• Human Ecology Research
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• v.62 no.3
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• pp.517-530
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• 2024

This study aims to develop and validate a home economics education program focused on the consumer life area to enhance artificial intelligence (AI) literacy. To achieve this objective, a 10-session AI-consumer life integration education program was developed by analyzing literature on AI Literacy, AI curriculum, consumer education, and the home economics curriculum for the middle school consumer life area. The program's validity was assessed by nine teachers using a four-point Likert scale. The average scores for each item and the content validity index (CVI) were calculated. Based on expert feedback, the program was revised and improved accordingly. The expert validity assessment of the lesson plans, teaching materials and learning resources resulted in an average score of 3.78 for all items and an average CVI of 0.96. For the overall program, the expert validity assessment yielded an average score of 3.72 for all items and an average CVI of 0.97. Since the content validity index for all questions was above 0.78, the program demonstrated high validity across achievement standards integration, learning objectives, content and teaching methods, motivation, and volume areas. This confirms its effectiveness as an educational program for enhancing AI literacy. This study is significant in terms of defining and identifying the components of AI literacy, developing an AI-integrated program encompassing the entire consumer life area and confirming the suitability of the home economics curriculum for enhancing digital consumer competencies and promoting sustainable consumption. Additionally, it highlights the potential to integrate AI into the home economics and consumer life area.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.713-721
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• 2021

As the Ministry of Education has introduced AI education in earnest in the 2022 revised curriculum, there is growing sympathy for the need for data-related education along with AI education. In order to develop the competence to understand and utilize artificial intelligence properly, the understanding and utilization competence of data must be based on it. In this study, a data-driven problem solving SW education program using microbit was developed by synthesizing the results of demand analysis and previous research analysis. The data-driven problem solving education program was developed with educational elements that can be applied to elementary school students among the contents of data science. Through the program developed in this study, education that combines various topics and subjects can be linked based on real-life data. Furthermore, based on an understanding of data, it will lay the foundation for a more substantial AI education program.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1696-1707
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• 2021

With the recent growth of information technology, various literacy such as digital literacy, data literacy, AI literacy is being studied. In this paper, we focus on data visualization literacy as visualization is an essential part of big data analysis and is used in several mobile apps. Visualization Literacy Assessment Test(VLAT) was developed in 2016 and we introduce how the test was developed and modified to a Korean version, K-VLAT. K-VLAT is consisted of 12 visualizations and 53 questions through a website. Additionally, to understand the research trend in visualization literacy we analyzed 81 papers that had cited the VLAT publication. We categorized the research into 4 categories with 11 sub-categories. The area of studies visualization literacy related to was understanding the relation with cognition, expanding the literacy measures, relation with education, utilization for developing user-centric dashboards or using the test to show effectiveness of visualizations. At last, we discuss about different ways to utilize K-VLAT for future research.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.25-30
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• 2021

With the introduction of AI education in the 2022 Revised Curriculum emphasizing the need for data related education, it is necessary to improve students' data based problem solving skills. This study seeks to study SW education methods to improve students' data based problem solving skills in accordance with these needs. Based on the ADDIE model, the demand analysis survey was conducted on teachers to analyze their needs. Based on the results of the demand analysis, we designed education programs under the theme of data based problem solving skills using microbit. In this study, we raise the importance of data based problem solving and the need for its capabilities. Subsequent studies need to reveal how data based problem solving SW education will demonstrate significant effects on problem solving skills.

• Trans-
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• v.12
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• pp.1-19
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• 2022

This study predicts and raises the changes that AI will bring to dance art when machine-based choreography began, and finds questions we can ask as human artists. Research suggests that one of the crises of dance in the era of machine creative arts is that artificial intelligence does not stay in the tool of human choreography but becomes the subject of choreography. It is based on the political discourse of choreography that artificial intelligence has the power to control and restrict human dancers. This comes from a sense of crisis that the AI takes over the area of choreography and the human choreographer remains an incompetent coordinator, and as a result, the dancer's dancing body can be reduced to a mechanical body controlled by AI. In order for these concerns not to become a reality, this study proposes three measures. First, choreographer and dancer should develop digital literacy to live in the age of AI art. Secondly, choreographer should acquire the ability to accurately distinguish the roles of human choreographer, dancer, and AI in creative work. Thirdly, various levels of discourse on AI dance should be formed by actively conducting mutual media research of dance and technology. Through these efforts, the human dancer will exist as a subject of art, not a passive agent in the new dance ecosystem brought by the innovation of artificial intelligence technology and will be able to face an era coexistence with artificial intelligence creativily and productively.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.565-574
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• 2024

ChatGPT is causing significant reverberations across all sectors of our society, and this holds true for the field of education as well. However, scholarly and societal discussions regarding ChatGPT in academic settings have primarily focused on issues such as plagiarism, with relatively limited research on the positive effects of utilizing generative AI. Additionally, amidst the educational crisis of the post-COVID era, there is a growing recognition of the need to enhance academic engagement. In light of these concerns, we investigated how academic engagement varies based on students' levels of ChatGPT literacy and examined whether students' academic confidence and perceived academic competence serve as mediators between ChatGPT literacy and academic engagement. An analysis using SPSS was conducted on the data collected from 406 college students. The results showed that ChatGPT literacy had a positive effect on academic engagement, and academic confidence mediated the relationship between ChatGPT literacy and academic engagement. Also, when the mediating effect of perceived academic competence was significant only when it was serially mediated. Based on these findings, we discussed the theoretical contributions of identifying the theoretical mechanism between ChatGPT literacy and academic engagement. In addition, practical implications regarding the importance of ChatGPT literacy education were described.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.11-22
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• 2022

The educational environment, where the change to blended learning and AI convergence education through non-face-to-face is accelerating, is based on the cultivation of digital literacy. This study attempted to verify the effectiveness of future competencies by creating a collaborative SW education program on the metaverse platform that emerged by supplementing the problems through non-face-to-face. Twenty programs on how to design and create software were organized for small-scale elementary classes in the metaverse. In order to verify the effectiveness 4C competency tool presented as future educational competency was selected, and homogeneity test for the experimental group and t-test were conducted. The results showed the SW education programs based on metaverse was effective in improving collaborative communication skills, confirming the possibility of SW education through blended learning.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.529-538
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• 2023

At the present time when the need for universal artificial intelligence education is expanding and job changes are being made, research and discussion on artificial intelligence liberal arts education for non-majors in universities who experience artificial intelligence as part of their job is insufficient. Although artificial intelligence education courses for non-majors are being operated, they are mainly operated as theory-oriented education on the concepts and principles of artificial intelligence. In order to understand the general concept of artificial intelligence for non-majors, it is necessary to proceed with experiential learning in parallel. Therefore, this study designs artificial intelligence experiential education learning contents of difficulty that can reduce the burden of artificial intelligence classes with interest in learning by considering the characteristics of non-majors. After, we will examine the learning effect of experiential education using App Inventor and the Orange artificial intelligence platform. As a result of analysis based on the learning-related data and survey data collected through the creation of AI-related projects by teams, positive changes in the perception of the need for AI education were found, and AI literacy skills improved. It is expected that it will serve as an opportunity for instructors to lay the groundwork for designing a learning model for artificial intelligence experiential education learning.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.13-23
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• 2021

This study requires SW education that can adapt to the advent of the fourth industrial revolution and the new normal environment of COVID-19 pandemic. Small and powerful smartphones, which have become a necessity in digital society, are designed and applied to create apps with useful apps or artificial intelligence modules that have been trained with data using the App Inventor program as a good teaching tool. After conducting the class in a blended method that combines face-to-face and non-face methods, the survey questioned the technical and cognitive maturity of artificial intelligence and the pros and cons of blended software classes. We also found changes in career orientation, which is intended to explore SW-related talent occupations that require a lot of demand in terms of national development before and after artificial intelligence classes. Significant results were reached in three of the sub-elements. Even in non-face-to-face situations, it is expected that an app vendor software education program using artificial intelligence will be provided to the actual site.