• Korean Journal of Materials Research
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• v.4 no.2
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• pp.159-165
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• 1994

Two kinds of humidity sensor are made, one by anodizing pure aluminum and the other by evaporation Sn02 on the anodized pure alumia film, and their electrical characteristics are investigated in various humidity atmosphere. The change of surface resistance with humidity of $AI_2O_3/AI$ and $SnO_2-AI_2O_3/Al$ sensors are found to be $1.40 \times 10^{-2}\Omega$/RH and $1.56 \times 10^{-2}\Omega$/RH, respectively. The hysteresis phenomena associated with the irreversibility of surface resistance-humidity is less in $SnO_2-AI_2O_3/Al$ sensor than in $AI_2O_3/AI$. It is concluded that $SnO_2-AI_2O_3/Al$ film can be used as humidity sensor in room temperature region because temperature dependence of surface resistance of the film is found to be as $0.56 \times 10^{-2} \Omega /^{\circ}C$ in O~ $20^{\circ}C$ range, where as $2.50 \times 10^{-2} \Omega /^{\circ}C$ in 40-$50^{\circ}C$.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.1-9
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• 2021

Artificial intelligence (AI) devices are rapidly emerging as a core platform of next-generation information and communication technology (ICT), this study investigated consumer usage behavior and user experience through AI devices that are widely applied to consumers' daily lives. To this end, data was collected from 600 consumers with experience in using AI devices were derived to recognize the attributes and behavior of AI devices. The analysis results are as follows. First, music listening was the most used among various attributes and it was found that simple functions such as providing weather information were usefully recognized. Second, the main devices used by AI device users were identified as AI speakers, smartphone, PC and laptops. Third, associative images of AI devices appeared in the order of fun, useful, novel, smart, innovative, and friendly. Therefore, practical implications are suggested to contribute to provision of user services using AI devices in the future by analyzing usage behaviors that reflect the characteristics of AI devices.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.471-481
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• 2021

The purpose of this study is to analyze the effectiveness of AI convergence education program. To this end, the "Elementary Science AI Convergence Education Program for Machine Learning" developed in previous research were taught to elementary school students in the fourth to sixth grades in eight times. The quantitative changes of each factor were analyzed by R program, and the effectiveness of education was analyzed by Pearson correlation and paired samples t-test. As a result, there is a deep correlation between "Attitude to AI technology, Scientific preference and STEAM Literacy" and technical average has improved in many factors. Therefore, AI convergence education program is meaningful in terms of education, and if AI education and AI convergence education are implemented into the primary formal education curriculum, they will have a positive effect.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.251-258
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• 2022

In this paper, we propose a standard AI developer job training track based on industry needs. The characteristic of this curriculum is that it can minimize the mismatch of AI developer job competency between industries and universities. To develop an AI developer job training track, a survey will be conducted for AI developers working in industrial fields. In this survey, among the five NCS-based AI developer jobs, job analysis is conducted by deriving AI developer jobs with high demand for manpower in industrial fields. In job analysis, the core competency unit elements of the job are selected, and knowledge, skills, tools, etc. necessary to perform the core competency unit elements are derived. In addition, a standard AI developer job curriculum is developed by deriving core subjects and road-map that can educate knowledge, skills, tools, etc. In addition, we present an efficient AI developer job training method using the standard AI developer job training course proposed in this paper.

• 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.