• Proceedings of The KACE
• /
• 2018.08a
• /
• pp.45-48
• /
• 2018

본 연구는 H대학에서 비전공자 대상 교양필수 SW 교육과정을 프로그래밍 중심으로 개편한 2015년 이후 3개년도와 이전 3개 년도의 수업만족도에서 차이가 나는가에 대해 비교분석하여 개편 후 비전공자 대상 SW교육과정의 효과성을 파악하고자 한다. H대학은 2015년 교양 SW교육과정을 프로그래밍 중심으로 개편하였다. 개편 전후 수업 만족도의 변화가 있었는가? 라는 연구문제를 기반으로 분석한 결과, 개편 후 3년간 수업만족도는 개편 전 3년보다 높게 나타났으며, 1학기보다는 2학기 교과목들의 수업만족도 편차가 더 크게 나타났다. 1학기 만족도는 유의수준 10%에서 차이가 있는 것으로 나타났으며, 2학기 만족도는 유의수준 5%에서 차이가 있는 것으로 나타났다. 이것은 개편 후 다양한 프로그래밍 언어 중 선택할 수 있도록 교과과정을 제공한 것이 원인인 것으로 파악된다.

• Journal of The Korean Association of Information Education
• /
• v.26 no.5
• /
• pp.327-340
• /
• 2022

This study applied effective playful learning to increase the learning motivation of non-CS major students to help them achieve learning and to successfully operate online SW liberal arts classes for 560 students. As a result of analyzing the students' reflection journals, most of the students accepted the 'white radish' of dialect names as fun playful learning in the process of learning local variables and global variables. And they were surprised and amazed at discovering unexpected contents in our SW class. It was found that they experienced delight in learning, learning-flow, confidence, and intrinsic motivation. In the final term exam at the end of the semester, it was confirmed that the correct rate of 92% for questions related to local and global variables was higher than the average rate of other questions' correctness of 67.1%.

• Journal of Convergence for Information Technology
• /
• v.7 no.1
• /
• pp.61-66
• /
• 2017

As the fourth industrial revolution becomes more popular and advanced services such as artificial intelligence and Internet of Things technology are widely commercialized, awareness of the importance of software is spreading. Recently, software education has been taught not only in elementary school and college but also in college. Also, there is a growing interest in computational thinking needed to solve problems through computing methodology and model. The purpose of this study is to design an app inventor course for non-majors software education based on computational thinking. As a result of the study, six detailed competencies of computational thinking were derived, and six detailed competencies were mapped to the app inventor learning elements. In addition, based on the computational thinking modeling, I designed an app inventor class for students who participated in IT curriculum of university liberal arts curriculum.

• Journal of Convergence for Information Technology
• /
• v.12 no.2
• /
• pp.157-162
• /
• 2022

In a society full of knowledge and information, digital literacy and artificial intelligence (AI) education that can utilize AI technology is needed to solve numerous everyday problems based on computational thinking. In this study, data-centered AI education was conducted while teaching computer programming to non-computer programming students at universities, and the correlation between major factors related to academic performance was analyzed in addition to student satisfaction surveys. The results indicated that there was a strong correlation between grades and problem-solving ability-based tasks, and learning satisfaction. Multiple regression analysis also showed a significant effect on grades (F=225.859, p<0.001), and student satisfaction was high. The non-computer programming students were also able to understand the importance of data and the concept of AI models, focusing on specific examples of project types, and confirmed that they could use AI smoothly in their fields of interest. If further cases of AI education are explored and students' AI education is activated, it will be possible to suggest its direction that can collaborate with experts through interest in AI technology.

• Journal of Korea Multimedia Society
• /
• v.22 no.4
• /
• pp.472-479
• /
• 2019

Today, computational thinking takes an important role in problem solving in software education. As a result, software education as liberal arts for non-CS major students is rapidly expanding. It is necessary to study the effects of computational thinking on software problem solving ability compared to traditional programming language education. In this paper, we propose an evaluation model for analyzing the effects of computational thinking on the overall software development process, and analyze how the problem solving process is different for learners who take computing thinking classes and programming language courses as liberal arts courses. As a result, students who learned computational thinking showed higher ability in problem analysis and design process.

• Journal of Convergence for Information Technology
• /
• v.11 no.10
• /
• pp.151-158
• /
• 2021

The purpose of this paper is to examine the concept of computational thinking in an easy-to-understand way for non-computer majors. First, It is necessary to expand from the problem-solving perspective to the perspective of problem discovery and creation ability, and establish it as a thinking ability that can cultivate human-like thinking, that is, creative thinking. Second, the concept of computational thinking can be viewed not only in the cognitive aspect but also in the emotional motive and attitude aspect. Third, systematic design of teaching methods is needed based on the expansion of the concept to computational thinking that helps learners to improve their reflective ability. It is expected that the results of this study will serve as basic research for various attempts in terms of the purpose and teaching method of computational thinking education in the future.

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.201-214
• /
• 2020

Big data is gradually expanding in diverse fields, with changing the data-related legislation. Moreover it would be interest in big data education. However, it requires a high level of knowledge and skills in order to utilize Big Data and it takes a long time for education spends a lot of money for training. We study that in order to define Universal Big Data used to the industrial field in a wide range. As a result, we make the paradigm for Big Data education for college students. We survey to the professional the Big Data definition and the Big Data perception. According to the survey, the Big Data related-professional recognize that is a wider definition than Computer Science Big Data is. Also they recognize that the Big Data Processing dose not be required Big Data Processing Frameworks or High Performance Computers. This means that in order to educate Big Data, it is necessary to focus on the analysis methods and application methods of Universal Big Data rather than computer science (Engineering) knowledge and skills. Based on the our research, we propose the Universal Big Data education on the new paradigm.