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Dongwook Yoon

Dongwook Yoon contributes to research discovery and scholarly infrastructure.

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Published work

3 published item(s)

preprint2026arXiv

Amplification to Synthesis: A Comparative Analysis of Cognitive Operations Before and After Generative AI

Cognitive operations are a rising concern in the geopolitical sphere, a quiet yet rigorous fight for public perception and decision making. While such operations have been extensively studied in the context of bot-driven amplification, the emergence of generative AI introduces a new set of capabilities that may have fundamentally altered how these operations are designed and executed. The possible evolution of cognitive operation via generative AI puts nation states vulnerable without proper mitigation strategies. To address this, we compared behavioral and linguistic coordination patterns in X (formerly Twitter) datasets from the 2016 and 2024 U.S. presidential elections. Utilizing a combined corpus of over 133,000 posts, we applied post-type distribution, semantic clustering, temporal synchrony analysis, and Jaccard-based lexical overlap measures. Findings suggest that the 2024 corpus exhibits a distinct pattern from 2016. Original content rose from 59% to 93% with retweets virtually disappeared; lexical overlap collapsed from a mean Jaccard score of 0.99 to 0.27, with posts converging on the same subject matter expressed in markedly different words; and temporal coordination shifted from pervasive cross-semantic synchrony to narratively concentrated co-occurrence. Taken together, these patterns point toward an operational logic organized around active content generation and narrative-specific targeting - characteristics consistent with generative AI involvement. These findings offer an empirical baseline for future research investigating generative AI's role in the cognitive operation pipeline, and as a practical reference point for security practitioners developing detection frameworks calibrated to the post-generative AI threat environment.

preprint2026arXiv

WikiGap: Promoting Epistemic Equity by Surfacing Knowledge Gaps Between English Wikipedia and other Language Editions

With more than 11 times as many pageviews as the next largest edition, English Wikipedia dominates global knowledge access relative to other language editions. Readers are prone to assuming English Wikipedia as a superset of all language editions, leading many to prefer it even when their primary language is not English. Other language editions, however, comprise complementary facts rooted in their respective cultures and media environments, which are marginalized in English Wikipedia. While Wikipedia's user interface enables switching between language editions through its Interlanguage Link (ILL) system, it does not reveal to readers that other language editions contain valuable, complementary information. We present WikiGap, a system that surfaces complementary facts sourced from other Wikipedias within the English Wikipedia interface. Specifically, by combining a recent multilingual information-gap discovery method with a user-centered design, WikiGap enables access to complementary information from French, Russian, and Chinese Wikipedia. In a mixed-methods study (n=21), WikiGap significantly improved fact-finding accuracy, reduced task time, and received a 32-point higher usability score relative to Wikipedia's current ILL-based navigation system. Participants reported increased awareness of the availability of complementary information in non-English editions and reconsidered the completeness of English Wikipedia. WikiGap thus paves the way for improved epistemic equity across language editions.

preprint2022arXiv

Interaction Design for VR Applications: Understanding Needs for University Curricula

As virtual reality (VR) is emerging in the tech sector, developers and designers are under pressure to create immersive experiences for their products. However, the current curricula from top institutions focus primarily on technical considerations for building VR applications, missing out on concerns and usability problems specific to VR interaction design. To better understand current needs, we examined the status quo of existing university pedagogies by carrying out a content analysis of undergraduate and graduate courses about VR and related areas offered in the major citadels of learning and conducting interviews with 7 industry experts. Our analysis reveals that the current teaching practices underemphasize design thinking, prototyping, and evaluation skills, while focusing on technical implementation. We recommend VR curricula should emphasize design principles and guidelines, offer training in prototyping and ideation, prioritize practical design exercises while providing industry insights, and encourage students to solve VR design problems beyond the classroom.