• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.279-289
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• 2020

The purpose of this study is to apply the training program for teachers to strengthen the competence of artificial intelligence education in primary and secondary school teachers and to analyze its effectiveness and analyze teachers' demands for artificial intelligence education to provide basic research data. The referenced training program was designed based on the ADDIE model by selecting the educational contents based on the five core elements of AI, and teachers from the G Metropolitan Office of Education and the AI Education Research Association collaborated to develop the program. The effectiveness of the developed program and questionnaire of teacher needs analysis for AI teaching were examined for content validity. As a result of the training conducted by applying the developed program, satisfaction with each curriculum of the training and the possibility of application to the field were highly evaluated. It was found that teachers consider the need of teaching unplugged activities for AI education and basic AI experiences in elementary school level, and AI education contents including block programming languages and physical computing activities are needed to teach in middle school level.

• Journal of the Korea Society of Computer and Information
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• v.26 no.8
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• pp.13-21
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• 2021

In this paper, we developed an artificial intelligence literacy education program to strengthen the AI convergence education capacity and cultivate literacy of in-service elementary and secondary teachers, and verify the effect on the degree of interest in artificial intelligence convergence education by applying it. As a test tool, the level of interest questionnaire scale developed by George, Hall & Stiegelbauer(2006) was used based on the center of interest acceptance model of Hall et al.(1979). As a result of analyzing the degree of interest in artificial intelligence convergence education before and after the application of the artificial intelligence literacy education program, the types of non-users were found both before and after the application of the program, but the overall degree of interest increased compared to before application. As a result of analyzing the satisfaction result of the artificial intelligence literacy education program, a response that was satisfied in most areas was derived, but there was a tendency to be somewhat less satisfied with the case of convergence and application of artificial intelligence and industry.

• The Mathematical Education
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• v.60 no.3
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• pp.321-340
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• 2021

As many changes in the future society represented by the age of artificial intelligence(AI) are expected to come, efforts are being made to draw the shape of the future education and various research methods are being employed to support the attempts. While many research studies use methods for deriving generalized results such as expert survey and trend analysis in along with a review of literature, there are attempts to apply the scenario methodology to explore ideas and information needed within a changing context. A scenario method, one of the experiential learning strategies, aims to seek various and alternative approaches by establishing a plan from the present conditions considering future changes. In this study, in-service teachers' perceptions and expectations of the interactivity between human and AI teachers were visualized by applying the role-play presentation technique that grafted the concept of role-play game to the scenario method. In addition, the mandal-art method was introduced to support in conducting productive discussion during the teachers' collaboration. This method appeared to help to depict teachers' perceptions of AI teachers in the detailed and concrete form, which may flow in the abstract otherwise. Through analyses of the teachers' role-play presentations with the implementation of the madal-art method it was suggested that most teachers would want to collaborate with an AI teacher for improved instruction and individualized student learning while they would take the instructional authority over the AI teacher in the classroom.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.665-672
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• 2021

Humanity in the 21st century is ushering in an era of practical use of AI. Until now, even though the industrial structure has been advanced, mankind has seen that the abstraction of knowledge production is only their own domain, but they have doubts about that belief. Therefore, this paper tried to examine the identity of modern humanity from the perspective of the result of knowledge accumulated from the past. These discussions were summarized and presented in a historical model called "Changes in the way of accumulating knowledge step by step" starting from the emergence of the earth and mankind. The first stage of this analytical model is the "accumulation of DNA knowledge" until the emergence of human intelligence on Earth. The second stage is the process of "accumulating civilized knowledge" by human biological intelligence, which has become capable of producing knowledge on its own. It is currently classified into three stages and it is considered that it is entering the stage of "accumulating mechanical knowledge" using AI technology. This paper proposes human history as such a step-by-step knowledge accumulation model and describes related discussions.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.612-615
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• 2018

The undergraduate structure based on flip learning should be a necessary course to cultivate value creation capability based on students' problem solving capability through the change of university education in the fourth industrial revolution era. Introduction and spread of Flipping Learning combining project-based learning with MOOC is requied. As the introduction and spread of AI-based learning consulting (E-Advisor), which is becoming increasingly advanced, the transition to "personalized education" that meets the 4th Industrial Revolution should be made.

• East Asian mathematical journal
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• v.35 no.4
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• pp.509-528
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• 2019

As various changes in education in general and learning environment in particular have promoted different needs and expectations for learning at both personal and social levels, the roles that schools and school teachers typically have with respect to their students are being challenged. Especially with the recent, rapid progress of the artificial intelligence(AI) field, AI could serve beyond the way in which it has been used. Based on a review of some of the related literature and the current development of AI, a view on utilizing AI to be a collaborative, complementary partner with an human mathematics teacher in the classroom in order to support both students and teachers will be discussed.

• Women's Health Nursing
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• v.29 no.3
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• pp.239-242
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• 2023

Artificial intelligence (AI) has tremendous potential to change the way we train future health professionals. Although AI can provide improved realism, engagement, and personalization in nursing simulations, it is also important to address any issues associated with the technology, teaching methods, and ethical considerations of AI. In nursing simulation education, AI does not replace the valuable role of nurse educators but can enhance the educational effectiveness of simulation by promoting interdisciplinary collaboration, faculty development, and learner self-direction. We should continue to explore, innovate, and adapt our teaching methods to provide nursing students with the best possible education.

• Journal of Industrial Convergence
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• v.22 no.8
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• pp.1-17
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• 2024

Recently, interest in edutech has been focused on its fusion with AI technology, and the market in this field is expanding. This study aims to analyze the technological competitiveness and key technological areas of major countries in the AI-edutech field. Additionally, considering that AI-edutech is a convergence of AI technology and edutech, the study seeks to examine the path dependence of AI-edutech in each country to determine whether they are based on existing AI technologies or edutech. To this end, AI-edutech patents were collected and competitiveness was analyzed using patent activity, patent impact, and market acquisition indicators. Path dependence for each country was analyzed using the hurdle negative binomial regression model. The analysis results indicate that the major countries in the AI-edutech field are China, South Korea, the United States, India, and Japan. In terms of patent activity, China had the highest level, followed by South Korea. In terms of patent impact and market securing power, the United States was high in both aspects, Japan had high market securing power, and South Korea had high patent influence. The results of the hurdle negative binomial analysis presented unique findings. The logit part results indicated that the possession of existing AI and edutech did not positively affect the emergence of current AI-edutech, but the count part results showed a positive influence. This suggests that, overall, it is difficult to assert that current AI-edutechs are based on past AI and edutechs. However, once some AI-edutechs based on existing AI and edutechs emerge, they are influenced by the existing technologies. These findings provide implications for future research and technological strategies in this field.

• Journal of The Korean Association of Information Education
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• v.26 no.4
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• pp.273-284
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• 2022

The goal of this paper is to propose the use of machine learning platforms in education to train learners to recognize data biases. Learners can cultivate the ability to recognize when learners deal with AI data and systems when they want to prevent damage caused by data bias. Specifically, this paper presents a method of data bias education using MachineLearningforKids, focusing on the case of AI baseball referee. Learners take the steps of selecting a specific topic, reviewing prior research, inputting biased/unbiased data on a machine learning platform, composing test data, comparing the results of machine learning, and present implications. Learners can learn that AI data bias should be minimized and the impact of data collection and selection on society. This learning method has the significance of promoting the ease of problem-based self-directed learning, the possibility of combining with coding education, and the combination of humanities and social topics with artificial intelligence literacy.

• Journal of the Korea Convergence Society
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• v.7 no.4
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• pp.123-131
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• 2016

In this paper, we discussed learner's capability enhancement education suitable for the age of artificial intelligence (AI) using game analysis and archival research based on the 2016 Google Deepmind Challenge match between AI that possessed the finest deep neural networks and the master Baduk player that represented the best of the human minds. AlphaGo was a brilliant move that transcended the conventional wisdom of Baduk and introduced a new paradigm of Baduk. Lee Sedol defeated AlphaGo via the 'divine move and Great idea' that even AlphaGo could not have calculated. This was the triumph of human intuition and insights, which are deeply embedded in human nature as well as human courage and strength. Convergence science education that cultivates student abilities that can help them control machines in the age of AI must be in the direction of developing diverse human insights and positive spirits embedded in human nature not possessed by AI via implementing hearts-on experience and topophilia education obtained from the nature.