• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.25-31
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• 2022

The purpose of this study is to explore the implications for the systematic operation of the AI curriculum by analyzing the current status of the AI major curriculum in universities. To this end, This study analyzed the relevant curriculum of domestic universities(a total of 51 schools) and overseas QS Top 10 universities based on the industry demand-based standard of AI major curriculum developed through prior research. The main research results are as follows. First, in the case of domestic universities, Python-centered programming subjects were lacking. Second, there were few subjects for advanced learning such as AI application and convergence. Third, the subjects required to perform the AI developer job were insufficient. Fourth, in the case of colleges, the ratio of AI mathematics-related subjects was low. Based on these results, this study presented implications for the systematic operation of the AI major education.

• 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 Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• Korean Journal of Weed Science
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• v.8 no.3
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• pp.237-243
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• 1988

Field study was conducted to evaluate safening effect of fenclorim (4,6-dichloro-2-phenyl pyrimidine) against benthiocarb, butachlor, and pretilachlor injury in rice plants under vinyl-covered subirrigated seedbed. Combinated application of benthiocarb 210, and 315 g ai/10a with fenclorim 10 g ai/10a or higher concentration, butachlor 180, and 270 g ai/10a with fenclorim 20 g ai/10a or higher concentration, and pretilachlor 60, and 90 g ai/10a with fenclorim 30 g ai/10a reduced herbicide injury of rice, and thus increased standing, plant height, tillers, and dry weight of rice plants compared to no combined application of fenclorim.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.163-180
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• 2023

This study aimed to investigate the factors influencing the intentions of elementary school teachers to use artificial intelligence (AI) in mathematics lessons and to identify the essential prerequisites for the effective implementation of AI in mathematics education. To achieve this purpose, we examined the structural relationship between elementary school teachers' TPACK(Technological Pedagogical Content Knowledge) and the TAM(Technology Acceptance Model) using structural equation model. The findings of the study indicated that elementary school teachers' TPACK regarding the use of AI in mathematics instruction had a direct and significant impact on their perceived ease of use and perceived usefulness of AI. In other words, when teachers possessed a higher level of TPACK competency in utilizing AI in mathematics classes, they found it easier to incorporate AI technology and recognized it as a valuable tool to enhance students' mathematics learning experience. In addition, perceived ease of use and perceived usefulness directly influenced the attitudes of elementary school teachers towards the integration of AI in mathematics education. When teachers perceived AI as easy to use in their mathematics lessons, they were more likely to recognize its usefulness and develop a positive attitude towards its application in the classroom. Perceived ease of use, perceived usefulness, and attitude towards AI integration in mathematics classes had a direct impact on the intentions of elementary school teachers to use AI in their mathematics instruction. As teachers perceived AI as easy to use, valuable, and developed a positive attitude towards its incorporation, their intention to utilize AI in mathematics education increased. In conclusion, this study shed light on the factors influencing elementary school teachers' intentions to use AI in mathematics classes. It revealed that teachers' TPACK plays a crucial role in facilitating the integration of AI in mathematics education. Additionally, the study emphasized the significance of enhancing teachers' awareness of the advantages and convenience of using AI in mathematics instruction to foster positive attitudes and intentions towards its implementation. By understanding these factors, educational stakeholders can develop strategies to effectively promote the utilization of AI in mathematics education, ultimately enhancing students' learning outcomes.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.33 no.6
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• pp.975-987
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• 2023

With the advancement of Artificial Intelligence (AI) technologies, the provision of data-driven AI services that enable automation and intelligence is increasing across industries, raising concerns about the AI security risks that may arise from the use of AI. Accordingly, Foreign countries recognize the need and importance of AI regulation and are focusing on developing related policies and regulations. This movement is also happening in Korea, and AI regulations have not been specified, so it is necessary to compare and analyze existing policy proposals or guidelines to derive common factors and identify complementary points, and discuss the direction of domestic AI regulation. In this paper, we investigate AI security risks that may arise in the AI life cycle and derive six points to be considered in establishing domestic AI regulations through analysis of each risk. Based on this, we analyze AI policy proposals and recommendations in Korea and validate additional issues. In addition, based on a review of the main content of AI laws in the US and EU and the analysis of this paper, we propose measures to improve domestic guidelines and policies in the field of AI.

• Journal of Internet Computing and Services
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• v.22 no.4
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• pp.99-110
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• 2021

Governments around the world are actively establishing strategies and initiatives to spread the use of artificial intelligence (AI), for AI is not a mere new technology, but is an innovative technology that brings about extensive changes in industrial and social structures and is a core engine that will lead the 4th Industrial Revolution. The South Korean government has also been paying attention to AI as a technology and tool for innovative growth, but its application to the industries is still rather sluggish. The government has prepared multifarious AI-related policies with the aim of constructing South Korea as an AI powerhouse, but there is no clear strategy on which detailed policies to implement first and which industries to apply AI preferentially. With these limitations of South Korea's AI policies in mind, this paper analyzed the priorities of industries in AI adoption and the priorities of AI-related national policies, using Delphi-AHP method for 30 top-level AI experts in South Korea. The results of analysis show that AI application is urgent and necessary in the fields of medical/healthcare, public and safety, and manufacturing, which seems to reflect the peak of the COVID-19 crisis in the second half of 2020 at the time of the investigation. And it turns out that policies related to AI talent cultivation, data, and R&D investment are important and urgent above all in order for organizations to apply AI. This suggests that strategies are required to focus limited national resources on these industries and policies first.

• Korean Journal of Artificial Intelligence
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• v.11 no.3
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• pp.1-5
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• 2023

With recent advancements in artificial intelligence (AI) technology, more products based on AI are being launched and used. However, using AI safely requires an awareness of the potential risks it can pose. These concerns must be evaluated by experts and users must be informed of the results. In response to this need, many countries have implemented certification programs for products based on AI. In this study, we analyze several trends and differences in AI product certification programs across several countries and emphasize the importance of such programs in ensuring the safety and trustworthiness of products that include AI. To this end, we examine four international AI product certification programs and suggest methods for improving and promoting these programs. The certification programs target AI products produced for specific purposes such as autonomous intelligence systems and facial recognition technology, or extend a conventional software quality certification based on the ISO/IEC 25000 standard. The results of our analysis show that companies aim to strategically differentiate their products in the market by ensuring the quality and trustworthiness of AI technologies. Additionally, we propose methods to improve and promote the certification programs based on the results. These findings provide new knowledge and insights that contribute to the development of AI-based product certification programs.

• Korean Journal of Artificial Intelligence
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• v.11 no.2
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• pp.7-17
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• 2023

Artificial Intelligence (AI) technology has already penetrated deeply into our daily lives, and we live with the convenience of it anytime, anywhere, and sometimes even without us noticing it. However, because AI is imitative intelligence based on human Intelligence, it inevitably has both good and evil sides of humans, which is why ethical principles are essential. The starting point of this study is the AI principles for companies or organizations to develop products. Since the late 2010s, studies on ethics and principles of AI have been actively published. This study focused on AI principles declared by global companies currently developing various products through AI technology. So, we surveyed the AI principles of the Global 500 companies by market capitalization at a given specific time and collected the AI principles explicitly declared by 46 of them. AI analysis technology primarily analyzed this text data, especially LDA (Latent Dirichlet Allocation) topic modeling, which belongs to Machine Learning (ML) analysis technology. Then, we conducted a Delphi technique to reach a meaningful consensus by presenting the primary analysis results. We expect to provide meaningful guidelines in AI-related government policy establishment, corporate ethics declarations, and academic research, where debates on AI ethics and principles often occur recently based on the results of our study.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.31-36
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• 2021

In the era of the 4th industrial revolution represented by AI technology, various AI education is being conducted in the education field. However, AI education in the educational field is mostly one-off project education or teacher-centered education. In order to practice student-centered, field-oriented education, an artificial intelligence education program was developed based on design thinking. The AI education program based on design thinking will improve understanding and ability to use AI through the process of solving everyday problems with AI, and will develop the ability to create new values beyond understanding AI. It is expected that various AI education will take place in the educational field through design thinking-based artificial intelligence education programs.