• Journal of Internet of Things and Convergence
• /
• v.10 no.3
• /
• pp.7-12
• /
• 2024

The development of artificial intelligence technology changes the social structure and educational environment, and the importance of artificial intelligence capabilities continues to increase. This study was conducted with the purpose of developing a checklist of questions to measure AI capabilities of elementary school students. To achieve the purpose of the study, a Delphi survey was used to analyze literature and develop questions. For literature analysis, two domestic studies, five international studies, and the Ministry of Education's curriculum report were collected through a search. The collected data was analyzed to construct core competency measurement elements. The core competency measurement elements consisted of understanding artificial intelligence (6 elements), artificial intelligence thinking (4 elements), artificial intelligence ethics (4 elements), and artificial intelligence social-emotion (3 elements). Considering the knowledge, skills, and attitudes of the constructed measurement elements, 19 questions were developed. The developed questions were verified through the first Delphi survey, and 7 questions were revised according to the revision opinions. The validity of 19 questions was verified through the second Delphi survey. The checklist items developed in this study are measured by teacher evaluation based on performance and behavioral observations rather than a self-report questionnaire. This has the implication that the measurement results of competency are raised to a reliable level.

• Journal of Internet of Things and Convergence
• /
• v.10 no.3
• /
• pp.49-55
• /
• 2024

This study was conducted with the purpose of developing a checklist of questions to measure middle school students' AI capabilities. To achieve the goal of the study, literature analysis and question development Delphi survey were used. For literature analysis, two domestic studies, five international studies, and the Ministry of Education's curriculum report were collected through a search. The collected data was analyzed to construct core competency measurement elements. The core competency measurement elements are understanding of artificial intelligence (5 elements), artificial intelligence thinking (5 elements), utilization of artificial intelligence (4 elements), artificial intelligence ethics (6 elements), and artificial intelligence social-emotion (6 elements). elements). Considering the knowledge, skills, and attitudes of the constructed measurement elements, 31 questions were developed. The developed questions were verified through the first Delphi survey, and 10 questions were revised according to the revision opinions. The validity of 31 questions was verified through the second Delphi survey. The checklist items developed in this study are measured by teacher evaluation based on performance and behavioral observations rather than a self-report questionnaire. This has the implication that the level of reliability of measurement results increases.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.17 no.8
• /
• pp.2241-2258
• /
• 2023

This study developed digital literacy instruments and tested their effectiveness on college students' perceptions of AI technologies. In creating a new digital literacy test tool, we reviewed the concept and scale of digital literacy based on previous studies that identified the characteristics and measurement of AI literacy. We developed 23 preliminary questions for our research instrument and used a quantitative approach to survey 318 undergraduates. After conducting exploratory and confirmatory factor analysis, we found that digital literacy in the age of AI had four ability sub-factors: critical understanding, artificial intelligence social impact recognition, artificial intelligence technology utilization, and ethical behavior. Then we tested the sub-factors' predictive powers on the perception of AI's usefulness and ease of use. The regression result shows that the most common powerful predictor of the usefulness and ease of use of AI technology was the ability to use AI technology. This finding implies that for college students, the ability to use various tools based on AI technology is an essential competency in the AI era.

• Journal of Internet Computing and Services
• /
• v.22 no.4
• /
• pp.51-63
• /
• 2021

Recently, virtual communication has become a standard tool due to the outbreak of COVID-19. Likewise online communication is emerging as an essential competency. In this study, we aimed to develop a comprehensive and systematic digital literacy measurement tool reflecting the changes and needs of society. Construct variables were drawn by characterizing existing digital literacy measurement tools. Thirty-four items corresponding to the concept of each variable were developed. The developed measurement tool was then evaluated in the form of surveys from university students belonging to the digital native generation, and the reliability and validity were performed through exploratory and confirmatory factor analysis. The digital literacy measurement tool contained five sub-factors and twenty-five questions. In addition, hierarchical regression analysis was performed to verify the predictive validity of digital literacy sub-factors. Based on these findings, the implication of future research is discussed.

• The Korean Journal of Franchise Management
• /
• v.11 no.4
• /
• pp.31-44
• /
• 2020

Purpose: The purpose of this study is to examine the effects of CEO's self-determination on entrepreneurship, business performance (operational and financial performance). Also, this research provide some strategic insights for improving business performance. In the proposed model, self-determination consists of autonomy, competence, and relatedness, and entrepreneurship consists of innovation, initiative and risk sensitivity, and proactiveness. More specifically, this study proposes a framework that entrepreneurship and operational performance will play mediating roles between self-determination and financial performance. Research design, data, methodology: In this study, an online survey was conducted on SME CEOs for analysis, and a total of 122 samples were used. In the analysis process for hypothesis verification and evaluation, frequency analysis was first performed to identify the demographic characteristics of the respondents, and confirmatory factor analysis was conducted to assess the reliability and validity of the measurement model. In addition, a structural model analysis was conducted to examine the structural relationships between CEO's self-determination, entrepreneurship, and business performance (operational and financial performance) using SmartPLS 3.0. Results: The findings and summary are as follows. First, the autonomy of self-determination has a positive effect on entrepreneurship. Second, the competence of self-determination affects entrepreneurship and operational performance. Third, it affects the innovation, initiative and risk sensitivity of the CEO's entrepreneurship, and ultimately, its operational performance. The results show that the business performance of Start-up also increases when self-determination can be a factor in increasing entrepreneurship in three sub-dimensionalities. Conclusions: The conclusion of this study is that in order for SMEs to develop into a sustainable company by securing competitiveness after start-up, external motivation such as external help and support from the state (local government) is important, but competence and relationship, which are components of self-determination. The intrinsic motivation of the CEO may be more important. To this end, CEO's should prioritize learning for competency development, and the government should pay attention to providing various educational programs through establishment of education policies and education systems to enhance the competency of start-up CEO's.