• Journal of Internet Computing and Services
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• v.25 no.4
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• pp.109-119
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• 2024

This study aims to contribute to the initial research on on-device AI in an environment where generative AI-based services on mobile and other on-device platforms are increasing. To derive success strategies for generative AI-based chatbot services in a mobile environment, over 200,000 actual user experience review data collected from the Google Play Store were analyzed using the LDA topic modeling technique. Interpreting the derived topics based on the Information System Success Model (ISSM), the topics such as tutoring, limitation of response, and hallucination and outdated informaiton were linked to information quality; multimodal service, quality of response, and issues of device interoperability were linked to system quality; inter-device compatibility, utility of the service, quality of premium services, and challenges in account were linked to service quality; and finally, creative collaboration was linked to net benefits. Humanization of generative AI emerged as a new experience factor not explained by the existing model. By explaining specific positive and negative experience dimensions from the user's perspective based on theory, this study suggests directions for future related research and provides strategic insights for companies to improve and supplement their services for successful business operations.

• Journal of Broadcast Engineering
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• v.27 no.5
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• pp.694-702
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• 2022

This paper is the UX-based technology strategy research which is a solution to how conversational AI can be ethically evolved in the Metaverse environment. Since conversational AI influences people's on-offline decision-making factors through interaction with people, the Metaverse AI ethics must be reflected. In the machine learning process of conversational AI, cultural codes along with user's personal experience data must be included and considered to reduce the error value of user experience. Through this, the super-personalized Metaverse service can evolve ethically with social values. With above hypothesis as a result of the study, a conceptual model of a forward-looking perspective was developed and proposed by adding user experience data to the machine learning (ML) process for context-based interactive AI in the Metaverse service environment.

• The Journal of the Korea Contents Association
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• v.18 no.8
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• pp.92-101
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• 2018

As the interactive AI speaker becomes popular, voice recognition is regarded as an important vehicle-driver interaction method in case of autonomous driving situation. The purpose of this study is to confirm whether multimodal interaction in which feedback is transmitted by auditory and visual mode of AI characters on screen is more effective in user experience optimization than auditory mode only. We performed the interaction tasks for the music selection and adjustment through the AI speaker while driving to the experiment participant and measured the information and system quality, presence, the perceived usefulness and ease of use, and the continuance intention. As a result of analysis, the multimodal effect of visual characters was not shown in most user experience factors, and the effect was not shown in the intention of continuous use. Rather, it was found that auditory single mode was more effective than multimodal in information quality factor. In the semi-autonomous driving stage, which requires driver 's cognitive effort, multimodal interaction is not effective in optimizing user experience as compared to single mode interaction.

• Korean Journal of Childcare and Education
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• v.19 no.2
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• pp.61-85
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• 2023

Objective: This study aims to investigate whether science teaching attitude of early childhood teachers mediates the relationship between the professional learning environment of institutions and their intention to accept artificial intelligence (AI) technology, and whether the experience of using smart and digital devices moderates the effect of science teaching attitude. Methods: An online survey was conducted targeting 118 teachers with more than 1 year of experience in kindergarten and day care center settings. Descriptive statistical analysis, correlation analysis, and The Process macro model 4, 14 were performed using SPSS 27.0 and The Process macro 3.5. Results: First, the science teaching attitude of early childhood teachers served as a mediator between the professional learning environment of institutions and teachers' intention to accept AI technology. Second, the experience of using smart and digital devices was found to moderate the effect of teachers' science teaching attitude on their intention to accept AI technology. Conclusion/Implications: This results showed that an institutional environment that supports teachers' professionalism development and provides rich experience is crucial for promoting teachers' active acceptance of AI technology. The findings highlight the importance of creating a supportive institutional envionment for teacher's professional growth, enhancing science teaching attitudes, and facilitating the use of various devices.

• Science of Emotion and Sensibility
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• v.25 no.3
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• pp.107-116
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• 2022

Purpose: Researchers have shown that aesthetic judgments of artworks depend on contexts, such as the authenticity of an artwork (Newman & Bloom, 2011) and an artwork's location of display (Kirk et al., 2009; Silveira et al., 2015). The present study aims to examine whether contextual information related to the creator, such as whether an artwork was created by a human or artificial intelligence (AI), influences viewers' preference judgments of an artwork. Methods: Images of Impressionist landscape paintings were selected as human-made artworks. AI-made artwork stimuli were created using Google's Deep Dream Generator by mimicking the Impressionist style via deep learning algorithms. Participants performed a preference rating task on each of the 108 artwork stimuli accompanied by one of the two creator labels. After this task, an art experience questionnaire (AEQ) was given to participants to examine whether individual differences in art experience influence their preference judgments. Results: Setting AEQ scores as a covariate in a two-way ANCOVA analysis, the stimuli with the human-made context were preferred over the stimuli with the AI-made context. Regarding the types of stimuli, the viewers preferred AI-made stimuli to human-made stimuli. There was no interaction effect between the two factors. Conclusion: These results suggest that preferences for visual artworks are influenced by the contextual information of the creator when the individual differences in art experience are controlled.

• International Journal of Internet, Broadcasting and Communication
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• v.12 no.4
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• pp.232-237
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• 2020

Given the recent pace of development and expansion of Artificial Intelligence (AI) technology, the influence and ripple effects of AI technology on the whole of our lives will be very large and spread rapidly. The National Artificial Intelligence R&D Strategy, published in 2019, emphasizes the importance of artificial intelligence education for K-12 students. It also mentions STEM education, AI convergence curriculum, and budget for supporting the development of teaching materials and tools. However, it is necessary to create a new type of curriculum at a time when artificial intelligence curriculum has never existed before. With many attempts and discussions going very fast in all countries on almost the same starting line. Also, there is no suitable professor for K-12 students, and it is difficult to make K-12 students understand the concept of AI. In particular, it is difficult to teach elementary school students through professional programming in AI education. It is also difficult to learn tools that can teach AI concepts. In this paper, we propose an educational model for elementary school students to improve their understanding of AI through play or experience. This an experiential education model that combineds exploratory learning and discovery learning using multi-intelligence and the PLAY teaching-learning model to undertand the importance of data training or data required for AI education. This educational model is designed to learn how a computer that knows only binary numbers through UA recognizes images. Through code.org, students were trained to learn AI robots and configured to understand data bias like play. In addition, by learning images directly on a computer through TeachableMachine, a tool capable of supervised learning, to understand the concept of dataset, learning process, and accuracy, and proposed the process of AI inference.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.274-281
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• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.

• Journal of Digital Convergence
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• v.20 no.3
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• pp.241-249
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• 2022

Artificial intelligence is applied not only to the daily life of individuals but also to all industries, and it is no wonder that the age of artificial intelligence has arrived. Therefore it is important to understand the factors that influence the acceptance of AI. This study analyzes whether "AI Effect" which recognizes that commercialized or familiar artificial intelligence is no longer artificial intelligence, affects the acceptance of artificial intelligence and proposes an acceptance plan based on the results. Two experiments were conducted. The first experiment was conducted on 105 adults in the result it was found that 32.4% (34 people) had AI Effect, AI Effect existed in 43.6% (24 people) of women and 20% (10 people) of men, that is, the proportion of AI Effect exsitence in women is about twice as high.and AI Effect exists when the level of AI knowledge is low. The second experiment was conducted 240 adults and 85 participants with AI Effect were selected. We found the group that recognized experience of AI accepted AI more actively. Understanding of AI Effect is expected to suggest companies' views in order to enhance AI capabilities and acceptance. In addition, future studies are expected on considering individual differences or related to acceptance attitudes.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.572-580
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• 2020

Recently released AI speakers show a pattern of interacting with the user by mainly with voice and simultaneously displaying simple and formal visual feedback through status LED light. This is due to the limitations of the product characteristics of the speaker, which makes it difficult to interact variously, and even such visual feedback is not standardized for each product, and thus does not give a consistent user experience. By maximizing the visual elements that can be expressed through color and abstract movement to assist voice feedback, the product can provide the user with an extended experience that includes not only functional satisfaction but also emotional satisfaction. In this study, after analyzing the interaction methods of the existing AI speakers, we examined the theory of color communication in order to expand the visual feedback effect, and examined the meaning and expression technique of Color Field Painting, an art genre that maximizes the emotional experience by using only color. Through this, the AI speaker's visual communication function was expanded by designing a way to feedback communication status using LED light.

• Journal of Practical Engineering Education
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• v.16 no.1_spc
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• pp.33-39
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• 2024

This study examines the changes in learners' positive/negative perceptions of classroom experience and actual utilisation of AI chatbots in response to the recent changes in education trends caused by generative AI. AI chatbots were utilised in web programming classes for six classes of engineering students over two semesters. The learners' experience and usage were analysed from the beginning of the semester through surveys until the submission of midterm and final examination reports. The study's results indicate that the chatbot enhanced learning by providing Q/A feedback and solving practical problems. Additionally, the perception of the chatbot improved from midterm to the end of the course. The study also drew meaningful conclusions about the issue of community disconnection (personalisation) in the classroom and how to use it as educational software. This research is significant for the development of generative AI-based software.