• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.721-733
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• 2024

This study aimed to examine effect of perceived competence in generative AI on workers' job insecurity and to investigate the mediating effect of comparative self-evaluation. In addition, we sought th explore the moderating effect of AI literacy on this relationship. To test our hypothesis, we collected survey data from a total of 179 office workers and found that perceived competence on generative AI had a positive effect on job insecurity. We also found the mediation effect of relative self-evaluation on the relationship between perceived competence and job insecurity. However, contrary to our prediction, the negative effect of perceived competence on comparative self-evaluation was strengthened as AI literacy increased, and AI literacy did not moderate the negative effect of comparative self-evaluation on job insecurity. We contributed to theoretical development by identifying the mediating variable the explain the relationship between perceived competence and job insecurity. Moreover, we raised the need for a critical perspective on AI literacy education in organizational management.

• Journal of Practical Engineering Education
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• v.16 no.5_spc
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• pp.663-676
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• 2024

This study, from the perspective of Learning with AI, aimed to explore the educational applicability of writing evaluation criteria generated by artificial intelligence. Specifically, it sought to systematically analyze the similarities and differences between AI-generated criteria and those developed by humans. The research questions for this study were set as follows: 1) What characteristics do the writing evaluation criteria generated by AI tools have? 2) What similarities and differences exist between the writing evaluation criteria generated by humans and AI tools? GPT and Claude were selected as representative AI tools, and they were tasked with generating writing evaluation criteria for undergraduate students. These AI-generated criteria were then compared with human-created criteria. The results showed a commonality: Both humans and AI-tools placed the highest importance on categories related to content. However, while humans evaluated based on three main categories - content, organization, and language usage - the AI tools included additional categories such as format and citations, original thinking, and overall impression. In general, human tended to include more detailed items within each evaluation category, while AI tools presented more concise items. Notably, differences were observed in language-related aspects and scoring systems, which were influenced by the AI tools being developed based on English. This study offers important insights into the development of collaborative evaluation models between humans and AI, and it explores the potential role of AI as a complementary tool in educational assessment in the future.

• Smart Media Journal
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• v.13 no.8
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• pp.26-38
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• 2024

This paper discusses the use of GPT and GPT API for prompt engineering in the development of the interactive smart device lock screen application "Smart Lock," aimed at enhancing literacy among young children and lower-grade elementary and middle school students during critical language development periods. In an era where media usage via smartphones is widespread among children, smartphone-based media is often cited as a primary cause of declining literacy. This study proposes an application that simulates conversations with parents as a tool for improving literacy, providing an environment conducive to literacy enhancement through smartphone use. Generative AI GPT was employed to create literacy-improving problems. Using pre-generated data, situational dialogues with parents were presented, and prompt engineering was utilized to generate questions for the application. The response quality was improved through parameter tuning and function calling processes. This study investigates the potential of literacy improvement education using generative AI through the development process of interactive applications.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.263-269
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• 2024

Amidst the global challenges of climate crisis, warfare, and escalating inequality, the pursuit of achieving the United Nations Sustainable Development Goals (SDGs) has become increasingly imperative. Consequently, research into effective pedagogical methodologies from the student perspective continues to gain momentum. Particularly, with the advancement of generative AI technologies, the potential for leveraging such tools in providing global citizenship education to the youth is garnering attention. This study implemented and emphatically analyzed an artificial intelligence educational program focused on the creation of sustainable urban spaces under the UN Academic Impact(UNAI). The findings indicated a high level of literacy pertaining to global citizen AI education, evidenced by increased interest, satisfaction, and recommendation intention. Furthermore, the study observed an enhancement in digital interactions through the processes of posting, viewing, and real-time discussions of the created works with Generative AI such as the ChatGPT, Midjourney, and Stable Diffusion. Through these instances, the study proposes the development of HTHT curricula that enhance creative thinking, collaborative growth, and analytical capabilities.

• Industry Promotion Research
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• v.9 no.4
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• pp.237-246
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• 2024

The purpose of this study is to explore ways to improve the efficiency of design work using Adobe Firefly, a generative AI program. To this end, we conducted an online survey and in-depth interviews with Firefly experts using a mixed research methodology that combines quantitative data analysis and qualitative research. Studies have shown that Firefly's image editing, text-to-image conversion, vector graphics conversion, and icon creation capabilities significantly improve user productivity and satisfaction. Additionally, the intuitive user interface and integration with the Adobe Creative workflow were found to contribute to increased efficiency. Based on this, this study proposes strategies such as active use of Firefly functions, integration with work flow, utilization of collaboration tools, and user education and experience enhancement. This is expected to increase the overall efficiency and productivity of the design team.

• Journal of Christian Education in Korea
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• v.78
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• pp.57-85
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• 2024

Purpose of the study: In order to utilize artificial intelligence-generated AI in educational ministry, this study analyzes the concept of artificial intelligence and generative AI and the educational theological aspects of educational ministry to find ways to efficiently utilize artificial intelligence ChatGPT in educational ministry. Contents and methods of the study: The contents of this study are. First, the contents of this study were analyzed by dividing the concepts of artificial intelligence and generative AI into the concept of artificial intelligence, types of artificial intelligence, and generative language model AI ChatGPT. Second, the educational theological analysis of educational ministry was divided into the concept of educational ministry, the goals of educational ministry, the content of educational ministry, and the direction of educational ministry in the era of artificial intelligence. Third, the plan to use artificial intelligence ChatGPT in educational ministry is to provide tools for writing sermon manuscripts, preparation tools for worship and prayer, and church education, focusing on the five functions of the early church community. It was analyzed by dividing it into tools for teaching, tools for teaching materials for believers, and tools for serving and volunteering. Conclusion and Recommendation: The conclusion of this study is that, first, when writing sermon manuscripts through artificial intelligence ChatGPT, high-quality sermon manuscripts can be written through the preacher's spirituality, faith, and insight. Second, through artificial intelligence ChatGPT, you can efficiently design and plan worship services and prepare services that serve the congregation objectively through various scenarios. Third, by using artificial intelligence ChatGPT in church education, it can be used while maintaining a complementary relationship with teachers through collaboration with human and artificial intelligence teachers. Fourth, through artificial intelligence ChatGPT, we provide a program that allows members of the church community to share spiritual fellowship, a plan to meet the needs of church members and strengthen interdependence, and an attitude of actively welcoming new people and respecting diversity. It provides useful materials that can play an important role in giving, loving, serving, and growing together in the love of Christ. Lastly, through artificial intelligence ChatGPT, we are seeking ways to provide various information about volunteer activities, learning support for children and youth in the community, mentoring-related programs, and playing a leading role in forming a village community in the local community.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.544-553
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• 2024

The purpose of this study was to analyze the trends of research focusing on artificial intelligence and the science education and derive important problems, topics, and research trends,. The analysis of the AI convergence science education research trends targeted 83 articles on the awareness of artificial intelligence, research trends, design, development, and application of the education programs related to artificial intelligence. The analysis data was collected through the RISS. The collected data was refined using Excel and Textom, and the main keywords were identified and analyzed through the frequency analysis and keyword network analysis. The connection centrality of the keywords was confirmed using the CONCOR analysis. The research results showed that the AI convergence science education research was expanding in both quantitative and qualitative aspects, and that the main keywords were identified as 'AI,' 'AI convergence education,' 'AI convergence science education,' 'AI education,' 'science education,' 'science,' 'machine learning,' 'elementary school,' 'generative AI,' and 'educational program.' Through the connection centrality analysis and CONCOR analysis, it was confirmed that the clusters were formed around the 'naming,' 'content and method,' 'elementary,' and 'data' in the AI integrated science education. Based on the results, the main topics and trends of the research integrating artificial intelligence into the science subjects were derived and the implications and directions for follow-up research were set forth.

• Journal of the Korea Society of Computer and Information
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• v.29 no.10
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• pp.77-87
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• 2024

With the recent advancements in artificial intelligence, various chatbots have emerged, efficiently performing everyday tasks such as hotel bookings, news updates, and legal consultations. Particularly, generative chatbots like ChatGPT are expanding their applicability by generating original content in fields such as education, research, and the arts. However, the training of these AI chatbots requires large volumes of conversational text data, such as customer service records, which has led to privacy infringement cases domestically and internationally due to the use of unrefined data. This study proposes a methodology to quantitatively assess the re-identification risk of personal information contained in conversational text data used for training AI chatbots. To validate the proposed methodology, we conducted a case study using synthetic conversational data and carried out a survey with 220 external experts, confirming the significance of the proposed approach.

• Convergence Security Journal
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• v.24 no.3
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• pp.33-39
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• 2024

The remarkable advancement of artificial intelligence technology is bringing innovative changes to the field of education. In particular, generative AI models like ChatGPT hold great potential in self-directed programming education due to their natural conversational abilities. This study analyzed the learning effects of using ChatGPT in Scratch classes for non-SW majors. Dividing the classes into those using ChatGPT and those not, and conducting the same evaluations and surveys for the ChatGPT-utilizing group, the results showed that ChatGPT significantly enhanced learning outcomes and the utility of ChatGPT was highly evaluated in advanced learning areas such as understanding Scratch's advanced features and algorithms. This study is significant as it empirically demonstrates the potential of generative AI like ChatGPT as an effective tool in programming education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.387-388
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• 2023

본 논문에서는 인공지능(AI) 체험부터 초중등, 대학 및 평생교육에서 필요한 광범위한 응용과 활용을 할 수 있는 라이브러리를 디지털북 형태로 지원하며, 블록과 텍스트 코딩의 장점을 취합해 입문자들이 쉽고 재미있게 SW·AI 융합 교육을 할 수 있는 플랫폼을 구현하였다. 플랫폼은 웹어셈블리 기반의 파이오다이드를 통해 웹 브라우저에서 파이썬 코딩을 가능하게 하고 복잡한 설치과정 없이 쉽게 이용이 가능하다. 다양한 LMS와 연동이 가능하도록 API를 제공하며, Drag & Fill 블록으로 입문자가 코딩에 겪는 어려움 중 하나인 많은 양의 함수와 파라미터 사용법의 어려움을 해소하였다. 플랫폼은 블록으로 코딩하여 문법의 어려움, 오탈자, 오류 등을 줄이는 동시에 블록에서 생성되는 파이썬 텍스트 코드로 입문자가 텍스트 코드에 익숙해질 수 있는 경험을 제공한다.