Research and Scholarly Activity
- Collaborative, school-based research
- Integrating technology in education
- Learners' ideas in science
- Qualitative research using video
- User-centered design
- Virtual reality and simulation
- Game-based learning
Dr. Kim’s work is focused on using scientists’ resources and tools (especially Earth Sciences) for the research and development of learning resources and tools using technology. In her recent National Research Foundation of Singapore funded project, her team conducted progressive design workshops to design and develop an educational game that promotes a deeper understanding of our Earth. Her research work is carried out in collaboration with teachers and students as design partners, and by observing their interactions, discourse and artifacts.
Dr. Beaumie Kim joined University of Calgary in January 2013. Prior to University of Calgary, she researched and taught at the Learning Sciences Lab and Learning Sciences and Technologies Academic Group in National Institute of Education, Nanyang Technological University in Singapore. She previously worked for NASA-sponsored Classroom of the Future program at the Center for Educational Technologies in Wheeling Jesuit University in the United States. She spent her early childhood in Ulsan and later grew up in Seoul, South Korea.
Professional & Community Affiliations
- Gupta, D. & Kim, B. (2018). Minecraft aesthetics: Interactions for critical thinking. International Journal of Gaming and Computer-Medicated Simulations Education, 10(4), 20-41. https://doi.org/10.4018/IJGCMS.2018100102
- Kim, B. (2018). Things in common in learning communities. Instructional Science, 46(4), 627–631. http://doi.org/10.1007/s11251-018-9464-2
- Kim, B. & Ho, W. (2018). Emergent social practices of Singapore students: the role of laughter and humour in educational gameplay. International Journal of Child-Computer Interaction, 16, 85-99. https://doi.org/10.1016/j.ijcci.2018.01.001
- Kim, B. & Bastani, R. (2017). Students as game designers: Transdisciplinary approach to STEAM education. Alberta Science Education Journal, 45 (1), 45-52.
- Kim, B., Tan, L., & Bielaczyc, K. (2015). Learner-generated designs in participatory culture: what they are and how they are shaping learning (Commentary for the special issue). Interactive Learning Environments, 23 (5), 545-555. doi:10.1080/10494820.2015.1067974.
- Kim, B., Pathak, S. A., Jacobson, M. J., Zhang, B., & Gobert, J. D. (2015). Cycles of exploration, reflection, and consolidation in model-based learning of genetics. Journal of Science Education and Technology, 24(6), 789–802. doi:10.1007/s10956-015-9564-6.
- Jacobson, M. J., Kim, B., Pathak, S., & Zhang, B. (2015). To guide or not to guide: issues in the sequencing of pedagogical structure in computational model-based learning. Interactive Learning Environments, 23(6), 715–730. doi:10.1080/10494820.2013.792845
- Tan, L., & Kim, B. (2015). Learning by doing in the digital media age: the contention of learning in adolescents' literacy practices. In Lin, T., Chen, V., & Chai, C.S. (Eds.), New media and learning in the 21st century: a sociocultural perspective (Education Innovation in Singapore Series) (pp.181-197). Singapore: Springer. doi:10.1007/978-981-287-326-2_12
- Wang, X., Kim, B., Lee, J. & Kim, M. (2014). Encouraging and being encouraged: Development of an epistemic community and teacher professional development in the classroom. Teaching and Teacher Education, 44, 12-24. doi:10.1016/j.tate.2014.07.009
- Kim, B., Tan, L., & Tan, S. C. (2014). “Perhaps this can be for education”: learners’ cultural models for educational game design. In M. Orey, S. A. Jones, & R. M. Branch (Eds.), Educational Media and Technology Yearbook (Vol. 38) (pp.25-46). New York: Springer. doi:10.1007/978-3-319-06314-0_3
- Kim, B., Tan, L., & Kim, M. S. (2013). The affordances of informant design in educational game development. International Journal of Arts and Technology (IJART), 6 (3), 215-228. doi:10.1504/IJART.2013.055388
- Kim, B., Lossman, H. G., & Hay, K. E. (2012). Learners’ informal ideas and model creation for conceptual change. In Lee, C. B. & Jonassen, D. H. (Eds.), Fostering Conceptual Change with Technology: Asian Perspectives (pp. 119-140). Singapore: Cengage Learning Asia.
- Pathak, S. A., Kim, B., Jacobson, M. J., & Zhang, B. H. (2011). Learning the physics of electricity: A qualitative analysis of collaborative processes involved in productive failure. International Journal of Computer-Supported Collaborative Learning, 6(1), 57-73.
- Kim, B., & Kim, M. S. (2010). Distributed emotions in the design of learning technologies. Educational Technology, 50(5), 14-19.
- Kim, B. & Reeves, T. C. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35 (3), 207-256.