• Journal of Industrial Convergence
• /
• v.20 no.5
• /
• pp.39-59
• /
• 2022

We analyze the perceptions and requirements of early childhood teachers for artificial intelligence(AI) education to develop an AI education program for 5-year-olds. As for the research methodology, we conducted a survey and an in-depth interview to extract the AI educational elements centering on the analysis stage, the first stage of the ADDIE model. The research result is that first, it is necessary to design a curriculum that combines the contents of early childhood education and AI education to be naturally accepted as AI education for 5-year-olds. Second, an evaluation tool for AI education that can showcase the teacher's reflection should be developed systematically. Third, it is necessary to support a play-centered AI education support and environment for early childhood teachers. Lastly, it is essential to establish a system that can be continuously operated in the field of early childhood education in consideration of AI education in the non-curricular curriculum. It is expected that in the future, a play-oriented AI education program for 5-year-olds will be developed to spread awareness of AI education for infants and present an AI education approach for each age and stage of learners.

• Journal of The Korean Association of Information Education
• /
• v.25 no.3
• /
• pp.471-481
• /
• 2021

The purpose of this study is to analyze the effectiveness of AI convergence education program. To this end, the "Elementary Science AI Convergence Education Program for Machine Learning" developed in previous research were taught to elementary school students in the fourth to sixth grades in eight times. The quantitative changes of each factor were analyzed by R program, and the effectiveness of education was analyzed by Pearson correlation and paired samples t-test. As a result, there is a deep correlation between "Attitude to AI technology, Scientific preference and STEAM Literacy" and technical average has improved in many factors. Therefore, AI convergence education program is meaningful in terms of education, and if AI education and AI convergence education are implemented into the primary formal education curriculum, they will have a positive effect.

• Journal of The Korean Association of Information Education
• /
• v.24 no.5
• /
• pp.463-471
• /
• 2020

Humanity faces the fourth industrial revolution, a time of technological revolution by the collaboration of various industries including the fields of artificial intelligence(AI) and big data. Many countries are focused on fostering AI talent to prevail in the coming technological revolution. While Korea also provides some strategies to enhance the cultivation of AI talent, it is still difficult for Korean undergraduate students to get involved in AI studies. Through on the implementation of 'Big data analysis based AI education', which allows an easier approach to AI education, this paper examined the changes in the attitudes of undergraduate students regarding general AI education. 'Big data analysis based AI education' was provided at undergraduate level for 5.5 weeks (15 hours). The attitudes of undergraduate students were analyzed by pre-postmortem. The results showed there was a significant improvement in confidence and self-directed in regard to receiving AI education. With these results, further active research to develop basic AI education that also increases confidence and self-initiative can be expected.

• Journal of The Korean Association of Information Education
• /
• v.25 no.2
• /
• pp.423-436
• /
• 2021

In the future, artificial intelligence (AI) technology is expected to become a general-purpose technology (GPT), and it is predicted that AI competency will become an essential competency. Several nations around the world are fostering experts in the field of AI to achieve technological proficiency while working to develop the necessary infrastructure and educational environment. In this study, we investigated the status of software education at the liberal arts level at 31 universities in Seoul, along with precedents from domestic and foreign AI education research. Based on this, we concluded that an AI literacy education model is needed to link software education at the liberal arts level with professional AI education. And we classified 20 AI-related lectures released in the KOCW according to the AI literacy competencies required; based on the results of this classification, we propose a model for AI literacy education in the liberal arts for undergraduate students. The proposed AI literacy education model may be considered as AI·SW convergence to experience AI along with literacy in the humanities, deviating from the existing theoretical and computer-science-based approach. We expect that our proposed AI literacy education model can contribute to the proliferation of AI.

• Journal of The Korean Association of Information Education
• /
• v.25 no.3
• /
• pp.449-457
• /
• 2021

Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.4
• /
• pp.49-59
• /
• 2020

At the beginning of the discussion of AI education in K-12 education, the study was conducted to develop and apply an AI education program based on Design Thinking and analyze the effects of the AI education programs. In the AI education program, students explored and defined the AI problems they were interested in, gathered the necessary data to build an AI model, and then developed a project using scratch. In order to analyze the effectiveness of the AI education program, the change of learner's perception of the value of AI and the change of AI efficacy were analyzed. The overall perception of the AI project was also analyzed. As a result, AI efficacy was significantly increased through the experience of carrying out the project according to the Design Thinking process. In addition, the efficacy of solving problems with AI was influenced by the level of use of programming languages. The learner's overall perception of the AI project was positive, and the perceptions of each stage of the AI project (AI problem understanding and problem exploration, practice, problem definition, problem solving idea implementation, evaluation and presentation) was also positive. This positive perception was higher among students with high level of programming language use. Based on these results, the implications for AI education were suggested.

• International journal of advanced smart convergence
• /
• v.10 no.2
• /
• pp.201-208
• /
• 2021

Recently, artificial intelligence(AI) has been used throughout society, and social interest in it is increasing. Accordingly, the necessity of AI education is becoming a big topic in the education field. As a response to this trend, the Korean education authorities have also announced plans for AI education, and various studies have been performed in academic field to revitalize AI education in the future. However, the curriculum research on what differentiates AI education from existing SW education and what and how to train AI is still in its infancy. In this paper, Therefore, we focused on the experiences of elementary school students in solving problems in their own lives, and developed a teaching-learning model based on design-based research so that students can design a problem-solving process and experience the process of feedback. We applied the developed teaching-learning model to the problem-solving process and confirmed that it increased students' understanding and satisfaction with AI education.

• Journal of Internet of Things and Convergence
• /
• v.8 no.5
• /
• pp.71-76
• /
• 2022

The innovative development of the 4th industry and the COVID-19 pandemic caused a great change in the education, eventually requiring elementary, middle and high schools, including kindergartens, to implement artificial intelligence(AI) education. However, since early childhood AI education is conducted in the form of results-oriented and special activities, the need for research on what early childhood AI education is and how to apply it to the Nuri curriculum has been raised. Accordingly, this study defined early childhood AI education through literature research, identified the contents of AI education, and organized and operated it in the Nuri curriculum. As a results, AI education for children should be conducted for the purpose of cultivating digital capabilities based on computing thinking skills, and computers, the Internet, and programs were extracted as sub-elements of child AI education contents. Two approaches were proposed to incorporate this into the Nuri curriculum. The first is to set each of the three AI education contents as a life theme, select sub-factors accordingly, and plan and implement activities suitable for each sub-factors. The second is to develop and operate AI education contents at the level of sub-educational activities in accordance with the life theme of the existing Nuri curriculum. It is hoped that this study will consider the characteristics of early childhood education and be organized in the Nuri curriculum to realize the true meaning of early childhood AI education, and more research on AI play education programs according to the five areas of the Nuri curriculum.

• Journal of the Korea Society of Computer and Information
• /
• v.29 no.2
• /
• pp.197-209
• /
• 2024

This study aimed to analyze recent research trends in Artificial Intelligence (AI) education within South Korea with the overarching objective of exploring the future direction of AI education. For this purpose, an analysis of 697 papers related to AI education published in Research Information Sharing Service (RISS) from 2016 to November 2023 were analyzed using word cloud and Latent Dirichlet Allocation (LDA) topic modeling technique. As a result of the analysis, six major topics were identified: generative AI utilization education, AI ethics education, AI convergence education, teacher perceptions and roles in AI utilization, AI literacy development in university education, and AI-based education and research directions. Based on these findings, I proposed several suggestions, (1) including expanding the use of generative AI in various subjects, (2) establishing ethical guidelines for AI use, (3) evaluating the long-term impact of AI education, (4) enhancing teachers' ability to use AI in higher education, (5) diversifying the curriculum of AI education in universities, (6) analyzing the trend of AI research, and developing an educational platform.

• Journal of The Korean Association of Information Education
• /
• v.25 no.6
• /
• pp.879-890
• /
• 2021

AI education is being emphasized nationwide as a literacy education. At this point, it is necessary to identify critical issues and suggest the direction of future research by examining domestic AI education research trends. To this end, the study applied the scoping review method. A total of 29 AI educational studies from 2017 to 2020 in South Korea were analyzed. As a result, it was confirmed that the number of studies increased rapidly in 2020, and a large proportion of studies targeted elementary school students. In addition, the study found that AI principles were treated as contents at a high rate, both cognitive and affective aspects were frequently reported as a learning outcome, and various practice environments were used relatively evenly. Based on the results, the direction of future research was discussed and suggested.