• Journal of the Korea Society of Computer and Information
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• v.28 no.1
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• pp.201-208
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• 2023

As the demand for AI education increases, AI education is actively conducted in the educational field, but it is difficult to internalize AI education due to securing time, difficulty in organizing class contents, and lack of curriculum. As a way to solve this problem, there is a school autonomous course. The school autonomous course allows schools to have autonomy and discretion throughout the curriculum, such as adjusting the number of hours in the subject group and restructuring the use of achievement standards. In this study, in order to enhance AI education, the effect was analyzed by developing and applying an AI education immersion course using a school autonomous curriculum. In the AI education immersion course, students continuously experience AI education in a dense manner within a limited time, so substantial AI education can be achieved. After the AI curriculum, it was found that students' overall AI literacy and self-determination learning motivation improved. It is expected that this study will be able to present a direction to internalize AI education using school autonomous curriculum.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.353-360
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• 2022

The purpose of this study is to verify the effect of artificial intelligence storytelling education program designed to help learning artificial intelligence based on storytelling, the most important element of human intelligence, on learning flow. To this end, a 16-hour artificial intelligence education program was designed and developed, and applied over 8 weeks to 19 gifted students in 5th and 6th grades of elementary school. Artificial intelligence storytelling education program was developed in the form of teaching and learning course plans for each class and storybooks. Artificial intelligence storytelling education program application results showed significant improvements in average scores in all 9 sub-factors of learning flow, including combination of challenges and abilities, integration of behavior and consciousness, clear goal, concrete feedback, focus on task, sense of control, loss of self-consciousness, Distortion of the sense of time, and self-purpose experience. In other words, it was confirmed that artificial intelligence storytelling education program was effective in improving learning flow.

• Journal of the Korea Society of Computer and Information
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• v.26 no.10
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• pp.199-208
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• 2021

In this paper, the effect of artificial intelligence convergence education program that provides STEAM education using machine learning platform on elementary school students' STEAM literacy and learning flow was analyzed. A homogeneous group of 44 elementary school 6th graders was divided into an experimental group and a control group. The control group received 10 lessons of general subject convergence class, and the experimental group received 10 lessons of STEAM-based artificial intelligence convergence education using Machine learning for Kids. To develop the artificial intelligence convergence education program, the goals, achievement standards, and content elements of the 2015 revised curriculum to select subjects and class contents is analyzed. As a result of the STEAM literacy test and the learning flow test, there was a significant difference between the experimental group and the control group. In particular, it can be confirmed that the coding environment in which the artificial intelligence function is expanded has a positive effect on learners' learning flow and STEAM literacy. Among the sub-elements of convergence talent literacy, significant differences were found in the areas of personal competence such as convergence and creativity. Among the sub-elements of learning flow, significant differences were found in the areas such as harmony of challenge and ability, clear goals, focus on tasks, and self-purposed experiences. If further expanded research is conducted in the future, it will be a basic research for more effective education for the future.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.106-117
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• 2022

In 2021, AI basics were introduced in the high school curriculum. There are many worries that the problem of utilization-oriented education will be repeated with the introduction of artificial intelligence education rather than the principles that occurred when ICT was applied to education in the past. Most of the existing AI education platforms focus only on the use of AI. For artificial intelligence education of middle school students, there are difficulties in learning about the process by which artificial intelligence derives results and learning the principles of artificial intelligence algorithms. Recently, as the educational application of metaverse has become a hot topic, research has been started to improve learning achievement by arousing students' immersion and interest. This research developed educational game contents about decision tree algorithm using metaverse as educational contents that can be used in middle school AI education. By applying games to education, it was intended to increase students' interest and immersion in artificial intelligence, and to increase educational effectiveness. In this paper, the educational effectiveness, difficulty, and level of interest were analyzed for pre-service teachers regarding the developed game content. Based on this, a future principle-oriented artificial intelligence education method was suggested.

• Journal of Christian Education in Korea
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• v.74
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• pp.107-134
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• 2023

The purpose of this study is to provide a foundation for establishing the correct direction of education that utilizes artificial intelligence, a key technology of the Fourth Industrial Revolution, in the context of Christian education. To achieve this, theoretical and literature research was conducted. First, the research analyzed the historical development of artificial intelligence to understand its characteristics. Second, the research analyzed the use of artificial intelligence in convergence education from an educational perspective and examined the current policy direction in South Korea. Through this analysis, the research examined the direction of Christian education in the era of artificial intelligence. In particular, the research critically examined the perspectives of continuity and change in the context of Christian education in the era of artificial intelligence. The research reflected upon the fundamental educational purposes of Christian education that should remain unchanged despite the changing times. Furthermore, the research deliberated on the educational curriculum and teaching methods that should adapt to the changing dynamics of the era. In conclusion, this research emphasizes that even in the era of artificial intelligence, the fundamental objectives of Christian education should not be compromised. The utilization of artificial intelligence in education should serve as a tool that fulfills the mission permitted by God. Therefore, Christian education should remain centered around God, rooted in the principles of the Bible. Moreover, Christian education should aim to foster creative and convergent Christian nurturing. To achieve this, it is crucial to provide learners with an educational environment that actively utilizes AI-based hybrid learning environments and metaverse educational platforms, combining online and offline learning spaces. Moreover, to enhance learners' engagement and effectiveness in education, it is essential to actively utilize AI-based edutech that reflects the aforementioned educational environments. Lastly, in order to cultivate Christian learners with dynamic knowledge, it is crucial to employ a variety of teaching and learning methods grounded in constructivist theories, which emphasize active learner participation, collaboration, inquiry, and reflection. These approaches seek to align knowledge with life experiences, promoting a holistic convergence of faith and learning.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.153-165
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• 2022

This study is about the Novel Engineering(NE) education program : a class model that combines reading and engineering. By including the process of directly designing and programming a virtual reality using CospacesEdu (a VR authoring tool for the NE class), the effects of the educational program on learners' STEAM literacy and Learning immersion are demonstrated. Moreover, the subject of this education is Dokdo in South Korea. As a result, the average of STEAM literacy is increased, and a significant change is confirmed statistically in Convergence. Learning immersion shows significant improvement in Challenges-skills balance. On the other hand, some students experience difficulties due to the long research stages, from reading a book to researching for information to designing VR and rewriting a story with the collected information. In conclusion, this study will help generalise other education using NE, and this developed program will be a reference that would suggest a new way of teaching.

• Journal of Industrial Convergence
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• v.19 no.3
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• pp.27-34
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• 2021

In the era of the 4th industrial revolution, the age of artificial intelligence, the development of ICT technology is having various effects on the online and offline educational environment. The universal access of online education changes the educational paradigm and converts it to a learner-centered service. At the time when a new educational environment is required to change, interest in flip learning is increasing. Even adult learner's online learning needs is also shown very high. The purpose of this study was to investigate how repetitive learning activities through flip learning for middle-aged online learners of K-Cyber University has a relationship and structural relationship between the effects of learning immersion and learning interest on learning satisfaction. Through this study, there is significance in research to suggest direction for learning satisfaction based on flip learning. For further studies, if a model of analysis of various factors that can be measured is specified and applied, it can be used as a research background that can maximize learning satisfaction based on flip learning.