, 1-17. https://doi.org/10.1080/15391523.2023.22882
33
[139] Ju, H., Hong, S., & Jeong, Y. (2023). Exploration of Flourishing Experiences of Graduate Students through BK21 Project Participation: Focusing on Seligman’s PERMA Theory. Journal of Learner-Centered Curriculum and Instruction, 23(20), 867-883. https://doi.org/10.22251/jlcci.2023.23.20.867
[138] Kim, K., Lee, S., & Ryu, J. (2023). The Effect of Conversational Style with Digital Human on Learning Experience of Emotions and Attention. The Korea Educational Review, 29(3), 27-49. http://dx.doi.org/10.29318/KER.29.3.2
[137] Hwang, S., Jeong, Y., Cha, S. (2023). Comparison of Yearly and Gender Differences in Career Decision Self-efficacy among Middle and High School Students in Gwangju, Korea, 2019-2021. The Journal of Educational Research, 45(2), 23-50. https://doi.org/10.35510/JER.2023.45.2.23
[136] Lim, T., Jeong, Y., & Ryu, J. (2023). Predicting Factors Affecting the Intention to Use Metaverse-based Classes among Higher Education Learners: A Hybrid SEM-ANN Approach. Journal of Educational Technology. 39(3), 815-851.https://doi.org/10.17232/KSET.39.3.815
[135] Lim, T., Jeong, Y., & Ryu, J. (2023). Analysis of Pre-service Teachers’ Experience with Generative AI: Creating Animated Fairy Tale Videos. The Korean Association Of Computer Education, 26(5), 139-153. https://doi.org/10.32431/
kace.2023.26.5.012
[134] Kim, K., Yang, E., Ryu, J. & Lim, T. (2023). Use of Facial Expression Analysis and EEG to Analyze Cognitive Load and Emotion of Learners in Virtual Simulation. The Korean Association for Educational Methodology Studies, 35(2), 197-221. http://dx.doi.org/10.17927/tkjems.2023.35.2.197
[133] Kim, J., Jeong, Y., & Ryu, J. (2023). Differences in usability evaluation and learning satisfaction of medical students according to XR and VR application environments of medical simulation. The Journal of Educational Research, 21(2), 41-60. https://doi.org/10.31352/JER.21.2.41
[132] Kim, K. & Ryu, J. (2023). Analysis of Life-Like and Bird's Eye Views in the Augmented Reality on User Perceptions, The Korean Journal of Thinking Development, 19(1), 1-19. https://doi.org/10.51636/JOTD.2023.04.19.1.1
[131] Kim, K., Park, S., Ryu, J., & Lim, T. (2023). Scenario Usefulness and Avatar Realism in an Augmented Reality-based Classroom Simulation for Preservice Teacher Training. Educational Technology International, 24(1), 1-27.
https://doi.org/10.23095/ETI.2023.24.1.001
[130] Chae, D., Kim, J., Kim, K., Ryu, J., Asami, K., & Doorenbos, A. (2023). An Immersive Virtual Reality Simulation for Cross-Cultural Communication Skills: Development and Feasibility. Clinical Simulation in Nursing, 77, 13-22. https://d
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[129] Yang, E., & Ryu, J. (2023). The effects of avatar interaction by digital twin on the attention and social presence in the extended reality-based learning environment. Journal of Educational Technology, 39(1), 251-274. http://dx.doi.org/
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2022
[128] Jeong, M. & Ryu, J. (2022). A Comparison of Machine Learning with EEG based Cognitive Load Prediction Model. Korean Journal of Thinking Development, 18(3), 111-129. https://doi.org/10.51636/JOTD.2022.12.18.3.111
[127] Yang, E. & Ryu, J. (2022). Users’ Emotion Analysis on the Content of Virtual Reality based Simulation for Teacher Training. Journal of Digital Contents Society, 23(2), 2403-2412.
[126] Lim, T., Ryu, J., & Tak, Y. (2022). The Effects of Avatar Interaction with Levels of Immersion on the Virtual Presence, Emotional engage and Valence in a Metaverse Learning Environment. The Korean Journal of Educational Methodology Studies, 34(4), 833-856.
[125] Ki, S., Ryu, J., & Kim, D. (2022). The Semantic Network Analysis of Inservice or Pre-service Teachers and Virtual Parent in Counseling Simulation. Korean Journal of Teacher Education, 38(4), 127-153. https://doi.org/10.14333/KJTE.2022.38.4.06
[124] Ryu, J., Kim, K., & Yang, E. (2022). The Comparative Study of Attention and Emotion on Parent-Teacher Conference of Online Simulation between In-service and Pre-service Teachers. The Korea educational review, 28(2), 27-47. https://dx.doi.org/10.29318/KER.28.2.2
[123] Ryu, J., & Yang, E. (2022). Effects of Scenarios and Training on Preservice Teachers’ Teaching Efficacy in the Virtual Teaching Simulation for a Classroom Management. Journal of Korean Association for Educational Information and Media, 28(2), 471-491. http://dx.doi.org/10.15833/KAFEIAM.28.2.471
[122] Lee, J., Hollister, J., Lim, T., Kim, K., & Ryu, J. (2022). A case review for the design of VR-based training for enhancing empathy and cultural competency of public librarians. International Journal of Knowledge Content Development & Technology, 12(special issue), 107-134. [KCI]
[121] Kim, C. & Ryu, J. (2022). The Differences in Emotional Experiences of Pre-service Teachers and In-service Teachers in a Teaching Simulation for Classroom Management. The Korean Journal of Thinking Development, 18(1), 27-46. https://doi.org/10.51636/JOTD.2022.04.18.1.27
[120] Ki, S., Ryu, J., & Jo, S. (2022). The Semantic Network Analysis of the Conversation between Experienced or Pre-service Teachers and Virtual Student in Class Simulation. Teacher Education Research, 61(1), 97-118. https://doi.org/10.15812/ter.61.1.202203.97
[119] Yang, E., Park, S., Ryu, J., & Lim, T. (2022). How does dental students’ expertise influence their clinical performance and perceived task load in a virtual dental lab?. Journal of Computing in Higher Education, online. https://doi.org/10.1007/s12528-022-09314-5 [SSCI]
[118] Lim, T. H., Ryu, J., & Jeong, Y. S. (2022). The Effects of Emotional Interaction by Avatar on Presence and Interest Development in the Metaverse Learning Environment. The Korea Educational Review, 28(1), 167-189. http://dx.doi.org/10.29318/KER.28.1.7
[117] Lim, T., Yang, E., & Ryu, J. (2022). The Effects of Participation Experience in Metaverse-based Expo on Satisfaction and Intention to Recommend. Journal of Digital Contents Society, 23(3), 469-479. https://doi.org/10.9728/dcs.2022.23.3.469
[116] Lim, T., Yang, E. & Ryu, J. (2022). The Differences in Artificial Intelligence Teaching Efficacy by Gender and School Level of In-service Teachers. The Journal of Korean association of computer education, 25(1), 41-50. https://doi.org/10.32431/kace.2022.25.1.004
2021
[115] Moon, J., & Ryu, J. (2021). The effects of social and cognitive cues on learning comprehension, eye-gaze pattern, and cognitive load in video instruction. Journal of Computing in Higher Education, 33(1), 39-63. https://doi.org/10.1007/s12528-020-09255-x [SSCI]
[114] Chae, D., Yoo, J. Y., Kim, J., & Ryu, J. (2021). Effectiveness of virtual simulation to enhance cultural competence in pre-licensure and licensed health professionals: A systematic review. Clinical Simulation in Nursing, 56, 137-154. https://doi.org/10.1016/j.ecns.2021.04.013 [SCI]
[113] Chae, D., Kim, Y., Ryu, J., Asami, K., Kim, J., & Kim, K. (2021). E-learning cultural competence for public health workers: A feasibility and pilot stduy. Public Health Nursing, 38(5). 897-906. https://doi.org/10.1111/phn.12923
[112] Yang, E., Tak, Y., & Ryu, J. (2021). The Effects of Gender Identification and Reality of Avatar on Intimacy and Intention to Use the AI Speaker. Journal of Digital Contents Society, 22(12), 2027-2037. https://doi.org/10.9728/dcs.2021.22.12.2027
[111] Yang, E., & Ryu, J. (2021). Effects of peer and teacher avatars on learning presence and visual attention in the metaverse learning environment. The Journal of Educational Information and Media, 27(4), 1629-1653. https://doi.org/10.15833/KAFEIAM.27.4.1629
[110] Yang, E., & Ryu, J. (2021). The Effects of Sound with Emotional Conditions on Virtual Presence in the Virtual Reality-Based Scenario. Journal of Educational Technology, 37(4), 917-942. https://doi.org/10.17232/KSET.37.4.917
[109] Yang, E. & Ryu, J. (2021). Do we perceive emotional gender gesture of virtual avatar as intended?. International Journal of Educational Media & Technology, 15(1), 129-139. [기타]
[108] Jeong, Y., Lim,T., & Ryu, J. (2021). The effects of spatial mobility on metaverse based online class on learning presence and interest development in higher education. Journal of Korean Association for Educational Information and Media, 27(3), 1167-1188. https://doi.org/10.15833/KAFEIAM.27.3.1167
[107] Yang, E., Kim, K., & Ryu, J. (2021). A Comparative Study Between In-service and Pre-service Teachers on Scenario Usefulness, Virtual Presence, and Interest Development in Using a Teaching Simulation. Journal of Korean Association for Educational Information and Media, 27(3), 899-923. https://doi.org/10.15833/KAFEIAM.27.3.899
[106] Kim, B., Ryu, J., Kim, S., & Choi, N. (2021). Perception Survey of Virtual Reality Simulation with Malocclusion Models. Journal of the Korean Academy of Pedtatric Denitstry, 48(3), 302-312. https://doi.org/10.5933/JKAPD.20
21.48.3.302
[105] Jeong, M., Lim, T., & Ryu, J. (2021). The Effects of Expertise Level on Task Load and Easy-to-use in Virtual Reality Based Dental Clinical Simulation. The Journal of the Korea Contents Association, 21(8), 258-270. https://doi.org/10.5
392/JKCA.2021.21.08.258
[104] Lim, T., Yang, E., Kim, K., & Ryu, J. (2021). A study on user experience analysis of high school career education program using metaverse. Journal of Learner-Centered Curriculum and Instruction, 21(15), 679-695. https://doi.org/10.22251/jlcci.2021.21.15.679
[103] Yun, H., Ki, S., & Ryu, J. (2021). Exploring Adolescents’ Intention on Technology Acceptance of Virtual Reality Simulation for Career Development Competency in Career Education. Journal of Educational Technology, 37(2), 403-428. https://doi.org/10.17232/KSET.37.2.403
[102] Ki, S., Yun, H., & Ryu, J. (2021). Effects of Emotional Expressions of Virtual Characters on Self-efficacy and Performance in the Immersive Game. Journal of Korean Association for Educational Information and Media, 28(2), 559-584. http://dx.doi.org/10.15833/KAFEIAM.27.2.559
[101] Lim, T., & Ryu, J. (2021). A Qualitative Study on the Issues, Development Directions, and Roles of Career Education : Perspectives from Career Guidance Teachers of Secondary Education. New Horizons of Educational Research, 1(1), 37-51. https://doi.org/10.35510/nher.2021.1.1.37
[100] Lim, T., Han, I., & Ryu, J. (2021). The effects of egocentric distance and screen size on virtual presence: Implications for the design of virtual reality environments in large-screen displays. Educational Technology International, 22(1), 1-21. [KCI]
[99] Kim, K., Lim, T., & Ryu, J. (2021). A Gaze Behavior Analysis on the Integration Process of Text and Picture in Text Reading. The Korea Educational Review, 27(1), 71-89. http://dx.doi.org/10.29318/KER.27.1.3
[98] Lim, S., Yang, E., Lim, T., & Ryu, J. (2021). Development of EEG-based Deep Neural Network Model for Emotion in Virtual Reality Teaching Simulation. Journal of Korean Association for Educational Information and Media, 27(1), 29-52. https://doi.org/10.15833/KAFEIAM.27.1.029
[97] Moon, H., Yoon, H., Park, S., Kim, C., Jeong, M., Lim, S., Ryu, J., & Heo, H. (2021). Usefulness of virtual-reality-based training to diagnose strabismus. Scientific Reports, 11, 5891. https://doi.org/10.1038/s41598-021-85265-8 [SCI]
[96] Jeong, M., Lim, T., & Ryu, J. (2021). Development of a Discrimination Model for Learners’ Cognitive Load based on Artificial Intelligence using EEG Data. Journal of Field-based Lesson Studies, 2(1), 47-71. https://doi.org/10.22768/JFLS.
2021.2.1.47
2020
[95] Kim, B., Yang, E., Choi, N., Kim, S., & Ryu, J. (2020). Effects of auditory feedback and task difficulty on the cognitive load and virtual presence in a virtual reality dental simulation. The Journal of Korean Dental Association, 58(11), 670-682. https://doi.org/10.22974/jkda.2020.58.11.001
[94] Kim, C., Kim, K., & Ryu, J. (2020). The Effects of Augmented Reality based Interaction and Scenarios on Virtual Presence in Teaching Simulation. Teacher Education Research, 59(4), 615-630. https://doi.org/10.15812/ter.59.4.20
2012.615
[93] Yang, E., Lim, T., & Ryu, J. (2020). The Effects of the Gender and Realism Level of Avatar with Artificial Intelligence Speakers on the Persona Perception. The Korea Educational Review, 26(4), 89-113.
[92] Lim, T., Yang, E., & Ryu, J. (2020). A Social Network Analysis on Subjects of AI Convergence Education for Professional Teacher Education Curriculum. The Journal of Learner-Centered Curriculum and Instruction, 20(21), 1185-1211.
[91] Ki, S., Yang, E., & Ryu, J. (2020). The Effects of Screen Size and Text Display Methods on Attention and Redundancy Effects in Multimedia with an Animated Pedagogical Agent. Korean Education Inquiry, 38(3), 57-80.
[90] Kim, K., Shin, A., & Ryu, J. (2020). The effects of computer-based teaching simulation for pre-service teachers: A meta-analysis. Teacher Education Research, 59(3), 429-444.
[89] Kim, C., Kim, K., & Ryu, J. (2020). The effect of experience level on user perception in the VR based simulation for communication training with virtual patient. Korean Association for Educational Information and Media, 26 (3): 455-475.
[88] Jeong, M., Kim, B., & Ryu, J. (2020). The effects of expertise level on performance time, task accuracy, and task load in virtual reality dental simulation. The Korean Journal of Educational Methodology Studies, 32(2), 185-204.
[87] Kim, B., Ryu, J., Kim, J., Kim, S., & Choi, N. (2020). Evaluation of virtual reality simulation of dental caries through student questionnaire. Journal of the Korean Academy of Pediatric Dentistry, 47(3), 293-302.
[86] Ki, S., & Ryu, J. (2020). The Semantic Network Analysis on the Regulated Learning Strategies of the Animated Pedagogical Agents in Computer Supported Collaborative Learning for Elementary Students. The Journal of Elementary Education, 33(2), 25-52.
[85] Yang, E., & Ryu, J. (2020). The Effects of Gender and Eye Gaze Direction of Animated Pedagogical Agent on Emotional Perception of Facial Expression. Journal of Korea Association for Educational Information and Media, 26(1), 51-77.
[84] Yang, E., & Ryu, J. (2020). The Analysis of Attention Levels and Gazing Areas on Eye-fixation Duration and Pupil Diameter in a Video Lecture. The Korea Educational Review, 26(1), 51-77.
[83] Ryu, J., Yang, E., Jeong, M., & Park, S. (2020). The effects of joystick-controlling and walking-around on navigating a
virtual space. Educational Technology International, 21,(2), 125-153.
[82] Ryu, J., & Kim, K. (2020). The Effects of Emotional Interaction with Virtual Student on the User's Eye-fixation and Virtual Presence in the Teaching Simulation. The Journal of the Korea Contents Association, 20(2), 581-593.
2019
[81] Ryu, J., Kim, K., & Jeon, M., (2019). The Consideration Factors of Ethical Bias for Debate Bot. The Digital Ethics, 3(2), 63-76.
[80] Yang, E., Kim, C., & Ryu, J. (2019). The Ethical Guidelines on the Affective Model for Artificial Intelligence Based Autonomous Avatar in Teaching Simulation. The Digital Ethics, 3(2), 24-34.
[79] Park, S., Holt, M., & Ryu, J. Teachers’ Perceptions and Willingness to Use Augmented Reality in the Classroom. The Journal of Educational Research, 41(2), 105-121.
[78] Ki, S., Kim, K., & Ryu, J., (2019). A Semantic Network Analysis on the Perception of Teaching Competencies of Pre-service Teachers on Teaching Practice. Teacher Education Research, 58(4), 699-718.
[77] Ryu, J., & Yang, E. (2019). The effect of classroom scenario and task display method on user experience in teaching simulation. The Educ Res for Tmrw, 32, 99-118.
[76] Ryu, J., & Yang, E. B. (2019). Effects of Screen Size and Avatar’s Gestures on the Sense of Presence of Instructional Video. The Korean Journal of Educational Methodology Studies, 31(4), 653-671.
[75] Ryu, J., & Yang, E. B. (2019). The effect of display methods of virtual character on persona effect, cognitive load, and attention in the augmented reality based learning environment. The Korean Journal Of Educational Methodology Studies, 31(2), 385-404.
[74] Ryu, J., Han, S., & Kim, S. (2019). Effectiveness of walking navigation on virtual presence in virtual learning environment. The Korean Journal of Educational Methodology Studies, 31(1), 209-230.
[73] Park, S., Ryu, J., & McChesney, K. (2019). Collaborative studio experiences between South Korean and American pre-service teachers: A case study of designing culturally-responsive virtual classroom simulation. TechTrends, 63(3), 271-283. [SCOPUS]
[72] Park, S., & Ryu, J. (2019). Exploring preservice teachers’ emotional experiences in an immersive virtual teaching simulation through facial expression recognition. International Journal of Human–Computer Interaction, 35(6), 521-533. [SCI(E)]
2018
[71] Yang, E., & Ryu, J. (2018). The Effect of Segmentation Principle on Usability and Cognitive Load in Augmented Reality. Educational Research, 40(1), 49-71.
[70] Ryu, J. & Shin, A. (2018). The Effect of Integration Formats with Text and Picture on Learning Achievement and Cognitive Load for Procedural Task of Science in Elementary. The Korean Journal of Educational Methodology Studies, 30(3), 261-282.
[69] Ryu, J. & Ke, F. (2018). Increasing persona effects: Does it matter the voice and appearance of animated pedagogical agent. Educational Technology International, 19(1), 61-91.
2017
[68] Lee, Y., & Ryu, J. (2017). Exploratory Study of Eye-Tracking Data on Students’ Attention in Instructional Video. The Korea Educational Review, 23(3), 5-33.
[67] Yu, S., & Ryu, J. (2017). Development of virtual reality based teaching simulation with HMD for pre-service teachers: Usefulness of teaching scenarios and virtual presence. Teacher Education Research, 56(3), 309-323.
[66] Han, I., Ryu, J., & Kim, M. (2017). Prototyping training program in immersive virtual learning environment with head mounted displays and touchless interfaces for hearing-impaired learners. Educational Technology International, 18(1), 49-71.
[65] Ryu, J., & Yu, S. (2017). The effect of gesture based interface on presence perception and performance in the virtual reality learning environment. The Korean Educational Review, 23(1), 35-56.
[64] Ryu, J., & Shin, A. (2017). The Effects of Integration of Picture and Text by Spatial Contiguity Principle on Learning and Cognitive Load. The Korean Journal of Educational Methodology Studies, 29(1), 103-120.
[63] Koo, G., Shoffner, S., & Ryu, J. (2017). Use of animated pedagogical agent in sport management education: Effect on students' situational interest. Sport Management Education Journal, 11(1), 34-44. [SCOPUS]
2016
[62] Ryu, J., Choi, D., & Kim, M. (2016). Do the Speed and Brightness in the Virtual Reality Matter for Hearing Impaired Learners with Head Mounted Display?. Journal of Korean Association for Educational Information and Media, 22(4), 861-877.
[61] Ryu, J., & Yu, S. (2016). The Effects of Head Mounted Display and Treadmill on Cyber Sickness in the Immersive Virtual Reality Learning Environment. The Anam Society For The Study Of Education, 22(3), 385-403.
[60] Ryu, J., & Yu, S. (2016). The effects of scenario types on teacher efficacy of pre-service teachers and virtual presence in the virtual reality based teaching simulation. J Korean Assoc Inf Medi, 22, 661-680.
[59] Ryu, J., & Yu, S. (2016). The effects of head mounted display on time-on-task and virtual presence for navigational tasks in the immersive virtual reality. Science of Emotion and Sensibility, 19(3), 71-80.
[58] Ryu, J. & Yu, S. (2016). The Congruent Effects of Gesture and Facial Expression of Virtual Character on Emotional Perception : What Facial Expression is Significant?. The Journal of the Korea Contents Association, 16(5), 21-34.
2015
[57] Ryu, J. (2015). The Effect of Smartpad Based E-book and Performance Level on Cognitive Loads: Is Interactive Design Effective?. The Korean Journal of Educational Methodology Studies, 27(2), 177-194.
2014
[56] Ryu, J. & Lim, T. (2014). The effects of E-book reading purposes and screen formats on reading performance and cognitive loads of college students. Nagoya Journal of Higher Education, 14(1), 197-214.
[55] Ryu, J. & Kim, S. (2014). The Effect of Blended Instruction on Teacher Education Course in Higher Education. Journal of Cyber Education, 8(1), 107-125.
[54] Han, S., Ryu, J., & Kim, M. (2014). Research on classroom interaction of using digital textbook: Focused on math and science teaching. The Korean Journal of Educational Methodology Studies, 26(3), 533-560.
2013
[53] Ryu, J., & Yu, J. (2013). The Effect of Pedagogical Agent's Nonverbal Communications on Affective Perception and Cognitive Efficiency. The Korean Journal of Educational Methodology Studies, 26(1), 115-136.
[52] Jung, H., Ryu, J., & Na, C. (2013). Analysis of the Easy to Use, Cognitive Load, Interaction Process of E-textbook for Smartpad. Journal of Korean Association for Educational Information and Media, 19(3), 547-572.
[51] Ryu, J., Jung, H., & Moon, J. (2013). Needs analysis of distance education students for using e-textbooks on smartpads. The Journal of the Korea Contents Association, 13(10), 594-603.
[50] Ryu, J., & Moon, J. (2013). The effects of line length and information seeking in e-book for learning on eye-fixation time, cognitive load, and comprehension. The Korea Educational Review, 19(3), 293-313.
[49] Ryu, J. (2013). Eye-tracking Study of Types of Tasks, Line Length, and Contiguity in Comprehension of Text and Illustration. Journal of Educational Technology, 29(3), 573-597.
[48] Ryu, J., & Yu, J. (2013). The impact of gesture and facial expression on learning comprehension and persona effect of pedagogical agent. Science of Emotion and Sensibility, 16(3), 281-292.
[47] Ryu, J., & Jung, H. (2013). The Effect of Age and Gender on Intentional Use of e-Book based on Technology Acceptance Model for College Students,". The Korean Journal of Educational Methodology Studies, 25(3), 623-647.
[46] Ryu, J. (2013). The Effect of Realism and Conversational Narration on Persona Effect of Pedagogical Agent. The Journal, 19(1), 55-82.
[45] Ryu, J. (2013). The impact of picture segmentation and navigational structure of e-book for smartpad on cognitive load. Journal of Educational Technology, 29(1), 55-77.
[44] Ryu, J. & Jung, H. (2013). The Effects of Collaboration with Visual and Text Information on Cognitive Load and Mindmap Building. The Korean Journal of Educational Methodology Studies, 25(1), 197-218.
[43] Kim, M. & Ryu, J. (2013). The development and implementation of a web-based formative peer assessment system for enhancing students' metacognitive awareness and performance in ill-structured tasks. Educational Technology Research and Development (ETR&D), 61(4), 549-561. [SSCI]
2012
[42] Ryu. J. (2012). The Interaction Effect of Measuring Stage and Cognitive Efficiency. Journal of Educational Technology, 28(4), 663-686.
[41] Ryu, J., & Byun, H. (2012). Latent mean comparison of digital textbook and gender differences in elementary school. The Korean Journal of Educational Methodology Studies, 24(3), 617-636.
[40] Ryu, J. (2012). The effect of image realism and learner's expertise on persona effect of pedagogical agent. Science of Emotion and Sensibility, 15(1), 47-56.
[39] Ryu, J. (2012). The interaction effect of instructional efficiency and line length in comprehension of picture and text. Journal of Educational Technology, 28(1), 1-27.
[38] Ryu, J., & Yu, J. H. (2012). The effects of pedagogical agents realism on persona effect and cognitive load factors in cross-use of printed resources and mobile device. The Journal of Korean Association of Computer Education, 15(1), 55-64.
2011
[37] Byun, H., Ryu, J., & Song, Y. (2011). Research trends on digital textbook and meta-analysis on its academic achievement. The Korean Journal of Educational Methodology Studies, 23(3), 635-663.
[36] Ryu, J., & Son, C. (2011). Attentional guidance of visual cueing and levels of realism of pedagogical agent on cognitive load factors and achievement. Journal of Educational Technology, 27(3), 507-533.
[35] Ryu, J. (2011). Sensitivity of cognitive load factors and prediction for learning achievement upon the levels of task in multimedia learning. Journal of Educational Information and Media, 17(3), 309-332.
[34] Ryu, J. (2011). The Effect of Contiguity Principle on the Cognitive Load Factors in Different Line Lengths and Types of Task. Journal of Educational Technology, 27(2), 401-425.
2010
[33] Ryu, J. & Lim, T. (2010). The Effects of Screen Design and Motivational Message on Cognitive Load in Expository Text. Journal of Educational Technology, 26(3), 125-157.
[32] Ryu, J. (2010). The Effects of Types of Task and Screen Design on Cognitive Load Factors of Perceived Task Difficulties and Mental Efforts. Journal of Educational Technology, 26(2), 1-23.
[31] Ryu, J. (2010). Impact of picture and reading mode on cognitive load and galvanic skin response. Science of Emotion and Sensibility, 13(1), 21-32.
[30] Ryu, J. (2010). The effects of screen layout of PDA and yipes of Task on response time and users' preference. Journal of Korean Association for Educational Information and Media, 16(1), 71-94.
[29] Ryu, J. (2010). The Effects of Prior-knowledge and Screen Split on Task Performance and Cognitive Load Factors. The Korean Society for Educational Technology, 26(1), 87-109.
2009
[28] Byun, H., Cho, W., Kim, N., & Ryu, J. (2009). The Effects of ARCS Components in the Instructional Media Motivational Survey and Perceived Usefulness on Achievement Using K-6 Mathematics Digital Textbook. The Korean Journal of Educational Methodology Studies, 21(1), 47-67.
[27] Ryu, J. (2009). A Path Analysis of Expertise and Cognitive Load Factors on Performance. Journal of Research in Curriculum Instruction, 13(4), 851-871.
[26] Ryu, J. (2009). The effects of learner expertise and task difficulty on cognitive load factors and performance. The Journal of Educational Information and Media, 15(4), 1-19.
[25] Ryu, J. (2009). The Impact of Cognitive Load Factors and Arousal Levels of Galvanic Skin Response on Task Performance in Computer Based Learning. Science of Emotion and Sensibility, 12(3), 279-288.
[24] Ryu, J., Byun, H.S., & Seo, J.H. (2009). The Impact of Prior Knowledge and ICT Competency on Academic Achievement of Digital Textbook Across Gender. Educational Research Institute College of Education, 40(2), 51-75.
[23] Ryu, J., & Jeong, H.D. (2009). The Impact of Multimedia Based Cooperative Learning with Ability Grouping in Mathematics on Achievement and Attitude. The Korea Educational Review, 15(2), 131-155.
[22] Ryu, J., & Yim, J. H. (2009). Influence of Motivational Message with Narration on Learner's Cognitive Load and Time-On-Task. Journal of Research in Curriculum Instruction, 13(2), 323-342.
[21] Ryu, J., & Yim, J. (2009). An exploratory validation for the constructs of cognitive load. The Journal of Educational Information and Media, 15(2), 1-27.
2008
[20] Ryu, J. (2008). The Impact of Classroom Environment and Gender Gap of Digital Textbook for Mathematics of Elementary School on Achievement and Media Perception. Journal of Educational Technology, 24(3), 53-83.
[19] Ryu, J. (2008). The Effects of Screen Split and Graphic Metaphor of E-book on Task Completion Time and Usability in Information Seeking Task, The Journal of Educational Information and Media, 14(3), 253-272.
[18] Ryu, J. (2008). Ecological analysis of the classroom teaching with tablet PC based digital textbook. Journal of Educational Technology, 24(2), 271-297.
[17] Ryu, J. (2008). A Discourse of implementing the adaptive instructional systems into the ubiquitous learning environments. The Korea Journal of Education Methodology Studies, 20(1), 75-91.
[16] Ryu, J., & Her, C. (2008). Factors of college students’ perception on human right and their impacts on the attitude of human right. Democracy and Human Rights, 8(1), 175-202.
2007
[15] Ryu, J., & Yim, J. (2008). Analysis of causal relationships between motivational factors of self-determination theory, cognitive strategy, and academic achievement for elementary students. Journal of Research in Curriculum Instruction, 12(1), 219-238.
[14] Ryu, J., Joe, H., & Yoon, S. (2007). Exploratory analysis of learner generating questions. Research of Education, 30, 109-129.
[13] Yim, J., & Ryu, J. (2007). The impact of self-determination on academic achievement of elementary students. The Korean Journal of Educational Methodology Studies, 19(2), 163-181.
[12] Ryu, J. (2007). A study of learner satisfaction and achievement on web-based learning environment in higher education. The Journal of Educational Information and Media, 13(3), 189-208.
[11] Ryu, J. (2007). Critical factors of learner satisfaction in e-learning for corporation. Journal of Korea Society for Learning and Performance, 9(1), 121-142.
2006
[10] Ryu, J. (2006). Theoretical Assumptions for Building Cognitive Models.The Journal of Educational Research, 29, 163-180.
[9] Ryu, J. & Park, I. (2006). Factors and Motivation of Parents Tutor for Cyber Home Learning System. The Journal of Educational Information and Media, 12(4), 315-334.
2005
[8] Ryu, J. & Baylor, A. L. (2005). The psychometric structure of pedagogical agent persona. Technology, Instruction, Cognition, and Learning, 2(4), 291-314.
[7] Ryu, J., Kim, M., & Ko, G. (2005). Key factors for determining learners' satisfaction in corporate e-learning. The Journal of Educational Information and Media, 11, 191-220.
[6] Ryu, J., & Kwon, S. (2005). The knowledge sharing process on a collaborative problem solving task with a concept map. Journal of Educational Technology, 21(2), 29-60.
[5] Ryu, J., & Lee, Y. (2005). Applying mobile technology for improving learner's interaction in web discussions. The Korea Journal of Education Methodology Studies, 17(1), 103-124.
2004
[4] Ryu, J. (2004). Transformation Process of Content Knowledge through Authoring Hypertext. The Korea Journal of Education Methodology Studies, 16(2), 1-23.
[3] Ryu, J. (2004). Cognitive Model of Knowledge Transformation in Authoring Hypertext. Doctoral dissertation. Florida State University.
2003
[2] Baylor, A. L. & Ryu, J. (2003). The effects of image and animation in enhancing pedagogical agent persona. Journal of Educational Computing Research, 28(4), 373-394. [SSCI]
2002
[1] Ryu, J. (2004). A cognitive model of knowledge transformation in authoring hypertext (Doctoral dissertation, The Florida State University).