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Hello,
I'm Sungmin!

I am a research intern at the Human-Centered Artificial Intelligence Lab (HCAIL) at the University of Seoul, under the supervision of Prof. Hyunggu Jung

My research interests lie primarily in education, human-computer interaction, and user-centered design. I am particularly interested in designing technology or an environment that can support equity in education

 

I enjoy reading books (Harry Potter and Guns, Germs, and Steel are my favorites) and watching Netflix (Squid Game is my new favorite) in my free time. Also, I love taking walks after rain with the smell of fresh air.

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News

[Oct 2021] Served as a student volunteer at UIST’21 successfully!

 

[Oct 2021] Excited to announce that our paper “Exploring University Instructors’ Challenges in Online Teaching and Design Opportunities during the COVID-19 Pandemic: A Systematic Review” is published in the International Journal of Learning, Teaching and Educational Research!

 

[Oct 2021] Served as a student volunteer at ASSETS’21 successfully!

 

[Sep 2021] Served as a student volunteer at RecSys’21 successfully!

 

[Jun 2021] Served as a student volunteer at DIS’21 successfully!

 

[Mar 2021] Our paper “Would you rather: A focus group method for eliciting and discussing formative design insights with children” is accepted to IDC 2021! 

 

[Dec 2020] Excited to share that our paper “The show must go on: A conceptual model of conducting synchronous participatory design with children online” is accepted to CHI 2021!

 
 

Research Projects

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Supporting Interaction Between Learners and Instructors in Synchronous Online Classes

As the COVID-19 pandemic began, many educational systems rapidly shifted classes online to ensure everyone’s safety. In online classes, the interaction between learners and instructors is crucial for building an effective learning environment. Yet, lots of learners and instructors still struggle with interacting with each other in remote classrooms. Thus, we aim to create and evaluate a technology to support interaction among the two stakeholders, especially in synchronous online classes. 

Paper: IJLTER’21

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Na, S., & Jung, H. (2021). Exploring University Instructors’ Challenges in Online Teaching and Design Opportunities during the COVID-19 Pandemic: A Systematic Review. International Journal of Learning, Teaching and Educational Research, 20(9).

Simko, L., Chin, B., Na, S., Saluja, H.K., Zhu, T.Q., Kohno, T., Hiniker, A., Yip, J.C., & Cobb, C. (2021). Would you rather: A focus group method for eliciting and discussing formative design insights with children. In ACM Interaction Design and Children.

Lee, K.J., Roldan, W., Zhu, T.Q., Saluja, H.K., Na, S., Chin, B., Zeng, Y., Lee, J.H., & Yip, J.C., (2021). The show must go on: A conceptual model of conducting synchronous participatory design with children online. Submitted to Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. Association for Computing Machinery. 

**BEST PAPER (TOP 1% out of 2,800 submissions)**

KidsTeam UW

Working with kids aged 7 to 11, KidsTeam at the University of Washington runs different projects using participatory design methods. One of the projects that I participated in exploring the design insights associated with technology tradeoffs, dilemmas, tensions, and risks that a co-design technique called “Would You Rather (WYR)” can give. As I transcribed and coded the recorded sessions using WYR as a co-design method, I sought to understand how the kids engaged with WYR.  

Paper: IDC’21

KidsTeam Online

This project explores co-designing with children in an online space using Zoom. Moreover, the project seeks to find how children build relationships with peers and adults, how children want to modify techniques to design, and what collaboration looks like in an online environment. My roles in this research project were co-designing with the children in several sessions through Zoom, observing and annotating the recorded session videos to analyze if any patterns were occurring regarding co-designing online.    

Paper: CHI’21

Publications