Jongpil Cheon, Ed.D.
Office: Education 265
Jongpil Cheon is an associate professor in the Instructional Technology program at Texas Tech University. His research interests involve implementing immersive online learning environments and investigating advanced technologies for interactive learning. Specific research issues include multimedia learning, mobile learning, technology adoption, and computational thinking. His research findings have appeared in Computers and Education, Educational Technology Research and Development, Computers in Human Behavior, and other decent journals.
- Bachelor of Arts in Elementary Education: Gyeongin National University of Education, Incheon, Korea
- Master of Arts in Computer Education, Gyeongin National University of Education, Incheon, Korea
- Doctorate in Instructional Design and Technology, The University of Memphis
Areas of Expertise
- Online Learning
- Mobile Learning
- Multimedia Theory and Development
- Visual Design for Learning
- Technology Integration
- Computational Thinking
Cheon, J., Shin, S., & Crooks, S. M. (2019). Design and implementation of the sex and gender specific health multimedia case-based learning modules. International Journal of Designs for Learning, 10(1), 166-176
Kwon, K., & Cheon, J. (2019). Exploring problem decomposition and program development through block-based programs. International Journal of Computer Science Education in Schools, 3(1), 3 – 16.
Crooks, S. M., Cheon, J., Casanova, R., & Jenkins, M. (2016). Instructional Design Framework for the Sex and
Gender Specific Health (SGSH) Multimedia Case-Based Learning Modules (MCBLM). Biology
of Sex Differences. 7(49), 37-42.
Chung, S., Cheon, J., & Lee, K. (2015) Emotion and multimedia learning: An investigation of the effects of valence and arousal on different modalities in an instructional animation. Instructional Science. 43(5), 545-559.
Cheon, J., Chung, S., Song, J., & Kim, Y. (2015) An investigation of the effects of a graphical organizer in an online serious game on learning outcomes and attitudinal perceptions. Interactive Learning Environment. 23(4), 437-452.
Cheon, J., Chung, S., & Lee, S. (2015). The roles of attitudinal perceptions and cognitive achievements in a serious game. Journal of Educational Computing Research. 52(1), 3-25.
Inan, F., Steven, C., Cheon, J., Ari, F., Kurucay, M., & Paniukov, D. (2015). The reverse modality effect: Examining student learning from an interactive computer-based Instruction. British Journal of Educational Technology, 46, 123-130.
Ari, F., Flores, R., Inan, F., Cheon, J., Crooks, S., Panyukov, D., & Kurucay, M. (2014) The effects of verbally redundant information on student learning: An instance of reverse redundancy. Computers & Education, 76, 199-204.
Cheon, J., Chung, S., Crooks, S. M., Song, J., & Kim, J. (2014). An investigation of the effects of different types of activities during pauses in a segmented instructional animation. Journal of Educational Technology and Society, 17(2), 296-306.
Cheon, J., Crooks, S. M., & Chung, S. (2014). Does segmenting principle counteract modality principle in instructional animation? British Journal of Educational Technology, 45(1), 56-64. DOI: 10.1111/bjet.12021
Cheon, J., Lee, S., Smith, W. S., Song, J., & Kim, Y. (2013). The determination of children's knowledge of global lunar patterns from online essay using text mining analysis. Research in Science Education, 43(2), 667-686.
Cheon, J., & Grant, M. M. (2012). The effects of metaphorical interface on germane cognitive load in web-based instruction. Educational Technology Research and Development, 60(3), 399-420.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on theory of planned behavior. Computers & Education, 59(3), 1054-1064.
Crooks, S. M., Cheon, J., Inan, F., Ari, F., & Flores, R. (2012). Modality and Cueing in Multimedia Learning: Examining Cognitive and Perceptual Explanations for the Modality Effect. Computers in Human Behavior, 28(3), 1063-1071.
Cheon, J., & Grant, M. M. (2012). Examining the relationships of different cognitive load types related to user interface in web-based instruction. Journal of Interactive Learning Research, 23(1), 27-55.
Cheon, J., Coward, F., Song, J., & Lim, S. (2012). Factors predicting pre-service teachers' adoption of web 2.0 technologies. Research in the Schools, 19(2), 17-29.
Kim, S., Cheon, J., Han, S., & Kim, H. (2011). Examining differences of users' perceptions of multimedia content types in national online learning system. The Asia-Pacific Education Researcher, 20(3), 621-628.
Cheon, J., Crooks, S. M., Inan, F., Flores, R., & Ari, F. (2011). Exploring the Instructional Conditions for a Reverse Modality Effect in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, 20(2), 117-133.
Cheon, J., Song, J., Jones, D. R., & Nam, K. (2010). Influencing pre-service teachers' intention to adopt web 2.0 services. Journal of Digital Learning in Teacher Education, 27(2), 53-64.
Cheon, J., & Grant, M. M. (2009). Active listening: Web-based assessment tool for communication and active listening skill development. Tech Trends, 53(6), 24-32.
Cheon, J., & Grant, M. M. (2009). Are pretty interfaces worth the time? The effects of user interface types on Web-based instruction. Journal of Interactive Learning Research, 20(1), 5-33.
Grant, M. M., & Cheon, J. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3), 211-226.