• Journal of The Korean Association of Information Education
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• v.25 no.4
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• pp.611-619
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• 2021

Artificial intelligence is at the heart of the Fourth Industrial Revolution. Education must change in order to develop the capabilities necessary for future AI-based societies. This study developed and applied artificial intelligence experience classes using Teachable machine to elementary school students, and analyzed changes in artificial intelligence understanding and interest among students. Among the 10 artificial intelligence classes, 4 classes used various artificial intelligence education platforms, and 6 classes focused on Teachable machines. Before and after the application of the program, students' interest and understanding in artificial intelligence were examined. Quantitative and qualitative studies were conducted together. Studies have shown that both students' interest and understanding of artificial intelligence has improved since the application of the program. Furthermore, based on the findings, we propose a follow-up study for the development of artificial intelligence training programs.

• 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.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.723-731
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• 2021

In this study, the AI education program for elementary school students was developed and applied by introducing the design thinking process, which is attracting attention as a creative problem solving process. A design thinking-based AI education program was developed in the stages of Understanding AI, Identifying sympathetic problems, Problem definition, Ideate, Prototype, Test and sharing, and the development program was applied to elementary school students in 4th-6th grade. As a result of pre- and post-testing of students' computational thinking skills to confirm the effectiveness of the program, computational thinking skills increased by grade level, and students experienced a process of collaboration for creative problem solving based on insights gained from sympathetic problem finding. In addition, it was possible to get a glimpse of the attitude of using AI technology to solve problems, and it was confirmed that ideas were generated in the prototype stage and developed through communication between team members. Through this, the design thinking-based AI education program as one of the AI education for elementary school students guarantees the continuity of learning and confirms the possibility of providing an experience of the creative problem-solving process.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.213-221
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• 2021

With the advent of the 4th industrial revolution, the need for artificial intelligence education has increased. The online learning environment caused by COVID-19 made it possible to use variety of artificial intelligence platforms. In this study, an aritificial intelligence class plan was developed and proposed to achieve the goal of artificial intelligence education using an AI platform. The AI platform used is AI for Oceans, With the theme of creating a program for the environment, designed a 6-hour project class using Novel Engineering-based on STEAM model. Students experience AI for Oceans enough time and learn supervised learning by experience. Based on understanding of supervised learning, students design their own programs for the environment using Entry's AI blocks. In this study, for AI convergence education, this lesson was developed and presented with the goal of acquiring the creative problem solving ability and integrated thinking ability by using the principles of artificial intelligence to solve problems.

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

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.33-39
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• 2024

This study examines the changes in learners' positive/negative perceptions of classroom experience and actual utilisation of AI chatbots in response to the recent changes in education trends caused by generative AI. AI chatbots were utilised in web programming classes for six classes of engineering students over two semesters. The learners' experience and usage were analysed from the beginning of the semester through surveys until the submission of midterm and final examination reports. The study's results indicate that the chatbot enhanced learning by providing Q/A feedback and solving practical problems. Additionally, the perception of the chatbot improved from midterm to the end of the course. The study also drew meaningful conclusions about the issue of community disconnection (personalisation) in the classroom and how to use it as educational software. This research is significant for the development of generative AI-based software.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• Journal of Korean Elementary Science Education
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• v.42 no.3
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• pp.467-479
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• 2023

For the successful implementation of education using artificial intelligence (AI) in schools, the perception of teachers is important. This study focuses on elementary school teachers and their perception of the need and teaching efficacy of science classes using AI before and after participating in a research school program. The analysis explores four key aspects, namely, learning, teaching, assessment, and communication. The study recruited 24 elementary school teachers from a school designated by the Gangwon Provincial Office of Education to participate in a year-long research school program. The study collected data using pre- and post-program surveys to explore changes in the perception of teachers regarding AI-based science classes. Furthermore, the researchers conducted individual in-depth interviews with four elementary school teachers to investigate the experience factors that influenced the changes in their perception of the aforementioned classes. The main findings were as follows. First, elementary school teachers were positively aware of the need for science classes using AI even prior to their research school experience; this perception remained positive after the research school program. Second, the science teaching efficacy of the elementary school teachers using AI was generally moderate. Even after the research school experience, the study found no statistically significant increase in efficacy in teaching science using AI. Third, by analyzing the necessity-efficacy as quadrants, the study observed that approximately half of the teachers who participated in the research school reported positive changes in learning, teaching, and assessment. Fourth, the study extracted four important experience factors that influenced the perception of the teachers of science classes using AI, namely, personal background and characteristics, personal class practice experience, teacher community activities, and administration and work of school. Furthermore, the study discussed the implications of these results in terms of the operation of research schools and science education using AI in elementary schools.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.289-294
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• 2021

With the development of artificial intelligence, a wave of the 4th industrial revolution is taking place around the world. With the technologies such as big data and Internet of Things-based artificial intelligence, we are heading to a hyper-connected society where everything converges into one. Accordingly as educational talents in the era of artificial intelligence, we are pursuing the cultivation of creative convergence-type talents and emotional creative talents. With human creativity and emotion at the center, we should be able to collaborate with artificial intelligence and create new things by converging knowledge in various fields. By developing a program that combines humanities-oriented Korean language with engineering-oriented artificial intelligence, this research attempted to help students experience solving problems creatively by combining humanistic knowledge with engineering thinking skills. The educational program consists of two kinds of contents(i.e., "Books with AI" and "A Play with AI") and 15 classes that provide students with opportunities to solve humanities problems with artificial intelligence.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.369-376
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• 2021

With the development of artificial intelligence (AI) technology, discussions on the use of artificial intelligence are actively taking place in many fields, and various policies for nurturing artificial intelligence talents are being promoted in the field of education. In this study, we propose a robot programming framework using artificial intelligence technology, and based on this, we use Python, which is used frequently in the machine learning field, and an educational robot that is highly utilized in the field of education to provide artificial intelligence. (AI) education program was proposed. The level of autonomous driving (levels 0-5) suggested by the International Society of Automotive Engineers (SAE) is simplified to four levels, and based on this, the camera attached to the robot recognizes and detects lines (objects). The goal was to make a line detector that can move by itself. The developed program is not a standardized form of solving a given problem by simply using a specific programming language, but has the experience of defining complex and unstructured problems in life autonomously and solving them based on artificial intelligence (AI) technology. It is meaningful.