• Journal of the Korea Society of Computer and Information
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• v.28 no.4
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• pp.175-186
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• 2023

This study was conducted to explore the necessary conditions and support for stable operation of an expanded AI curriculum in education. A high school that has implemented an AI curriculum since 2020 was targeted, and students and teachers were surveyed on their perceptions of the AI curriculum, implementation and support strategies. The survey items were categorized into 1) experience with AI education, 2) implementation direction of AI education, and 3) expected effects through AI education, and the results were derived focusing on frequency analysis to identify trends. The analysis resulted in three implications. First, it was suggested that the activation of AI education. Second, the need to develop a hands-on AI curriculum and incorporate AI throughout the entire curriculum was highlighted. Third, it was emphasized that efforts to enhance the capabilities of teachers to implement AI teaching and learning, along with the expansion of physical infrastructure for hands-on education, are necessary.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.295-301
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• 2021

This study tried to examine the necessity of AI literacy education to increase the effectiveness of artificial intelligence education ahead of the revision of the next revised curriculum. To this end, AI modeling classes were conducted for high school students and the necessity, content, and training period of AI literacy perceived by students in AI education were investigated through a questionnaire. The results showed that they generally agreed on the need for data utilization and data preprocessing in the AI class, and in the course of the AI class, there were many cases of difficulties due to lack of basic competencies for database use. In particular, it was observed that the understanding of the file structure for data analysis was insufficient and the understanding of the data storage format for data analysis was low. In order to overcome this part, the necessity of prior education for data processing was recognized, and there were many opinions that it is generally appropriate to go to high school at that time. As for the content elements of AI literacy, it was found that there were high demands on the content of data visualization along with data transformation, including data creation and deletion.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.25-31
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• 2022

The purpose of this study is to explore the implications for the systematic operation of the AI curriculum by analyzing the current status of the AI major curriculum in universities. To this end, This study analyzed the relevant curriculum of domestic universities(a total of 51 schools) and overseas QS Top 10 universities based on the industry demand-based standard of AI major curriculum developed through prior research. The main research results are as follows. First, in the case of domestic universities, Python-centered programming subjects were lacking. Second, there were few subjects for advanced learning such as AI application and convergence. Third, the subjects required to perform the AI developer job were insufficient. Fourth, in the case of colleges, the ratio of AI mathematics-related subjects was low. Based on these results, this study presented implications for the systematic operation of the AI major education.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.77-84
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• 2021

The purpose of this study is to propose AI maker coding education as a way to improve computational thinking(CT), which is an essential competence for problem-solving capability in modern society, and to analyze the effectiveness of this education on improving CT in elementary school students. For the research, 5 students from 4th graders and 5 students from 6th graders were recruited, and AI maker coding education was planned in 8 sessions to form classes from basic block coding and maker education to real-life problem solving. To analyze the effectiveness of AI maker coding education, pre- and post-CT examinations were performed. The test results confirmed that AI maker coding education had a significant effect on "abstraction", "algorithm", and "data processing" in the five CT components, and confirmed that there was no correlation in "problem resolution" and "automation". Overall, the average score of all students increased, and the deviation between students decreased, confirming that AI maker coding education was effective in improving CT.

• Journal of the Korea Society of Computer and Information
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• v.28 no.12
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• pp.281-288
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• 2023

This study aimed to develop an integrated arts education program for improving AI literacy among elementary school students. First, we developed two thematic programs that are research on the goals of the art, music, physical curriculum in the 2022 revised elementary school curriculum, and a matrix of goals and elements of integrated art education. The developed program was revised and supplemented through the first expert validity test, and the second revision was made based on the results of students' AI literacy pre/post-test and satisfaction survey with the program. Finally, the final program was developed through the third expert validity test. We hope that the developed program will be used as a convergence education program to cultivate AI literacy in elementary school students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.188-190
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• 2022

We propose how to configure the AI education system based on the purpose of hybrid learning and the teaching-learning principle. Based on the four components of hybrid learning, we have designed the system conceptual diagram and DB configuration diagram for on-line and offline learning environments for effective AI education. The proposed AI education system model in this paper is expected to be a foundation for maximizing the effectiveness of AI education according to the level and needs of learners and building a more effective learner-centered learning environment in cultivating computational thinking in AI education.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.35-44
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• 2022

Previous studies showed that an improvement in attitude toward a subject affects academic achievement in the subject. The purpose of this study is to confirm that the AI education program causes changes in the AI attitude of gifted children in elementary school, and that the change in attitude leads to a change in literacy. In this study, we conducted an AI education program for gifted children, and analyze the effect of AI education program on the change in AI attitude AI literacy through pre- and post-test. The result of the analysis showed the statistically significant improvement of AI attitudes. In addition, through regression analysis it was found that the change in AI attitude has a statistically significant direct effect on the change in AI literacy. This study has a limitation in that self-evaluation was used to measure AI attitudes and literacy and conducted to a relatively small number of samples. Even though, it was also confirmed that the activities of making an AI programs experienced in real-life can cause changes in AI attitudes and literacy.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.733-740
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.377-383
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.52-54
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• 2021

With the advent of the era of artificial intelligence, robot education and teaching under its empowerment have been widely concerned and applied worldwide. The purpose of this study: systematically evaluate the application effect of AI educational robots in student education and teaching; the method of this study: use the computer to search for relevant education in the search tools such as "Web of Science", "CNKI", "ERIC", "IEEE" A comparative study of the effects of robot teaching and traditional teaching. The retrieval time is from January 2000 to January 2020. Comprehensive MetaAnalysis 2.0 was used for Meta analysis. The results of this study: A quantitative analysis of the 31 valid research literatures included, and an objective evaluation of the effect of the meta-analysis on AI educational robots. The analysis results show that the combined effect of AI educational robots on student learning effects is 0.465 This indicates that educational robots have a moderately positive effect on students 'learning effectiveness. The conclusion of this study: The application effect of AI educational robots in student education and teaching is better than traditional education methods, which can better promote student learning.