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Jenny Ji

Title: Assistant Professor

Department: Learning Technologies

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

LTEC 2600.005Digital Tools in EducationSpring 2026 Syllabus
LTEC 5310.420Human Computer InteractionFall 2025 SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Liu, D., Ji, H., Kliger, D. (2023). Stealth Assessment in Game-Based and Task-Based Language Teaching. Games as Stealth Assessment. 289-313. IGI Global. https://doi.org/10.4018/979-8-3693-0568-3.ch013

    • Conference Proceeding

  • Han, S., Jung, J., Ji, H., Lee, U., Liu, M. (2023). The role of social presence in MOOC students’ behavioral intentions and sentiments toward the usage of a learning assistant chatbot: A diversity, equity, and inclusion perspective examination. Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky (AIED 2023). Springer.
  • Han, S., Ji, H., Jiang, Z., West, M., Liu, M. (2023). What do students want to know while taking massive open online courses?. LAK23: 13th International Learning Analytics and Knowledge Conference. 572-578. ACM. https://doi.org/10.1145/3576050.3576072
  • Ji, H., Park, S., Jo, J. (2022). A qualitative study on using Intelligent Personal Assistant in teaching a young Korean learner in an EFL context. Proceedings of the XXIst International CALL Research Conference. Castledown Publishers.

    • Journal Article

  • Wu, Q., Ji, H., Park, Y., Kim, S., Yang, J., Wang, L. (2025). East Asian international doctoral students’ role identity development in the United States: A collaborative autoethnography. Journal of International Students. 15 (1) 61-86.
  • Han, S., Ji, H., Jung, J., Lee, U., Liu, M. (2025). Understanding sentiments toward an educational chatbot in MOOCs: Neutral interactions, diverse reflections, and key predictive factors. Technology, Knowledge and Learning.
  • Eisman, J.I., Ji, H., Han, I., Patterson, T.J. (2025). Historical “feelings”: Empathy and situational interest during a virtual reality historical empathy task. The Journal of Social Studies Research. 49 (4) 251-261. https://doi.org/10.1177/23522798251343311
  • Han, I., Ji, H., Jin, S., Choi, K. (2025). Mobile-based artificial intelligence chatbot for self-regulated learning in a hybrid flipped classroom. Journal of Computing in Higher Education. Springer Science and Business Media LLC. https://doi.org/10.1007/s12528-025-09434-8
  • Ji, H., Kim, C., West, L., Xu, J. (2024). Exploring the role of facilitator talk moves in online game-based grammar training.. International Journal of Information and Education Technology.
  • Ji, H., Han, I. (2024). Mobile-based chatbot to scaffold foreign language learners’ self-regulated learning. 36 (1) 67-88. The Korean Journal of Educational Methodology Studies. https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART003059978
  • Ji, H., Han, I., Park, S. (2024). Teaching foreign language with conversational AI: Teacher-student-AI interaction. 28 (2) 91-108. Language Learning & Technology.
  • Han, I., Patterson, T., Ji, H., Eisman, J. (2024). Virtual reality and immersive tendency for presence and empathy. Journal of Interactive Learning Research. 35 (3) 287-307. Association for the Advancement of Computing in Education. https://doi.org/10.70725/188447jrftmo
  • Tincani, M., Ji, H., Upthegrove, M., Garrison, E., West, M., Hantula, D., Vucetic, S., Dragut, E. (2023). Vocational interventions for individuals with ASD: Umbrella review. Review Journal of Autism and Developmental Disorders. 11 806-842.
  • Ji, H., Han, I., Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education. 55 (1) 48-63. Informa UK Limited. https://doi.org/10.1080/15391523.2022.2142873
  • Ji, H., Park, S., Shin, H.W. (2022). Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System. 105 102720. https://doi.org/10.1016/j.system.2022.102720
  • Ji, H., Shin, H. (2020). Understanding of Technological Pedagogical Content Knowledge (TPACK) in South Korea: Does experience make a difference?. 23 (3) 45-67. Multimedia-Assisted Language Learning.
  • Ji, H., Shin, H. (2019). Young foreign language learners’ engagement and motivation in augmented reality-based vocabulary learning. 22 (3) 9-31. Multimedia-Assisted Language Learning.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Boettger, R.K. (Principal), Pellegrini, M. (Co-Principal), He, J. (Co-Principal), Ji, H. (Co-Principal), "Human-Guided AI for Curriculum Innovation: Transforming Faculty Expertise into Ethical AI-Enhanced Learning Resources," sponsored by Learning Institute, University of North Texas, $11000 Funded. (2026).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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