• The Journal of Korean Medicine
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• v.44 no.4
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• pp.72-86
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• 2023

Objectives: The medical field is rapidly evolving with AI and digital technologies like AI-based X-ray analysis and digital therapeutics gaining approval. Telemedicine is becoming prominent, and medical schools are adapting by integrating AI education. Pusan National University leads a talent training project for AI in health. Korean Medicine is incorporating AI with diagnostic systems and chatbots. However, there's a lack of research on education awareness in Korean Medicine Colleges. The study aims to assess opinions on integrating AI, digital therapeutics, and DNA test into the Korean medicine college curriculum for improved education. Methods: We selected appropriate four specific areas: artificial intelligence in medicine, digital therapeutics, DNA test, and telemedicine. The questionnaire developed for this study underwent expert evaluation and was subsequently administered to registered KMDs of the Association of Korean Medicine, as well as students from 12 Korean Medicine universities. The survey was designed to analyze the awareness and perceived importance of the 4 areas. Results: Both KMDs and Korean medicine students exhibited comparable awareness levels across the four objectives. Notably, both groups identified a high educational necessity and importance of artificial intelligence in medicine for clinical settings. Statistically significant differences were observed between KMDs and students in their perspectives on the importance of telemedicine and DNA test in the Korean medicine field, the educational necessity of DNA test within Korean medicine universities, and the need for comprehension of regulations related to digital therapeutics. Conclusion: The survey of Korean medicine professionals and students underscores a strong understanding of key areas such as Telemedicine, medical AI, DNA test, and digital therapeutics. Medical AI is identified as crucial for future education. There's a consensus on the need for curriculum changes in Korean medicine schools, particularly in adapting to evolving healthcare trends. The focus should be on practical clinical application, with a call for additional research to better integrate student and practitioner perspectives in future curriculum reform discussions.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.341-352
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• 2022

The wave of a knowledge and information society led by AI, Big Data, and so on is having an all-round impact on our way of life. Therefore the Ministry of Education is in a hurry to strengthen Digital Literacy, including AI and SW Education, by improving the curriculum that can cultivate basic knowledge and capabilities to respond to changes in the future society. It can be seen that establishing a foundation for cultivating Digital Literacy through all subjects and improving basic and in-depth learning in new technology fields such as AI linked to the information curriculum is an essential part for future society. However, research on each content for cultivating Digital and AI literacy is relatively active, while research on teaching and learning strategies is insufficient. Therefore in this study, a CT-based Digital and AI teaching and learning strategy that can foster that was developed and Delphi expert verification was conducted, and the final teaching and learning strategy was completed after evaluating instructor usability and analyzing learner effectiveness.

• Journal of Digital Convergence
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• v.19 no.5
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• pp.285-293
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• 2021

With the advent of the 4th Industrial Revolution, AI utilization capabilities are being emphasized in various industries, but AI education design and curriculum research as universal education is currently lacking. This study offers a design for universal AI education to further cultivate its use in universities. For the AI basic education design, a questionnaire was conducted for experts three times, and the reliability of the derived design contents was verified by reflecting the results. As a result, the main competencies for cultivating AI literacy were data literacy, AI understanding and utilization, and the main detailed areas derived were data structure understanding and processing, visualization, word cloud, public data utilization, and machine learning concept understanding and utilization. The educational design content derived through this study is expected to increase the value of competency-centered AI universal education in the future.

• Journal of Information Technology Applications and Management
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• v.28 no.3
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• pp.109-125
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• 2021

For the government of president Moon's AI SW HRD policy, he proclaimed AI democracy that anyone can utilize artificial intelligence technology to spread AI education for the people of the country. Through cognitive map analysis, this study presents expected policy outcomes due to the input of policy factors to overcome crisis factors and utilize opportunity factors. According to the cognitive guidance analysis, first, the opportunity factor is recognized as accelerating the digital transformation to Covid 19 if AI SW HRD is well nurtured. Second, the crisis factor refers to the rapid paradigm shift caused by the intelligence information society, resulting in job losses in the manufacturing sector and deepening imbalance in manpower supply and demand, especially in the artificial intelligence sector. Third, the comprehensive cognitive map shows a circular process for creating an AI SW ecosystem in response to threats caused by untact caused by Corona and a circular process for securing AI talent in response to threats caused by deepening imbalance in manpower supply and demand in the AI sector. Fourth, in order to accelerate the digital circulation that has been accelerated by Corona, we found a circular process to succeed in the Korean version of digital new deal by strengthening national and corporate competitiveness through AI-utilized capacity and industrial and regional AI education. Finally, the AI utilization empowerment strengthening rotation process is the most dominant of the four mechanisms, and we also found a relatively controllable feedback loop to obtain policy outputs.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.201-207
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• 2021

As artificial intelligence gradually expands into jobs, iIt is necessary to nurture talents with AI literacy capabilities required for non-majors. Therefore, in this study, based on the necessity and current status of AI education, AI literacy competency improvement education was conducted for non-majors so that AI learning could be sustainable in relation to future majors. For non-majors at University D, problem-solving solutions through project-based data analysis and visualization were applied over 15 weeks, and the AI ability improvement and effectiveness of learners before and after education were analyzed and verified. As a result, it was possible to confirm a statistically significant level of positive change in the learners' data analysis and utilization ability, AI literacy ability, and AI self-efficacy. In particular, it not only improved the learners' ability to directly utilize public data to analyze and visualize it, but also improved their self-efficacy to solve problems by linking this with the use of AI.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.513-520
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• 2024

This study investigates the changes in teachers' roles as the impact of AI on school education expands. Traditionally, teachers have been responsible for core aspects of classroom instruction, curriculum development, assessment, and feedback. AI can automate these processes, particularly enhancing efficiency through personalized learning. AI also supports complex classroom management tasks such as student tracking, behavior detection, and group activity analysis using integrated camera and microphone systems. However, AI struggles to automate aspects of counseling and interpersonal communication, which are crucial in student life guidance. While direct conversational replacement by AI is challenging, AI can assist teachers by providing data-driven insights and pre-conversation resources. Key competencies required for teachers in the AI era include expertise in advanced instructional methods, dataset analysis, personalized learning facilitation, student and parent counseling, and AI digital literacy. Teachers should collaborate with AI to emphasize creativity, adjust personalized learning paths based on AI-generated datasets, and focus on areas less amenable to AI automation, such as individualized learning and counseling. Essential skills include AI digital literacy and proficiency in understanding and managing student data.

• Education of Primary School Mathematics
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• v.27 no.3
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• pp.199-226
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• 2024

In response to the era of transformation necessitating the introduction of Artificial Intelligence (AI) and digital technologies, educational innovation is undertaken with the implementation of AI digital textbooks in Mathematics, English, and Information subjects by 2025 in Korea. Within this context, this study analyzed the perceptions and needs of elementary school teachers regarding mathematics AI digital textbook. Based on a survey conducted in November 2023, involving 132 elementary school teachers across the country, the analysis revealed that the majority of elementary school teachers had a low perception of the introduction and need for mathematics AI digital textbooks. However, some recognized the potential for personalized learning and effective teaching support. Furthermore, among the core technologies of the AI digital textbook, teachers highly valued the necessity of learning diagnostics and teacher reconfiguration functions and had the most positive perception of their usefulness in math lessons, while their perception of interactivity was relatively low. These findings suggest the need for changing teachers' perceptions through professional development and information provision to ensure the successful adoption and use of mathematics AI digital textbooks. Specifically, providing concrete and practical ways to use the AI digital textbook, exploring alternatives to digital overload, and continuing development and research on core technologies.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.321-328
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• 2024

Due to the recent development of artificial intelligence technology, the field of education also needs fundamental changes, such as digital competency and digital media literacy education. However, it is still a situation where one teacher has no choice but to teach diverse students in one classroom. To solve these problems, the Ministry of Education announced a 'digital-based education innovation plan' focusing on the introduction of 'AI digital textbooks'. The purpose of this study is to examine the current status of the government's digital-based education innovation and suggest specific measures for digital-based education innovation. First, one of the key points of the 2022 revised curriculum is the establishment of a teaching, learning, and evaluation system suitable for the digital and AI educational environment. Second, the contents of the 2023 Ministry of Education's digital-based education innovation plan are as follows. The direction of implementation is the realization of the vision of customized education for all, gradual voluntary expansion through digital leading schools and leading teachers, and establishment of cooperative partnerships with various entities within the government and the private sector. The detailed implementation plan for digital-based education innovation is as follows. First, improving digital infrastructure. Second, digital conversion teacher education and capacity building. Third, providing a digital, personalized learning experience. Fourth, developing digital content and platforms. Fifth, ensuring digital safety and personal information protection. Sixth, overcoming digital social inequality.

• Journal of Internet of Things and Convergence
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• v.8 no.5
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• pp.71-76
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• 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 Digital Convergence
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• v.19 no.7
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• pp.227-236
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• 2021

This study aims to develop an AI education program for secondary school students to help understand AI and to provide an experience of solving real-life problems by using AI, and to analyze the effectiveness of education. The education program based on the AI education system for K-12 developed in the previous study was composed of a total of 12 lessons by selecting the self-driving cars, which is emerging as a recent issue among real life problems, as the main topic. Classes were conducted for secondary school students who had experience in software education, and the effectiveness of education and class satisfaction were analyzed. As a result of the analysis, it was confirmed that the understanding of AI and the sense of AI efficacy were improved, and the class satisfaction was high in all items such as educational content, fun in class, difficulty of class, and interest in AI. Based on these results, implications for AI education for secondary students were proposed.