• Title/Summary/Keyword: AI Literacy

Search Result 22, Processing Time 0.173 seconds

Development of self-expression activity class program for elementary school students to cultivate AI literacy

  • LEE, DoeYean;KIM, Yong
    • Fourth Industrial Review
    • /
    • v.2 no.1
    • /
    • pp.9-17
    • /
    • 2022
  • Purpose -In general, elementary school is the time to take the first social step away from family relationships with parents or siblings. Recently, AI technology has been widely used in everyday life and society. The purpose of this study is to propose a program that can cultivate AI literacy and self-expression for elementary school students according to the trend of the times. Research design, data, and methodology - In this study, prior to developing a self-expression class program for cultivating AI literacy, we looked at the related literature on what AI literacy is. In addition, the digital learning program was analyzed considering that the current AI literacy is based on the cutting edge of digital technology and is located in the same area as digital literacy. Result -This study developed a curriculum for self-expression and AI literacy cultivation. The main feature of this study is that the education program of this study allows 3rd, 4th, and 5th graders of elementary school to express themselves and to express their career problems by combining culture and art with AI programs. Conclusion -Self-expression activity education for cultivating AI literacy should be oriented toward holistic education and should be education as a way to express oneself in order to improve the quality of life of learners

The Education Model of Liberal Arts to Improve the Artificial Intelligence Literacy Competency of Undergraduate Students (대학생의 AI 리터러시 역량 신장을 위한 교양 교육 모델)

  • Park, Youn-Soo;Yi, Yumi
    • 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.

Necessity of AI Literacy Education to Enhance for the Effectiveness of AI Education (AI교육 효과성 제고를 위한 AI리터러시 교육의 필요성)

  • Yang, Seokjae;Shin, Seungki
    • 한국정보교육학회:학술대회논문집
    • /
    • 2021.08a
    • /
    • pp.295-301
    • /
    • 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.

  • PDF

Digital Content to Improve Artificial Intelligence Literacy Ability

  • Han, Sun Gwan
    • Journal of the Korea Society of Computer and Information
    • /
    • v.25 no.12
    • /
    • pp.93-100
    • /
    • 2020
  • This study aims to design and develop effective digital contents to improve the ability for artificial intelligence literacy. First, we defined AI literacy and analyzed the competencies required for artificial intelligence literacy. After selecting the educational elements for AI ability, we composed 10 educational programs. To confirm the appropriateness of designed contents, we verified through content validity test by 10 experts. The CVI value was over 0.75, which was highly valid. The developed content was installed on the online system and applied to 55 AI beginners for 4 weeks. The learners showed a positive result of at least 3.85 in the items of content difficulty, understanding, effectiveness, and learning challenge. As a result of this analysis, we can see that the developed content is positive for helping many people understand AI and improving AI literacy.

Verification of the effectiveness of AI education for Non-majors through PJBL-based data analysis (PJBL기반 데이터 분석을 통한 비전공자의 AI 교육 효과성 검증)

  • Baek, Su-Jin;Park, So-Hyun
    • Journal of Digital Convergence
    • /
    • v.19 no.9
    • /
    • pp.201-207
    • /
    • 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.

The Effect of AI Learning Program on AI Attitude and Literacy of Gifted Children in Elementary Schools (인공지능 교육 프로그램이 초등영재아동의 인공지능 태도와 소양 향상에 미치는 영향)

  • Yang, Changmo
    • Journal of The Korean Association of Information Education
    • /
    • v.26 no.1
    • /
    • pp.35-44
    • /
    • 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.

The Artificial Intelligence Literacy Scale for Middle School Students

  • Kim, Seong-Won;Lee, Youngjun
    • Journal of the Korea Society of Computer and Information
    • /
    • v.27 no.3
    • /
    • pp.225-238
    • /
    • 2022
  • Although the importance of literacy in Artificial Intelligence (AI) education is increasing, there is a lack of testing tools for measuring such competency. To address this gap, this study developed a testing tool that measures AI literacy among middle school students. This goal was achieved through the establishment of an expert group that was enlisted to determine the relevant factors and items covered by the proposed tool. To verify the reliability and validity of the developed tool, a field review, exploratory factor analysis, and confirmatory factor analysis were conducted. These procedures resulted in a testing tool comprising six domains that encompass 30 items. The domains are the social impact of AI (eight items), the understanding of AI (six items), AI execution plans (five items), problem solving with AI (five items), data literacy (four items), and AI ethics (two questions). The items are to be rated using a five-point Likert scale. The internal consistency of the tool was .970 (total), while that of the domains ranged from .861 to .939. This study can serve as reference for developing the analysis of AI literacy, teaching and learning, and evaluation in AI education.

ETRI AI Strategy #5: Nurturing AI Professionals (ETRI AI 실행전략 5: AI 전문인력 양성)

  • Hong, A.R.;Kim, S.M.;Han, E.S.;Yeon, S.J.
    • Electronics and Telecommunications Trends
    • /
    • v.35 no.7
    • /
    • pp.46-55
    • /
    • 2020
  • As artificial intelligence (AI) technology becomes more important, the demand for AI talent is increasing. However, there is a shortage of AI talent around the world, and it is difficult to secure. Therefore, it has become more important to nurture the AI workforce. The private sector and government in Korea and other countries are making an effort to cultivate AI talent, and ETRI has proposed "Nurturing AI Professionals" as ETRI AI Strategy #5 to meet both internal and national demands for AI talent. ETRI has suggested three key tasks to implement AI Strategy #5. The first one is to create a "top-notch AI talent training project: the ETRI AI Academy" to strengthen AI research capabilities. The second one is "nurturing AI engineers specialized in local-based industries: the ETRI AI Business School" to help supply the necessary AI workforce in the industry. The third one is the "contribution to AI education service for people: ETRI AI Literacy" to raise the public's understanding and utilization of AI.

A Study on Artificial Intelligence Education Design for Business Major Students

  • PARK, So-Hyun;SUH, Eung-Kyo
    • The Journal of Industrial Distribution & Business
    • /
    • v.12 no.8
    • /
    • pp.21-32
    • /
    • 2021
  • Purpose: With the advent of the era of the 4th industrial revolution, called a new technological revolution, the necessity of fostering future talents equipped with AI utilization capabilities is emerging. However, there is a lack of research on AI education design and competency-based education curriculum as education for business major. The purpose of this study is to design AI education to cultivate competency-oriented AI literacy for business major in universities. Research design, data and methodology: For the design of AI basic education in business major, three expert Delphi surveys were conducted, and a demand analysis and specialization strategy were established, and the reliability of the derived design contents was verified by reflecting the results. Results: As a result, the main competencies for cultivating AI literacy were data literacy, AI understanding and utilization, and the main detailed areas derived from this were data structure understanding and processing, visualization, web scraping, web crawling, public data utilization, and concept of machine learning and application. Conclusions: The educational design content derived through this study is expected to help establish the direction of competency-centered AI education in the future and increase the necessity and value of AI education by utilizing it based on the major field.

Development of Artificial Intelligence Education System for K-12 Based on 4P (4P기반의 K-12 대상 인공지능 교육을 위한 교육체계 개발)

  • Ryu, Hyein;Cho, Jungwon
    • Journal of Digital Convergence
    • /
    • v.19 no.1
    • /
    • pp.141-149
    • /
    • 2021
  • Due to the rapid rise of artificial intelligence technology around the world, SW education conducted in elementary and secondary schools is expanding including AI education. Therefore, this study aims to present an AI education system based on 4P(Play, Problem Solving, Product Making, Project) that can be applied from kindergarten to high school. The AI education system presented in this study is designed to be applied in 4P-based Play, Problem Solving, Product Making, and Project 4 stages so that it can be applied by school age and step by step. The level was presented by dividing it into two areas: AI literacy and AI development. In order to verify the validity of the developed AI education system, the Delphi method was applied to 15 experts who had experience in SW education or AI education. The AI education system derived as a result of the verification will be able to contribute to the development of a content system for AI education at each school level in the future.