• Title/Summary/Keyword: AI Tools in Education

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Unveiling the synergistic nexus: AI-driven coding integration in mathematics education for enhanced computational thinking and problem-solving

  • Ipek Saralar-Aras;Yasemin Cicek Schoenberg
    • The Mathematical Education
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    • v.63 no.2
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    • pp.233-254
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    • 2024
  • This paper delves into the symbiotic integration of coding and mathematics education, aimed at cultivating computational thinking and enriching mathematical problem-solving proficiencies. We have identified a corpus of scholarly articles (n=38) disseminated within the preceding two decades, subsequently culling a portion thereof, ultimately engendering a contemplative analysis of the extant remnants. In a swiftly evolving society driven by the Fourth Industrial Revolution and the ascendancy of Artificial Intelligence (AI), understanding the synergy between these domains has become paramount. Mathematics education stands at the crossroads of this transformation, witnessing a profound influence of AI. This paper explores the evolving landscape of mathematical cognition propelled by AI, accentuating how AI empowers advanced analytical and problem-solving capabilities, particularly in the realm of big data-driven scenarios. Given this shifting paradigm, it becomes imperative to investigate and assess AI's impact on mathematics education, a pivotal endeavor in forging an education system aligned with the future. The symbiosis of AI and human cognition doesn't merely amplify AI-centric thinking but also fosters personalized cognitive processes by facilitating interaction with AI and encouraging critical contemplation of AI's algorithmic underpinnings. This necessitates a broader conception of educational tools, encompassing AI as a catalyst for mathematical cognition, transcending conventional linguistic and symbolic instruments.

Development and evaluation of course to educate pre-service and in-service elementary teachers about artificial intelligence (예비 및 현직 초등교사의 인공지능 교육을 위한 수업 콘텐츠의 개발 및 평가)

  • Jo, Junghee
    • Journal of The Korean Association of Information Education
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    • v.25 no.3
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    • pp.491-499
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    • 2021
  • Major countries in the world have established strategies for educating about artificial intelligence(AI) and with large investments are actively implementing these strategies. With this trend, domestic ministries have made efforts to establish national strategies to better educate students about AI. This paper presents the syllabus of AI classrooms which has been developed and presented to pre-service and in-service elementary school teachers for their use. In addition, the AI education tools they particularly preferred and their future plans for utilizing them in the elementary school classroom were investigated. Through this study, it was found that pre-service and in-service elementary school teachers strongly prefer lectures about AI education tools that can be immediately applied in the classroom, rather than learning about the theoretical basis of AI. At issue, however, is that the ability to utilize AI is usually based on a sufficient understanding of the theory. Thus, this paper suggests further study to identify better pedagogical practices to improve students' understanding the theoretical basis of AI.

Analysis of elementary teachers' AI-TPACK in mathematics education (초등교사의 수학 교과 AI-TPACK 분석)

  • Lee, Yujin
    • Education of Primary School Mathematics
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    • v.27 no.4
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    • pp.463-479
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    • 2024
  • With the recent advancements in AI technology, numerous efforts have been made to utilize it effectively in education. In this context, this study aimed to investigate the teacher knowledge required to effectively integrate AI into mathematics education, based on the TPACK framework. Specifically, to effectively utilize AI in mathematics education, it is essential to consider not only teachers' technical knowledge related to AI but also their pedagogical knowledge and ethical considerations. Celik (2023)'s Intelligent-TPACK measurement tool, reconstructed with an emphasis on the ethical use of AI-based tools, was used to analyze the structural relationships between the components of TPACK and elementary school teachers' knowledge of ethical AI use in mathematics classes. The results revealed the hierarchical nature of AI-TPACK components and the influence of ethical knowledge (Ethics). AI-TCK and AI-TPK had a significant effect on AI-TPACK, while AI-TK did not have a direct effect on AI-TPACK but exerted a significant indirect effect through the mediation of AI-TCK, AI-TPK, and ethical knowledge (Ethics). Based on these findings, implications for teacher knowledge and teacher education programs aimed at effectively utilizing AI in education are discussed.

ChatGPT's Questions for Korean Engineering Education: Implications and Challenges (ChatGPT가 한국 공학교육에 던지는 질문: 그 의미와 과제)

  • Jeong, Hanbyul;Han, Kyonghee
    • Journal of Engineering Education Research
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    • v.26 no.5
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    • pp.17-28
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    • 2023
  • Generative AI has arrived and it's here. Education, research, industry, and labor are all on edge about the changes it will bring. It is noteworthy that while there is a wide range of optimistic and pessimistic predictions about the impact of generative AI, there is more concern than hope when it comes to education. This paper focuses on the lack of discussion on the impact of AI in higher education. First, we reviewed the process of the emergence of generative AI and introduced how the impact of AI is being understood from various perspectives. Second, we classified work areas based on expertise and efficiency and analyzed the impact of AI on work in each area. Finally, the study found that the educational perception of generative AI and the way it is perceived for engineering education purposes can be very different. It also argued that there is a lack of active discussion and debate on areas that need to be specifically discussed around generative AI. This has led to a phenomenon known as professors' delayed indifference. We emphasized that it is time for a serious and realistic discussion on the connection and integration of AI and education.

Development of Test Tool of Attitude toward Artificial Intelligence for Middle School Students (중학생의 인공지능에 대한 태도 검사 도구 개발)

  • Kim, Seong-Won;Lee, Youngjun
    • The Journal of Korean Association of Computer Education
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    • v.23 no.3
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    • pp.17-30
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    • 2020
  • Although the importance of Artificial Intelligence(AI) education is increasing, research on the development of test tools has not been conducted in AI education research in Korea has not been conducted. Accordingly, there is a limit to designing AI curriculum and analyzing the effect of the educational program. So, in this study, Test tool was developed that to measure the attitude toward artificial intelligence of middle school students. For the development of test tools, the objectives, components, factors, and test tools were developed through the discussion of AI education experts. The test tool was finally developed by item analysis, exploratory factor analysis and confirmatory factor analysis. Finally, the criteria of the developed test tool were analyzed. Future research is needed to analyze the effects of educational programs and to analyze factors affecting attitudes toward artificial intelligence in middle school students using developed test tools.

Development of the Content Framework for Elementary Artificial Intelligence Literacy Education (초등학생의 인공지능 소양을 기르기 위한 내용체계 개발)

  • Youngsik Jeong
    • Journal of The Korean Association of Information Education
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    • v.26 no.5
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    • pp.375-384
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    • 2022
  • As artificial intelligence(AI) education becomes essential in elementary schools with the revised 2022 curriculum, it is necessary to develop an AI curriculum for elementary school students. In this study, I developed the AI content framework to cultivate AI literacy of elementary school students. AI education areas were largely divided into AI understanding and AI development, and detailed areas were divided into eight categories: using of AI, impact of AI, AI ethics, recognition of AI, data expression, data exploring, learning of AI, and prediction of AI. In addition, twice expert Delphi surveys were conducted to verify the validity of the subject elements and achievement standards for each area. The final draft was finalized after reflecting expert opinions on the AI education content framework. In order for AI education to be expanded in elementary schools in the future, continuous research is needed, such as developing textbooks and teaching tools according based on the AI framework proposed in this study, securing the lesson hours to apply them to schools, and correcting and supplementing the problems of them.

Perceptions of preservice teachers on AI chatbots in English education

  • Yang, Jaeseok
    • International Journal of Internet, Broadcasting and Communication
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    • v.14 no.1
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    • pp.44-52
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    • 2022
  • With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

A Study on the Utilization of Generative AI for Employment Portfolio Creation (취업 포트폴리오 제작을 위한 생성형 AI 활용 연구)

  • Kim Sungrim;Kwon Joonhee
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.20 no.3
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    • pp.1-12
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    • 2024
  • This study explores how generative AI technology can be utilized to create more efficient and effective employment portfolios in the rapidly changing job market and recruitment landscape. To achieve this, the study first conducted an in-depth analysis of recent employment trends and recruitment patterns, categorizing various generative AI tools based on their application in areas such as resume writing, portfolio design, and video production. Particularly, this research includes a case study of a career planning course in a university setting, where generative AI was applied, to empirically evaluate its potential for educational use. Through this case study, the research thoroughly examines how generative AI can contribute to efficient job preparation and skill enhancement for job seekers. The findings suggest that generative AI plays a critical role in providing personalized information, generating creative ideas, and enhancing both the visual and functional quality of employment portfolios, ultimately contributing to increased competitiveness in the job market. The study also emphasizes the need for further research on the expanding scope and effectiveness of generative AI as the technology continues to evolve.

An analysis of the Impact of AI Maker Coding Education on Improving Computing Thinking (AI 메이커 코딩 교육이 컴퓨팅 사고력 향상에 미치는 영향 분석)

  • Lee, Jaeho;Kim, Daehyun;Lee, Seunghun
    • Journal of The Korean Association of Information Education
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    • v.25 no.5
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    • pp.779-790
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    • 2021
  • This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.

An Artificial Intelligence Education Program Development and Application for Elementary Teachers (초등 교사들을 위한 인공지능 교육 프로그램 개발 및 적용)

  • Kim, Kapsu
    • Journal of The Korean Association of Information Education
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    • v.23 no.6
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    • pp.629-637
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    • 2019
  • Rapid changes in the knowledge and information society of the 21st century should be embraced and applied to teachers. Since artificial intelligence(AI) is an important axis of rapid change, artificial intelligence education should be started from elementary school. This change requires elementary school teachers to have basic skills for AI education. In this study, an AI education program for elementary school teachers is developed. This development consists of three stages, the first stage is the understanding of artificial intelligence, the second stage is the understanding and application of artificial intelligence tools, and the final stage is the creation and application of artificial intelligence programs. 15 elementary school teachers were tested. The result of this study will be a useful educational program for teachers in charge of AI education in elementary school students.