• Journal of Oriental Neuropsychiatry
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• v.35 no.2
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• pp.153-162
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• 2024

Objectives: Among OECD countries, South Korea has been having the highest suicide rate since 2018, with 24.1 deaths per 100,000 people reported in 2020. The objectie of this study was to examine the use of generative artificial intellicence (AI) chatbots to train third-year Korean medicine (KM) students in conducting suicide risk assessments for patients with depressive disorders to train students for their clinical practice skills. Methods: The Claude 3 Sonnet model was utilized for chatbot simulations. Students performed mock consultations using standardized suicide risk assessment tools including Ask Suicide-Screening Questions (ASQ) tool and ASQ Brief Suicide Safety Assessment. Experiences and attitudes were collected through an anonymous online survey. Responses were rated on a 1~5 Likert scale. Results: Thirty-six students aged 22~30 years participated in this study. Their scores for interest and appropriateness (4.66±0.57), usefulness (4.60±0.61), and overall experience (4.63±0.60) were high. Their evaluation of the usability of artificial intelligence chatbot was also high at 4.58±0.70 points. However, their trust in chatbot responses (Q12) was lower (3.86±0.99). Common issues related to dissatisfaction included conversation disruptions due to token limits and inadequate chatbot responses. Conclusions: This is the first study investigating generative AI chatbots for suicide risk assessment training in KM education. Students reported high satisfaction, although their trust in chatbot accuracy was moderate. Technical limitations affected their experience. These preliminary findings suggest that generative AI chatbots hold promise for clinical training, particularly for education in psychiatry. However, improvements in response accuracy and conversation continuity are needed.

• The Journal of the Convergence on Culture Technology
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• v.10 no.6
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• pp.721-733
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• 2024

This study aimed to examine effect of perceived competence in generative AI on workers' job insecurity and to investigate the mediating effect of comparative self-evaluation. In addition, we sought th explore the moderating effect of AI literacy on this relationship. To test our hypothesis, we collected survey data from a total of 179 office workers and found that perceived competence on generative AI had a positive effect on job insecurity. We also found the mediation effect of relative self-evaluation on the relationship between perceived competence and job insecurity. However, contrary to our prediction, the negative effect of perceived competence on comparative self-evaluation was strengthened as AI literacy increased, and AI literacy did not moderate the negative effect of comparative self-evaluation on job insecurity. We contributed to theoretical development by identifying the mediating variable the explain the relationship between perceived competence and job insecurity. Moreover, we raised the need for a critical perspective on AI literacy education in organizational management.

• Industry Promotion Research
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• v.9 no.4
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• pp.237-246
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• 2024

The purpose of this study is to explore ways to improve the efficiency of design work using Adobe Firefly, a generative AI program. To this end, we conducted an online survey and in-depth interviews with Firefly experts using a mixed research methodology that combines quantitative data analysis and qualitative research. Studies have shown that Firefly's image editing, text-to-image conversion, vector graphics conversion, and icon creation capabilities significantly improve user productivity and satisfaction. Additionally, the intuitive user interface and integration with the Adobe Creative workflow were found to contribute to increased efficiency. Based on this, this study proposes strategies such as active use of Firefly functions, integration with work flow, utilization of collaboration tools, and user education and experience enhancement. This is expected to increase the overall efficiency and productivity of the design team.

• Smart Media Journal
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• v.13 no.8
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• pp.26-38
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• 2024

This paper discusses the use of GPT and GPT API for prompt engineering in the development of the interactive smart device lock screen application "Smart Lock," aimed at enhancing literacy among young children and lower-grade elementary and middle school students during critical language development periods. In an era where media usage via smartphones is widespread among children, smartphone-based media is often cited as a primary cause of declining literacy. This study proposes an application that simulates conversations with parents as a tool for improving literacy, providing an environment conducive to literacy enhancement through smartphone use. Generative AI GPT was employed to create literacy-improving problems. Using pre-generated data, situational dialogues with parents were presented, and prompt engineering was utilized to generate questions for the application. The response quality was improved through parameter tuning and function calling processes. This study investigates the potential of literacy improvement education using generative AI through the development process of interactive applications.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.675-692
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• 2023

This study used a Chatbot, a generative artificial intelligence (AI), to analyze the interaction between the Chatbot and students when exploring critical minerals from an epistemological aspect. The results, issues to be kept in mind in the teaching and learning process using AI were discussed in terms of the role of the teacher, the goals of education, and the characteristics of knowledge. For this study, we conducted a three-session science education program using a Chatbot for 19 high school students and analyzed the reports written by the students. As a result, in terms of form, the students' questions included search-type questions and non-search-type questions, and in terms of content, in addition to various questions asking about the characteristics of the target, there were also questions requiring a judgment by combining various data. In general, students had a questioning strategy that distinguished what they should aim for and what they should avoid. The Chatbot's answer had a certain form and consisted of three parts: an introduction, a body, and a conclusion. In particular, the conclusion included commentary or opinions with opinions on the content, and in this, value judgments and the nature of science were revealed. The interaction between the Chatbot and the student was clearly evident in the process in which the student organized questions in response to the Chatbot's answers. Depending on whether they were based on the answer, independent or derived questions appeared, and depending on the direction of comprehensiveness and specificity, superordinate, subordinate, or parallel questions appeared. Students also responded to the chatbot's answers with questions that included critical thinking skills. Based on these results, we discovered that there are inherent limitations between Chatbots and students, unlike general classes where teachers and students interact. In other words, there is 'limited interaction' and the teacher's role to complement this was discussed, and the goals of learning using AI and the characteristics of the knowledge they provide were also discussed.

• Journal of Christian Education in Korea
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• v.77
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• pp.171-201
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• 2024

Purpose of Research : Since ChatGPT's 2022 release, the educational sector faces mixed reactions to generative AI, sparking innovation but raising concerns about student cognition and communication. While Christian colleges employ AI reflecting their values, secular institutions stress ethical usage. This study explores ethical AI use in these settings, aiming to integrate findings into educational practices. Research content and method : Analyzing AI use and ethics guidelines from 50 domestic and international universities, differences between Christian and secular institutions were explored. Data was categorized, conceptualized via open coding, and components were identified through axial coding. The importance of components for Christian colleges' AI guides was assessed based on the initial data and previous research, leading to the development of tailored AI utilization components for Christian universities. Conclusion : Studies revealed secular institutions have six AI guide components, while Christian colleges found seven in both utilization and ethics guides, focusing on truthfulness, responsibility, and diversity. Emphasizing the need for ethical AI use in Christian colleges, the findings advocate developing AI ethics guidelines to aid marginalized groups and establish a new educational paradigm through further research.

• Journal of the Korea Society of Computer and Information
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• v.29 no.5
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• pp.31-38
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• 2024

In this paper, we propose an ASAP(AI-driven Service for Advertisement Production) application that provides a generative AI-based automatic advertising image production service. This application utilizes GPT-3.5 Turbo Instruct to generate suitable background mood and promotional copy based on user-entered keywords. It utilizes OpenAI's DALL·E 3 model and Stability AI's SDXL model to generate background images and text images based on these inputs. Furthermore, OCR technology is employed to improve the accuracy of text images, and all generated outputs are synthesized to create the final advertisement. Additionally, using the PILLOW and OpenCV libraries, text boxes are implemented to insert details such as phone numbers and business hours at the edges of promotional materials. This application offers small business owners who face difficulties in advertising production a simple and cost-effective solution.

• Journal of Korean Elementary Science Education
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• v.43 no.4
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• pp.544-553
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• 2024

The purpose of this study was to analyze the trends of research focusing on artificial intelligence and the science education and derive important problems, topics, and research trends,. The analysis of the AI convergence science education research trends targeted 83 articles on the awareness of artificial intelligence, research trends, design, development, and application of the education programs related to artificial intelligence. The analysis data was collected through the RISS. The collected data was refined using Excel and Textom, and the main keywords were identified and analyzed through the frequency analysis and keyword network analysis. The connection centrality of the keywords was confirmed using the CONCOR analysis. The research results showed that the AI convergence science education research was expanding in both quantitative and qualitative aspects, and that the main keywords were identified as 'AI,' 'AI convergence education,' 'AI convergence science education,' 'AI education,' 'science education,' 'science,' 'machine learning,' 'elementary school,' 'generative AI,' and 'educational program.' Through the connection centrality analysis and CONCOR analysis, it was confirmed that the clusters were formed around the 'naming,' 'content and method,' 'elementary,' and 'data' in the AI integrated science education. Based on the results, the main topics and trends of the research integrating artificial intelligence into the science subjects were derived and the implications and directions for follow-up research were set forth.

• International Journal of Advanced Culture Technology
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• v.12 no.1
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• pp.234-241
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• 2024

In higher education, integration of technologies - particularly generative artificial intelligence (AI) such as ChatGPT - has become increasingly widespread, serving numerous purposes to its stakeholders. While users acknowledge the utility of technology, concerns have emerged regarding its misuses. The present study is designed to investigate authentic perspectives and opinions of college freshman students to critically address the relevant concerns, and suggest meaningful solutions. To this end, seven college freshman student participants were recruited in a four-days-long online questionnaire. Their responses indicated that the college student participants appear to find ChatGPT positive in terms of its practicality and usefulness. However, they also showed concerns about a few potential issues (i.e., possible plagiarism and copyright problems). With recommendations the student participants suggested to reduce the aforementioned problems, the article discusses implications of the findings, providing valuable insights into the balance between implementation of AI technologies and dealing with the associated challenges in higher education in general.

• 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.