• 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.

• International Journal of Computer Science & Network Security
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• v.24 no.1
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• pp.209-214
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• 2024

This is an extended research paper focusing on the applications of Machine Learing and Artificial Intelligence in virtual learning environment. The world is moving at a fast pace having the application of Machine Learning (ML) and Artificial Intelligence (AI) in all the major disciplines and the educational sector is also not untouched by its impact especially in an online learning environment. This paper attempts to elaborate on the benefits of ML and AI in E-Learning (EL) in general and explain how King Khalid University (KKU) EL Deanship is making the best of ML and AI in its practices. Also, researchers have focused on the future of ML and AI in any academic program. This research is descriptive in nature; results are based on qualitative analysis done through tools and techniques of EL applied in KKU as an example but the same modus operandi can be implemented by any institution in its EL platform. KKU is using Learning Management Services (LMS) for providing online learning practices and Blackboard (BB) for sharing online learning resources, therefore these tools are considered by the researchers for explaining the results of ML and AI.

• Journal of the Korea Society of Computer and Information
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• v.29 no.4
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• pp.47-54
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• 2024

The importance of cultural arts education utilizing digital tools is increasing in terms of enhancing tech literacy, self-expression, and developing convergent capabilities. The creation process and evaluation of innovative multi-modal AI, provides expanded creative audio-visual experiences in users. In particular, the process of creating music with AI provides innovative experiences in all areas, from musical ideas to improving lyrics, editing and variations. In this study, we attempted to empirically analyze the process of performing tasks using an Audio and Music Generative AI platform and discussing with fellow learners. As a result, 12 services and 10 types of evaluation criteria were collected through voluntary participation, and divided into usage patterns and purposes. The academic, technological, and policy implications were presented for AI-powered liberal arts education with learners' perspectives.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.263-286
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• 2024

With the introduction of AI digital textbooks, interest in the use of technology tools in mathematics education is increasing. Technology tools have the advantage of visualizing mathematical concepts and discovering mathematical principles through experimentation and inquiry. The 2015 revised mathematics curriculum in Korea already mentions the use of technology tools, and accordingly, various teaching and learning activities using technology tools are presented in mathematics textbooks. However, there is still a lack of systematic analysis on the types and utilization methods of technology tools presented in textbooks. Therefore, this study analyzed the current status of the use of technology tools presented in high school mathematics textbooks based on the 2015 revised curriculum. To this end, the types of technology tools presented in mathematics textbooks were categorized, and the utilization ratio of each category was investigated. In addition, the utilization patterns of technology tools were analyzed by subject and content area, and the utilization ratio of technology tools according to the type of teaching and learning activities was examined. The results showed that technology tools were used in various types and ratios according to the subject and content area. In particular, technology tools in the symbol-manipulation graphing software category accounted for 58% of the total usage cases, showing the highest proportion. By subject, the use of symbol-manipulation graphing software was prominent in subjects dealing with the analysis area, while the use of dynamic geometry software was relatively high in the geometry area. In terms of teaching and learning activity types, the utilization ratio of auxiliary tool type (49%) and intended inquiry induction type (37%) was high. The results of this study show that technology tools play various roles in mathematics textbooks and provide useful implications for improving mathematics teaching and learning methods using technology tools in the future. Furthermore, it can contribute to the establishment of educational policies related to AI digital textbooks and the development of teacher training programs.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.21-31
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• 2024

This study focused on the development of an AI essay tool for assessing writing-communication competence using ChatGPT. During the development process, the interaction between content expert and technical expert was emphasized to explore the fusion of IT and humanities and social sciences. Through close communication and interaction between the content and technical experts, they incorporated scoring criteria for writing-communication competence and developed an AI essay test tool that provides scores and feedback in the appropriateness of content, effectiveness of organization, and accuracy of grammar. This process revealed how content and technology combine and presented considerations for future fusion researchers, including technical experts in generative AI assessment tools.

• 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 Information Science Theory and Practice
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• v.12 no.3
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• pp.1-13
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• 2024

The purpose of this study is to investigate the possibility of using chatbots as a school library educational tool. In order to achieve the purpose of the study, 116 librarian teachers first investigated the types and contents of education conducted in the school library setting and the perception of chatbots there. In addition, 15 librarians (five elementary, five middle, and five high school) were asked to complete a structured questionnaire after using Google's Bard, Microsoft's Bing, and OpenAI's Nova to find out if it is possible to use chatbots in school library education. As a result, user and reading education chatbots were found to be common in school libraries, and 99% of librarians knew about them in some detail. However, the average chatbot performance by area was 2.9 out of 5 (2.6 points being the lowest). Nevertheless, chatbots are being developed utilizing deep learning methodologies and have excellent performance, and are very effective for content-based library education through problem-solving activities.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.333-348
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• 2023

Clear analysis and diagnosis of various characteristic factors of individual students is the most important in order to realize individual customized teaching and learning, which is considered the most essential function of math artificial intelligence-based digital textbooks. In this study, analysis factors and tools for individual customized learning diagnosis and construction models for data collection and analysis were derived from mathematical AI digital textbooks. To this end, according to the Ministry of Education's recent plan to apply AI digital textbooks, the demand for AI digital textbooks in mathematics, personalized learning and prior research on data for it, and factors for learner analysis in mathematics digital platforms were reviewed. As a result of the study, the researcher summarized the factors for learning analysis as factors for learning readiness, process and performance, achievement, weakness, and propensity analysis as factors for learning duration, problem solving time, concentration, math learning habits, and emotional analysis as factors for confidence, interest, anxiety, learning motivation, value perception, and attitude analysis as factors for learning analysis. In addition, the researcher proposed noon data on the problem, learning progress rate, screen recording data on student activities, event data, eye tracking device, and self-response questionnaires as data collection tools for these factors. Finally, a data collection model was proposed that time-series these factors before, during, and after learning.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.349-354
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• 2021

In this study, a model that can converge with artificial intelligence in each subject as software and artificial intelligence education become mandatory in the curriculum revised in 2022 is proposed. The proposed AI convergence education model is based on the content of the subject (accomplishment standard + subject). The second axis is artificial intelligence tools, the third axis is artificial intelligence technology, and the fourth axis is data applied in daily life. In order to apply artificial intelligence to each subject, it is necessary to apply artificial intelligence tools, artificial intelligence technology, and data in daily life to the achievement standards and content of each subject. If the achievement standards and subject contents are structured in this way, it can be seen that the convergence with each subject is good. Therefore, when composing textbooks by achievement standards and topics, it is necessary to add artificial intelligence tools, artificial intelligence technology, and daily data.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.495-509
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• 2020

This study is a theoretical research to explore ways to effectively learn AI in the age of intelligent information driven by artificial intelligence (hereinafter referred to as AI). The emphasis is on presenting a teaching method to make AI education accessible not only to students majoring in mathematics, statistics, or computer science, but also to other majors such as humanities and social sciences and the general public. Given the need for 'Explainable AI(XAI: eXplainable AI)' and 'the importance of storytelling for a sensible and intelligent machine(AI)' by Patrick Winston at the MIT AI Institute [33], we can find the significance of research on AI storytelling learning model. To this end, we discuss the possibility through a pilot study targeting general students of an university in Daegu. First, we introduce the AI storytelling(AI+ST) learning method[30], and review the educational goals, the system of contents, the learning methodology and the use of new AI tools in the method. Then, the results of the learners are compared and analyzed, focusing on research questions: 1) Can the AI+ST learning method complement algorithm-driven or developer-centered learning methods? 2) Whether the AI+ST learning method is effective for students and thus help them to develop their AI comprehension, interest and application skills.