• Journal of the Korea Society of Computer and Information
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• v.29 no.11
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• pp.137-144
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• 2024

In this study, we aim to devise an effective generative AI education direction for those learning game development. In the past, artificial intelligence technology was used to create game content, but with the emergence and rapid development of generative AI, its role has expanded to a tool for game development. This is changing the entire game development process. However, these developments brought not only opportunities but also anxiety to those in demand for education. This class is designed to relieve these anxieties, allow educational consumers to create part of the game development process using generative AI rather than traditional game development methods, and change their perception of generative AI through this experience. A post-training survey was conducted to explore perceptions of generative AI and capture the skills needed to use generative AI smoothly and demand for additional training areas. Through this, we propose a method for effectively teaching generative AI technology and suggest implications for the future direction of generative AI education.

• 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.

• The Journal of the Convergence on Culture Technology
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• v.10 no.5
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• pp.743-749
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• 2024

Recently, the use of generative AI has become more active in university education, but jewelry design education and research using generative AI are still insufficient. Accordingly, we would like to discuss the possibilities and limitations of visualization of jewelry design ideation and expression using generative AI in the jewelry design development education and ideation stage, as well as the experience and application of generative AI by college students. To analyze the impact of generative AI on the learning experience, it was analyzed from the perspectives of 'usability', 'usefulness', 'reliability', and 'satisfaction'. As a result, generative AI confirmed positive results in terms of usability and usefulness to trainees, and confirmed the potential for effects using personalized education and collective intelligence. The combination of jewelry design education and generative AI is part of convergence education, and the significance of this study is to lay the foundation for effective use in jewelry design education by analyzing learners' experiences and perceptions of using generative AI. This kind of education reflects the trends of the times for nurturing future society's talents and will contribute to the promotion of learners' broad creative thinking.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.357-364
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• 2023

Due to the rapid advancement of AI technology, generative artificial intelligence platforms are experiencing innovative applications in various fields. In this paper, it examines research cases involving the utilization of AI in education, explore instances where generative AI platforms are applied in the realm of creative endeavors, and discuss the direction of utilizing generative AI in educational contexts. In the field of computer graphics, this study introduced generative AI platforms that are applicable for image creation, editing, and video editing. It also proposed platforms that can be utilized in the video editing production process. These generative AI platforms not only offer advantages in terms of efficiency, by reducing the efforts of creators and saving time in the production process, but they also present positive aspects in enhancing individual capabilities. It is advocated that their swift integration into education is necessary, considering these benefits. This study aims to provide direction for the expansion of creative education utilizing generative AI platforms.

• International Journal of Advanced Culture Technology
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• v.12 no.2
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• pp.7-15
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• 2024

Despite a recent surge in multifaceted research on AI-integrated language learning, empirical studies in this area remain limited. This study adopts a Human-Generative AI parallel processing model to examine students' perceptions, asking 182 college students to independently construct knowledge and then compare their efforts with the results generated through in-classroom conversations with ChatGPT 3.5. In questionnaire responses, most students indicated that they found these activities useful and expressed a keen interest in learning various ways to utilize generative AI for language learning with instructor guidance. The findings confirm that ChatGPT's potential as a virtual conversation partner. Identifying specific reasons for the perceived usefulness of conversation activities and drawbacks of ChatGPT, this study emphasizes the importance of teachers staying informed about both the latest advances in technology and their limitations. We recommend that teachers endeavor to creatively design various classroom activities using AI technology.

• Journal of the Korea Society of Computer and Information
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• v.29 no.8
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• pp.223-230
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• 2024

The purposes of this study is to find out how to use Generative AI by class stage and class model so that classes can be planned using various Generative AI in elementary and secondary education. To this end, contents of using Generative AI according to general instructional stages and instructional models by school level and subject were developed, and revised and supplemented through review by 13 field experts. As for the method of using Generative AI by class stage, general class stages were divided into three stages: 'class preparation', 'in class', and 'class arrangement', and the subject of using Generative AI at each stage, the contents of using it, and the types of Generative AI that can be used are summarized. As a method of using Generative AI according to the class model, eight class contents were developed based on teaching and learning models according to the characteristics of each school level and subject. In order to expand the use of Generative AI in elementary and secondary classes, it is necessary to develop more diverse class contents by school level and subject and distribute them in the field. It is also necessary to develop educational materials on matters to consider when using Generative AI in class.

• Journal of the Korea Society of Computer and Information
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• v.29 no.7
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• pp.231-243
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• 2024

As generative artificial intelligence (AI) services become more diversified and widely used, attempts and discussions on their application in education have become active. The purpose of this study is to investigate and analyze general and work-related perceptions, utilization, and needs regarding generative AI in elementary and secondary education. A survey was conducted among teachers and staff in Chungcheongbuk-do, and 934 responses were analyzed. The main research results are as follows: First, their work-related use of generative AI was lower than their general use, and considering the periodic frequency of more than once a month, the rate was much lower. Second, the main expectation when using generative AI in work appears to be improved work efficiency. Third, regarding the use of generative AI for each task, differences in perception of its usefulness were noticeable depending on position and occupation. They generally responded positively to the usefulness of generative AI in processing documents. To facilitate the use of generative AI for work by elementary and secondary teachers and staff, it is necessary to create an environment that promotes its use while ensuring safety against potential side effects. Additionally, requirements and needs should be considered depending on the position and occupation.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.589-595
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• 2023

Artificial intelligence(AI) is spurring advancements in EdTech, the merger of technology and education. This includes the creation of effective learning materials and personalized student experiences. Our study focuses on developing a programming education software that employs state-of-the-art generative AI. Our software also includes prompts optimized for programming code analysis, which are based on the well-known ChatGPT API. Furthermore, the necessary functions for acquiring programming skills were created with a user interface and developed as a question-and-answer template function based on an AI chatbot. The objective of this study is to guide the development of educational programmes that make use of generative AI.

• Journal of Practical Engineering Education
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• v.16 no.4
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• pp.567-575
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• 2024

This study was conducted to provide basic data on how to use Generative AI and education to strengthen Generative AI competency in vocational counseling by confirming the experience and perception of job counselors' use of Generative AI. A questionnaire was produced based on literature research and FGI preliminary surveys, and the main contents of the questionnaire were 'experience in using Generative AI (whether to have experience, type of tool, job, educational experience, etc.) and Generative AI recognition (recognition level, usefulness, availability, educational needs, etc.). An online survey was conducted for vocational counselors, and a total of 293 data were analyzed. As a result of major research, first, there were many counselors who had no experience in using Generative AI(60%), and the response that the reason for not using it was because they did not feel the need(28%). Second, the 'degree of recognition' in the Generative AI was somewhat low (M=2.77), and 'Generative AI usefulness' was found to be at a normal level (M=3.32), and it was recognized that it would be necessary mainly for jobs related to 'vocational information'. Third, 'tool (computer use, etc.) competency' (26%) was the highest as the competency required for future vocational counselors, and 'how to use Generative AI' (57%) accounted for a high proportion of the educational content necessary to improve these competencies.

• Journal of the Korean Society for information Management
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• v.40 no.2
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• pp.263-282
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• 2023

The purpose of this study is to understand the current status of AI literacy education for users of Korean university libraries and the perception and justification of AI literacy education in university libraries in relation to AI literacy, which is emerging as a key capability in the changing intelligent information society. To this end, this study analyzed the change in the concept of AI literacy and the self-awareness of AI literacy, including generative AI by students who are university library users. As a result of the analysis, positive responses were mainly confirmed in the case of willingness to take AI literacy education and generative AI literacy education in university libraries, and this study suggests that AI literacy education in university essential curriculum is conducted in connection with essential basic education.