Professional Development

Ph.D. in Learning, Design, and Technology


By taking foundational courses and working on instructional design projects during my master’s program, I was able to gain a better understanding of the LDT field. After returning as a doctoral student, I began to identify my research interests and delved deeper into related theories with the help of several courses such as EDIT8100 (Foundation of LDT), EDIT8900 (Advanced Educational Research), and EPSY6060 (Foundations of Motivation for Education). I am currently exploring a variety of theories about motivation, the relationship between emotion and learning, and self-regulation.

During my first semester, I designed my third prototype of an emotion-analysis mobile application (working title, “Lello!”) under the guidance of Dr. Rieber, which I intend to use for my dissertation research. My current research idea is to examine the relationship between affective components (e.g., emotional state) and student learning, as well as determining how to develop the “Lello!” prototype into a usable app. I’m thinking about using the Design-based Research (DBR) methodology for the design process.

I worked as a TA for Dr. Kopcha from the fall of 2021 to the spring of 2022. I graded EDIT6150E and EDIT6320E students’ assignments and co-created several project activities for the LDTK12 Master’s program, including:

  • Projects for evaluating educational programs – EDIT7350.
  • Three-week project activities to create a learning environment that promotes digital citizenship.
  • Semester-long project to develop technology-integration plans for schools or workplaces. – EDIT6320

I also had the opportunity to create a graduation portfolio rubric for LDTK12 program based on the new GaPSC Instructional Technology Standards (PSC-IT). 

Beginning in May 2022, I will be working as a GRA for The Carl Vinson Institute of Government’s Public Service and Outreach (PSO) Assessment and Evaluation training program. I’ll be reviewing their workshop curriculum and developing self-directed online modules about the basics of program evaluation.


Stefaniak, J. E., & Hwang, H. (2021). A systematic review of how expertise is cultivated in instructional design coursework. Educational Technology Research and Development69(6), 3331-3366.

  • This paper was submitted to the SSCI journal, Educational Technology Research and Development (ETR&D) I participated in this meta-analysis article as the second author, and I appreciate Dr. Stefaniak for this wonderful opportunity to study the discrepancies between novice and expert instructional designers. 


Hwang, H. (2020). “Lello!” – A Mobile Application for a Visual Report of Emotional Status of Students, Poster presented at the Annual Convention of the Association for Educational Communications and Technology (AECT’20), Virtual Convention, November 2.

  • As the presenter of this AECT poster session, I introduced the Design-Based Research (DBR) project for prototyping a mobile application that aimed to quantitatively appraise and visualize students’ emotional trends. This project’s purpose was to enhance user’s emotional awareness, thereby promoting emotional self-regulation which is significantly related to learning processes. 

Stefaniak, J. & Hwang, H. (2020). Cultivating instructional design expertise: current trends and future directions, Roundtable Session at the American Educational Research Association (AERA ’21), Virtual Convention

  • This peer-reviewed paper with Dr. Stefaniak was also submitted to the 2021 AERA Annual Meeting, which gratefully accepted this for the presentation. Our paper was featured in the Roundtable Session, “Design and Technology – Cases, Issues, and Trends.” Dr. Stefaniak was the presenter during the session.


2022             AECT International Conference – Virtual meeting moderator



2022             Teaching Assistant for EDIT6150E and EDIT6320E  

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