PUBLICATIONS

The poster image of KnowSim: Evaluating Information Calibration in LLM Assistants with User Simulators that Learn

KnowSim: Evaluating Information Calibration in LLM Assistants with User Simulators that Learn

EMNLP'26

Yoonjoo LeeHyoungwook JinTae Soo KimShaoyang ZhangPhilippe LabanQ. Vera Liao

PaperWebsiteDataset
The poster image of RelianceScope: An Analytical Framework for Examining Students' Reliance on Generative AI Chatbots in Problem SolvingBest Paper

RelianceScope: An Analytical Framework for Examining Students' Reliance on Generative AI Chatbots in Problem Solving

L@S'26Best Paper

Hyoungwook JinMinju YooJieun HanZixin ChenSo Yeon AhnXu Wang

PaperWebsiteSlidesDataset
The poster image of When Scaffolding Breaks: Investigating Student Interaction with LLM-Based Writing Support in Real-Time K-12 EFL ClassroomsBest Paper

When Scaffolding Breaks: Investigating Student Interaction with LLM-Based Writing Support in Real-Time K-12 EFL Classrooms

CHI'26Best Paper

Junho MyungHyunseung LimHana OhHyoungwook JinNayeon KangSo Yeon AhnHwajung HongAlice OhJuho Kim

PaperDataset
The poster image of TeachTune: Reviewing Pedagogical Agents Against Diverse Student Profiles with Simulated Students

TeachTune: Reviewing Pedagogical Agents Against Diverse Student Profiles with Simulated Students

CHI'25

Hyoungwook JinMinju YooJeongeon ParkYokyung LeeXu WangJuho Kim

PaperWebsiteSlides
The poster image of When to Give Feedback: Exploring Tradeoffs in the Timing of Design Feedback

When to Give Feedback: Exploring Tradeoffs in the Timing of Design Feedback

C&C'24

Jane L EGrace Yu-Chun YenIsabelle Yan PanGrace LinMingyi LiHyoungwook JinMengyi ChenHaijun XiaSteven P. Dow

PaperWebsite
The poster image of Teach AI How to Code: Using Large Language Models as Teachable Agents for Programming EducationHonorable Mention

Teach AI How to Code: Using Large Language Models as Teachable Agents for Programming Education

CHI'24Honorable Mention

Hyoungwook JinSeonghee LeeHyungyu ShinJuho Kim

PaperWebsiteDemoSlidesDataset
The poster image of ProcessGallery: An Online Gallery that Highlights Improvements by Principles through Contrasting Pairs of Examples

ProcessGallery: An Online Gallery that Highlights Improvements by Principles through Contrasting Pairs of Examples

CSCW'24

Grace Yu-Chun YenJane L EHyoungwook JinMingyi LiGrace LinIsabelle Yan PanSteven P. Dow

Paper
The poster image of CodeTree: Learnersourcing Subgoal Hierarchies in Code Examples

CodeTree: Learnersourcing Subgoal Hierarchies in Code Examples

CSCW'24

Hyoungwook JinJuho Kim

PaperWebsiteSlides

COMING SOON

The poster image of LINK: A Corpus-Grounded Design Pattern Library for Educational Technologies

LINK: A Corpus-Grounded Design Pattern Library for Educational Technologies

Designing learning interfaces is often an ill-structured problem: effective solutions depend on learning goals, subject matter, learner characteristics, and interaction context. This work surfaces these links to help designers integrate knowledge from learning sciences, interaction design, and subject domains when translating learning goals into interface decisions.

Paper
The poster image of HelpCoach: Scaffolding Targeted AI Help-Seeking During Problem-Solving

HelpCoach: Scaffolding Targeted AI Help-Seeking During Problem-Solving

Students increasingly turn to AI for help with problem-solving, yet they struggle to formulate targeted questions. We developed HelpCoach, an add-on for chat interfaces that helps students formulate knowledge-and scaffold-specific questions and receive targeted help during problem solving.

Paper
The poster image of Benchmarking Large Language Models for Diagnosing Students' Cognitive Skills from Handwritten Math Work

Benchmarking Large Language Models for Diagnosing Students' Cognitive Skills from Handwritten Math Work

This project investigates whether large language models (LLMs) can diagnose students’ cognitive skills from handwritten math responses. By introducing the MathCog benchmark and evaluating 16 LLMs, we reveal that even advanced models struggle to infer students' thinking process from fragmented visual and textual cues.

Paper