Yunjo An

Previous Scheduled Teaching

Published Intellectual Contributions

Abstracts and Proceedings

• Yang, J., Ding, J., An, Y. (2021). A Text mining-based analysis of Facebook group discussions on gamification. Frisco, Proceedings of Innovate Learning Summit 2021.

Book

• Reigeluth , C.M., An, Y. (2021). Merging the instructional design process with learner-centered theory: The holistic 4D model. Routledge.

Book Chapter

• An, Y., Mindrila, D. (2017). Clusters of teachers based on their perceptions of learner-centered instruction. Other. 63-85. New York, NY, Nova Science Publishers.
• An, Y. (2015). Games to promote inquiry learning. Other. Thousand Oaks, CA, SAGE.
• An, Y. (2013). Strategies for supporting students’ metacognitive processes in ill-structured problem solving in online environments. Other. 35-52. New York, NY, Routledge.
• An, Y. (2012). Learner-centered technology integration. Other. Hersey, PA, IGI Global.
• Reigeluth, C.M., An, Y. (2009). Theory building. Other. New York, NY, Routledge.

Conference Proceeding

• An, Y. (2019). Creating smart learning environments with virtual worlds.. Foundations and Trends in Smart Learning: Proceedings of 2019 International Conference on Smart Learning Environments. Springer.

Encyclopedia Article

• An, Y. (2022). Game design for learning and teaching. Other. Routledge.

Journal Article

• An, Y., Kaplan-Rakowski, R. (2024). Examining adults’ enjoyment, challenges, and cognitive load in informal learning with high-immersion virtual reality. TECH Trends.
• An, Y. (2023). Seasoned scholars’ perspectives on the core competencies, programs, research, and future directions of the field of instructional design and technology. Educational Technology Research and Development.
• Reigeluth, C.M., An, Y. (2023). What’s the difference between learning experience design and instructional design?. Journal of Applied Instructional Design. 12 (3) 227-240.
• An, Y. (2023). The impact of gamification on doctoral students’ perceptions, emotions, and learning in an online environment. TechTrends. 67 706-717.
• Yang, J., , K., An, Y. (2022). A survey of the literature: How scholars use text mining in educational studies?. Education and Information Technologies. 28 2071-2090.
• Khukalenko, J., Kaplan-Rakowski, R., An, Y., Iushina, V. (2022). Teachers’ perceptions of using virtual reality technology in classrooms: A large-scale survey. Education and Information Technologies. 27 11591–11613. Springer. https://link.springer.com/article/10.1007/s10639-022-11061-0
• An, Y. (2021). A history of instructional media, instructional design, and theories. 4 (1) 1-21. International Journal of Technology in Education.
• An, Y. (2021). A qualitative investigation of team-based gamified learning in an online environment. Educational Process: International Journal. 10 (4) 73-91.
• An, Y. (2021). A response to an article entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review.”. Educational Technology Research and Development.
• An, Y., Zhu, M., Bonk, C., Lin, L. (2021). Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education. 33 (1) 64-84.
• An, Y., Kaplan-Rakowski, R., Yang, J., Connan, J., Kinard, W., Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic.. Educational Technology Research and Development. Springer.
• An, Y. (2020). Designing effective gamified learning experiences. 3 (2) 62-69. International Journal of Technology in Education.
• An, Y., Mindrila, D. (2020). Strategies and tools used for learner-centered instruction. 4 (2) 133-143. International Journal of Technology in Education and Science.
• Yang, X., Lin, L., Wen, Y., Cheng, P., Yang, X., An, Y. (2020). Time-Compressed Audio on Attention, Meditation, Cognitive Load, and Learning.. Educational Technology & Society. 23 (3) 16 - 26. JSTOR. https://www.jstor.org/stable/26926423?seq=1
• An, Y., Zhu, M., Bonk, C.J., Lin, L. (2020). Exploring instructors' perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs.. Journal of Computing in Higher Education. Springer. https://link.springer.com/article/10.1007/s12528-020-09256-w
• Rosenberg, M.G., An, Y. (2019). Supporting science teachers’ learner-centered technology integration through situated mentoring. Educational Process: International Journal. 8 (4) 248-263.
• An, Y. (2018). The effects of an online professional development course on teachers’ perceptions, attitudes, self-efficacy, and behavioral intentions regarding digital game-based learning. Educational Technology Research and Development. 66 (6) 1505-1527.
• An, Y., Cao, L. (2017). Examining the characteristics of digital learning games designed by in-service teachers. Other. 7 (4) 73-85.
• An, Y., Cao, L. (2017). The effects of game design experience on teachers’ attitudes and perceptions regarding the use of digital games in the classroom. TechTrends. 61 (2) 162-170.
• An, Y. (2016). A case study of educational computer game design by middle school students.. Educational Technology Research and Development. 64 (4) 555-571.
• An, Y., Haynes, L., D'Alba, A., Chumney, F. (2016). Using educational computer games in the classroom: Science teachers' experiences, attitudes, perceptions, concerns, and support needs. Other. 16 (4) 415-433.
• An, Y. (2015). Book review: MOOCs and open education around the world. Indian Journal of Open Learning. 24 (1-2) 69-70.
• An, Y., Cao, L. (2014). Examining the effects of metacognitive scaffolding on students’ design problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 10 (4) 552-568.
• An, Y. (2013). Systematic design of blended PBL: Exploring the design experiences and support needs of PBL novices in an online environment. Contemporary Issues in Technology and Teacher Education. 13 (1) http://www.citejournal.org/vol13/iss1/general/article1.cfm
• An, Y., Reigeluth, C.M. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education. 28 (2) 54-62.
• An, Y. (2010). Scaffolding wiki-based, ill-structured problem solving in an online environment. MERLOT Journal of Online Learning and Teaching. 6 (4) 723-734. http://jolt.merlot.org/vol6no4/an_1210.pdf
• An, Y., Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and lessons learned. International Journal of Instructional Technology and Distance Learning. 7 (3) article 4.
• An, Y., Bonk, C.J. (2009). Finding that SPECIAL PLACE: Designing digital game-based learning environments. TechTrends. 53 (3) 43-48.
• An, Y., Reigeluth, C.M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education. 9 (1) 1-16.
• Reigeluth, C.M., An, Y. (2006). Functional contextualism: An ideal framework for theory in IDT. Educational Technology Research and Development. 54 (1) 49-53.
• An, Y., Frick, T. (2006). Student perceptions of asynchronous computer-mediated communication in face-to-face courses. Journal of Computer-Mediated Communication. 11 (2) article 5. http://jcmc.indiana.edu/vol11/issue2/an.html
• An, Y., Reigeluth, C.M. (2005). A study of organizational learning at Smalltown hospital. Performance Improvement. 44 (10) 34-39.
• Frick, T., Su, B., An, Y. (2005). Building a large, successful Website efficiently through inquiry-based design and content management tools. TechTrends. 49 (4) 20-31.

Contracts, Grants and Sponsored Research

Grant - Research

• Panbamrung, J., Chelliah, S., Zhang, X., An, Y., "English Language Learners - Learning in Immersive Environments (ELLLIE)," sponsored by University of North Texas, University of North Texas, $5000 Funded. (2020).
• Hayes, A., An, Y., Chelliah, S., Zhang, X., "English Language Learners - Language Learning Immersion,," University of North Texas, $5000 Funded. (2019 - 2020).
• An, Y. (Principal), "Evaluation and improvement of a gamified collaborative learning platform," University of North Texas, $10000 Funded. (2019 - 2019).
• An, Y., "Developing a gamified collaborative learning platform," University of North Texas, $5000 Funded. (2019 - 2019).
• Hong, J. (Principal), An, Y. (Co-Principal), "Designing technology-enhanced, inquiry-based lessons using GIS," sponsored by Improving Teacher Quality Grants Program, State, $39809 Funded. ( - 2013).
• An, Y. (Principal), "Using technology to foster learner-centered instruction," sponsored by Texas A&M University-Texarkana, Local, $1500 Funded. (2009 - 2010).

Grant - Teaching

• An, Y., "Inclusive Curriculum and Pedagogy Small Grants Program," sponsored by Office of the Provost and Vice President for Academic Affairs, University of North Texas, University of North Texas, $2000 Funded. (2022 - 2023).