• Information Systems Review
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• v.26 no.1
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• pp.193-218
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• 2024

This study identified factors related to the technological characteristics of conversational generative AI services and the user's task characteristics. Then, it analyzed the effects of task-technology fit on user satisfaction and continued use. The effects of trust, which represents the degree of users' belief in the information provided by generative AI, on task-technology fit, user satisfaction, and user continuance intention were also examined. A survey was conducted among users of various age groups, and 198 questionnaires were collected and analyzed using SmartPLS 4.0 to validate the proposed model. As a result of hypothesis testing, it was confirmed that language fluency and interactivity among technology characteristics and ambiguity among task characteristics significantly affect user satisfaction and intention to continue using via task-technology fit. However, creativity among skill characteristics and time flexibility among task characteristics did not significantly affect task-technology fit, and trust did not directly affect task-technology fit and intention to continue using, but only positively affected user satisfaction. The results of this study can provide meaningful implications for vendors who want to develop and provide conversational generative AI services or companies who want to adopt generative AI technology to improve business productivity.

• The Mathematical Education
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• v.62 no.3
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• pp.401-416
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• 2023

This study systematically examined the influence of preservice teachers' self-efficacy and AI anxiety, on the intention to use AI programs 'knock-knock! mathematics expedition' in mathematics lessons based on a technology acceptance model. The research model was established with variables including self-efficacy, AI anxiety, perceived ease of use, perceived usefulness, and intention of use from 254 pre-service teachers. The structural relationships and direct and indirect effects between these variables were examined through structural equation modeling. The results indicated that self-efficacy significantly affected perceived ease of use, perceived usefulness, and intention to use. In contrast, AI anxiety did not significantly influence perceived ease of use and perceived usefulness. Perceived ease of use significantly affected perceived usefulness and intention to use and perceived usefulness significantly affected intention to use. The findings offer insights and strategies for encouraging the use of 'knock-knock! mathematics expedition' by preservice teachers in mathematics lessons.

• Journal of Venture Innovation
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• v.7 no.2
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• pp.41-56
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• 2024

Recently, generative AI services, including ChatGPT, have garnered significant attention. These services appealed not only to digital natives, such as Generation Z, but also to digital immigrants, including seniors. This study aimed to analyze the factors affecting seniors' behavioral intention of generative AI services. A survey targeting seniors was conducted, resulting in 250 valid responses. The data were analyzed using multiple regression analysis. For this purpose, performance expectancy, effort expectancy, social influence, requisite knowledge, biophysical aging restrictions of seniors based on MATOA (Model for the Adoption of Technology by Older Adults), a research model on technology acceptance by seniors and AI hallucinations of generative AI services were set as independent variables. The empirical results were as follows: performance expectancy and social influence had a significant positive impact on seniors' behavioral intention of generative AI services. Additionally, requisite knowledge positively influenced seniors' behavioral intention of generative AI services, while biophysical aging restrictions had a significant negative effect. However, effort expectancy and AI hallucinations did not show a significant influence on seniors' behavioral intention of generative AI services. The variables were ranked by influence as follows: performance expectancy, social influence, requisite knowledge, and biophysical aging restrictions. Based on these research results, academic and practical implications were presented.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.81-92
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• 2022

The purpose of this paper was to develop an instructional design model and checklist for AI education. Literature review was conducted to derive the structure of the instructional design model. And delphi survey was conducted twice to revise and improve the elements & items of the instructional design model and checklist and to confirm the content validity of both instructional design model and the checklist. As a result, an instructional design model consisting of three main steps(Analysis - Design & Development - Implementation & Evaluation) was suggested with a detail checklist which explained what teachers need to do in each step of this instructional development model when they prepare AI education using this instructional design model. Limitations and suggestions for further studies were presented at the end of this paper.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.559-561
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• 2022

In order to secure the stability of tap water production and supply, we have built a system that can be pre-verified before applying AI-based composite sensors to the water purification plant, which is a demonstration site. We have collected and analyzed data related to the drug input of the GO-RYEONG water purification plant for about two years from December 2019 to December 2021. The outliers of each tag were removed through data preprocessing such as outliers and derived variable, and the cycle was set as average data for 60 minutes of each one-minute period, and the model was learned using the PLS model.

• The Korean Journal of Applied Statistics
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• v.14 no.1
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• pp.25-37
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• 2001

The marginal model is proposed for the analysis of data which have c(2: 3) categories in the 3 x 3 cross-over trials with three periods and three treatments. This model could be used for the counterpart of the Kenward-Jones' joint probability one and should be the generalization of Balagtas et ai's univariate marginal logits one, which analyze the treatment effects in the 3 x 3 cross-over trials with binary response variables[Kenward and Jones(1991), Balagtas et al(1995)]. The model equations for the marginal probability are constructed by the three types of link functions. The methods would be given for making of the link function matrices and model ones, and the estimation of parameters shall be discussed. The proposed model is applied to the analysis of Kenward and Jones' data.

• Korean Chemical Engineering Research
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• v.58 no.4
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• pp.588-595
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• 2020

Prediction and control of nitrogen oxides (NO_x) emission is of great interest in industry due to stricter environmental regulations. Herein, we propose an artificial intelligence (AI)-based framework for prediction of NO_x emission. The framework includes pre-processing of data for training of neural networks and evaluation of the AI-based models. In this work, Long-Short-Term Memory (LSTM), one of the recurrent neural networks, was adopted to reflect the time series characteristics of NO_x emissions. A decision tree was used to determine a time window of LSTM prior to training of the network. The neural network was trained with operational data from a heating furnace. The optimal model was obtained by optimizing hyper-parameters. The LSTM model provided a reliable prediction of NO_x emission for both training and test data, showing an accuracy of 93% or more. The application of the proposed AI-based framework will provide new opportunities for predicting the emission of various air pollutants with time series characteristics.

• 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 Digital Convergence
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• v.16 no.8
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• pp.151-159
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• 2018

This study focused on appreciative inquiry(AI) of salespeople who have to respond to various types of emotions according to the desires of individual customers at service contact points and the effect of emotional labor on adaptive selling behavior and customer satisfaction. Dyadic questionnaires were administerd to 115 automobile salespeople and 2 customers who received service from each salesperson, and the collected data was analyzed by using structural equation modeling. The results showed that AI had positive influences on deep acting and surface acting. Only deep acting was found to have positive relationship with adaptive selling behavior, but not to surface acting. Adaptive selling behavior had a positive effect on customer satisfaction. This study will contribute to identifying the need for AI access for salespersons and for activating adaptive selling behavior through emotional labor related to AI practice.

• Journal of Digital Convergence
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• v.18 no.7
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• pp.47-56
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• 2020

The purpose of this study is to comprehensively analyze elementary school teachers' perceptions of the use of artificial intelligence in education. Recently, interest in the use of artificial intelligence has increased in the field of education. However, there is a lack of research on the perceptions of elementary school teachers using AI in education. Using descriptive statistics, multiple linear regression analysis, and semantic differential meaning scale, 69 elementary school teachers' perceptions of using AI in education were analyzed. As a results, artificial intelligence technology was perceived as most suitable method for assisting activities in class and for problem-based learning. Factors which influence the use of AI in education were learning contents, learning materials, and AI tools. AI in education had the features of personalized learning, promoting students' participation, and provoking students' interest. Further, instructional strategies or models that enable optimized educational operation should be developed.