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Education

2000 Ewha Womans University, B.A.Ìýin Educational Technology
2003 Ewha Womans University, M.A.Ìýin Educational Technology
2016 Indiana University, Ph.D. in Instructional Systems Technology

Courses Taught

Introduction to Instructional Design
Inquiry and Measurement
Trends and Issues in Instructional Design and Technology
Media for Instruction
Introduction to Distance Learning
Management of Instructional Development
Management of Change

Career Specialties

For more than 25 years, Minkyoung Kim has been deeply engaged in the field of instructional design and technology as a practitioner, researcher and educator. Her expertise centers on designing learner-centered, technology-enhanced learning experiences and exploring how emerging technologies can transform the ways we design and support learning. Prior to her academic career, she gained extensive industry experience, including serving as a senior business consultant at IBM and working as an instructional designer in corporate settings.

Her current research focuses on the evolving role of instructional design in the age of artificial intelligence, with particular interest in AI-assisted instructional design, the changing roles and competencies of instructional designers and the integration of generative AI into instructional design practice. She also investigates immersive and emerging learning technologies including virtual reality, simulations and AI-enhanced learning environments to create more engaging, personalized and meaningful learning experiences.

Across her research and practice, she is particularly interested in how emerging technologies can enhance learning while preserving the essential role of human judgment, creativity and intentional design. Her scholarship seeks to bridge instructional design theory and practice and contribute to the continued evolution of the field in an increasingly AI-driven learning landscape.

Professional and Community Activities

Dr. Kim is actively engaged in research and scholarly initiatives that advance the field of instructional design and technology. Her work has been supported by multiple competitive grants, including two grants from the National Science Foundation (NSF) focused on the use of mixed-reality simulations in teacher preparation. Most recently, she received a 2026 Research Innovation and Scholarly Excellence (RISE) Grant from the University of Tampa for Impacting Learning with Immersive Experiences, which explores the integration of immersive technologies into teaching and learning. Her broader scholarship spans emerging technologies, virtual and mixed-reality simulations, personalized and learner-centered learning and, increasingly, the impact of generative AI on instructional design research and practice.

Her scholarly and professional contributions have been recognized through numerous awards from leading organizations in the field, including the Association for Educational Communications and Technology (AECT) and the Society for Information Technology & Teacher Education (SITE). Her AECT recognitions include awards for Emerging Researcher, Outstanding Article and Emerging Learning Technology, among others. Most recently, she received SITE’s 2026 High Impact Instructional Design Project Award.

Beyond her research and scholarship, she has maintained a strong commitment to professional leadership and service. She served as President of AECT’s Systems Thinking and Change (STC) Division from 2021 to 2024 and currently represents the division on the AECT Leadership Advisory Board. She also serves on AECT’s Strategic Planning Committee. Within SITE, she has held multiple leadership roles in the Instructional Design SIG and currently serves on its Advisory Board. Through these leadership roles, she contributes to shaping professional initiatives, fostering scholarly collaboration and advancing the instructional design and technology community.

Selected publications are listed below.

Kim, M., Ozuzu, C., Maache, N.E.H., Kim, H. & Dao, D.V. (2026). The Impact of Generative AI on the Professional Identity of Instructional Designers in Higher Education. In Proceedings of SITE 2026 (pp. 1277-1283). Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

Tamim, S., Kim, M., Turcotte, N., Irene, A., & Adrian, T. (2005). Aligning conference proposals with mission and theme: Insights from a 10‑year review. TechTrends. 70, 376–390. https://doi.org/10.1007/s11528-025-01152-3

Kim, M. & Adlof, L. (2024). Adapting to the future: ChatGPT as a means for supporting constructivist learning environments. TechTrends, 68, 37–46. https://doi.org/10.1007/s11528-023-00899-x

Kim, M., Lew, S., Shin, J., Pecore, J. L. & Demetrikopoulos, M. K. (2024). Designing a comprehensive mixed-reality simulation experience for pre-service teachers to develop culturally and linguistically sustaining STEM pedagogies. Research Highlights in Technology and Teacher Education Special Edition.

Azukas, M. E., & Kim, M. (Eds.). (2023). Reimagining systems thinking in a post-pandemic world. IGI Global. https://doi.org/10.4018/9781668472859

Adlof, L., Kim, M., & Crawley, W. (2023). Comprehensive performance analysis of student retention outcomes in a higher education institution. TechTrends, 67(1), 42-53. http://dx.doi.org/10.5539/hes.v6n2p1

Honors and Awards

• 2026 High Impact Instructional Design Project Award, Instructional Design SIG, Society for Information Technology & Teacher Education (SITE)
• 2025 Outstanding Reviewer Award, TechTrends, Association for Educational Communications and Technology (AECT)
• 2023 Emerging Learning Technology Award 1st place, Division of Emerging Learning Technologies, Association for Educational Communications and Technology (AECT)
• 2023 System Change Leader Award, Systems Thinking and Change Division, Association for Educational Communications and Technology (AECT)
• 2023 Distinguished Service Award, Systems Thinking and Change Division, Association for Educational Communications and Technology (AECT)
• 2022 Outstanding Faculty Mentor Award, College of Education and Professional Studies, University of West Florida
• 2020 Outstanding Article Award, Systems Thinking and Change Division, Association for Educational Communications and Technology (AECT)
• 2015 Charles M. Reigeluth Emerging Researcher Award, Association for Educational Communications and Technology (AECT)
• 2014 Nova Southeastern Award for Outstanding Practice by a Graduate Student in Instructional Design, Association for Educational Communications and Technology (AECT)
• 2014 Jerrold E. Kemp Fellowship, Indiana University
• 2013 Jerrold E. Kemp Fellowship, Indiana University
• 2011 Clarence Fogelstrom Fellowship, Indiana University
• 2009 Service Excellence Award, IBM
• 2008 Service Excellence Award, IBM
• 2007 IBM Bravo Award (The best of IBM), IBM

Research Grants

• 2026 Research Innovation and Scholarly Excellence Grant (RISE), University of Tampa (Funding: $ 15,000.00), Impacting Learning with Immersive Experiences (09/2026 – 08/2027, Co-Principal Investigator)
• 2023 Systemic Change Project Grants, University of West Florida (Funding: $ 52,274.00), Faculty virtual reality (VR)/augmented reality (AR) integration (04/2023 - 03/2025, Co-Principal Investigator)
• 2022 National Science Foundation (NSF) (Award Number: 2215675, Funding: $299,963.00) Culturally and linguistically sustaining STEM pedagogies using mixed-reality virtual simulations (10/2022 - 09/2024, Co-Principal Investigator)
• 2022 High-Impact Practices (HIP) Project Grants, University of West Florida (Funding: $2,448.00), Implementation of virtual reality (VR) activities in higher education classrooms (08/2022 - 05/2023, Principal Investigator)
• 2020 National Science Foundation (NSF) (Award Number: 2020972, Funding: $292,888.00) Online deliberate practice to develop auestioning and discussion techniques of undergraduate STEM students who plan to become teachers (10/01/2020 - 09/30/2022, Co-Principal Investigator)