Seok, S., & DaCosta, B. (2017). Digital literacy of youth and young adults with intellectual disability predicted by support needs and social maturity. Assistive Technology, 29(3), 123-130. doi: 10.1080/10400435.2016.1165759.
Seok, S., & DaCosta, B. (2017). Gender differences in teens’ digital propensity and perceptions and preferences with regard to digital and printed text. TechTrends, 61(2), 171-178. doi: 10.1007/s11528-016-0134-4.
Seok, S., & DaCosta, B. (2017). Grade point level, reading fluency, and perceived digital reading ability of video game players and nonplayers. Journal of Educational Technology Development and Exchange, 10(1), 41-53.
Seok, S., & DaCosta, B. (2016). A comparison of the online learning activities and learning style preferences of young adult video game players and nonplayers. Asian Social Science, 12(3), 1-13. doi: 10.5539/ass.v12n3p1.
Seok, S., & DaCosta, B. (2016). Perceptions and preferences of digital and printed text and their role in predicting digital literacy. Asian Social Science, 12(5), 14-23. doi: 10.5539/ass.v12n5p14.
Seok, S., DaCosta, B., & Bryant, B. (2016). Dimensions underlying assistive technology (AT) practices and quality of AT outcomes from the perspective of special education professors. Journal of Educational Technology Development and Exchange, 8(2), 23-38.
Seok, S., & DaCosta, B. (2015). Predicting video game behavior: An investigation of the relationship between personality and mobile game play. Games and Culture, 10(5), 481-501. doi: 10.1177/1555412014565640.
Seok, S., DaCosta, B., & Yu, B. M. (2015). Spelling practice intervention: A comparison of tablet PC and picture cards as spelling practice methods for students with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 50(1), 84-94.
Seok, S., & DaCosta, B. (2014). Development and standardization of an assistive technology questionnaire using factor analyses: Eight factors consisting of 67 items related to assistive technology practices. Assistive Technology, 26(1), 1-14. doi: 10.1080/10400435.2013.778917.
Seok, S., & DaCosta, B. (2014). Distinguishing addiction from high engagement: An investigation into the social lives of adolescent and young adult massively multiplayer online game players. Games and Culture, 9(4), 227-254. doi:10.1177/1555412014538811.
Seok, S., & DaCosta, B. (2014). An investigation into the questionable practice of using excessive massively multiplayer online game play as a marker of pathological video game dependence among adolescent and young adult male players. Psychology, 5(4), 289-299. doi: 10.4236/psych.2014.54039.
Seok, S., & DaCosta, B. (2014). Mitigating online threats while promoting scholarship through awareness-raising interventions: A study of young people’s technology use, risky online behavior, and literacy of cyber awareness practices. International Journal of Digital Literacy and Digital Competence, 5(4), 47-61. doi: 10.4018/ijdldc.2014100104.
Seok, S., & DaCosta, B. (2014). Oral reading fluency as a predictor of silent reading fluency at secondary and postsecondary levels. Journal of Adolescent & Adult Literacy, 58(2), 157-166. doi: 10.1002/jaal.342.
Seok, S., & DaCosta, B. (2012). The world’s most intense online gaming culture: Addiction and high-engagement prevalence rates among South Korean adolescents and young adults. Computers in Human Behavior, 28(6), 2143-2151. doi: 10.1016/j.chb.2012.06.019.
Nasah, A., DaCosta, B., Kinsell, C., & Seok, S. (2010). The digital literacy debate: An investigation of digital propensity and information and communication technology. Educational Technology Research and Development, 58(5), 531-555. doi: 10.1007/s11423-010-9151-8.
Seok, S., DaCosta, B., Kinsell, C., Poggio, J. C., & Meyen, E. L. (2010). Computer-mediated intersensory learning model for students with learning disabilities. TechTrends, 54(2), 63-71. doi: 10.1007/s11528-010-0385-4.
Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison of instructors’ and students’ perceptions of the effectiveness of online courses. Quarterly Review of Distance Education, 11(1), 25-36.