• The Journal of Bigdata
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• v.7 no.2
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• pp.91-102
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• 2022

As artificial intelligence develops, AI chatbot systems are actively taking place. For example, in public institutions, the use of chatbots is expanding to work assistance and professional knowledge services in civil complaints and administration, and private companies are using chatbots for interactive customer response services. In this study, we propose a scenario-based AI voice chatbot system to reduce museum operating costs and provide interactive guidance services to visitors. The implemented voice chatbot system consists of a watcher object that detects the user's voice by monitoring a specific directory in real-time, and an event handler object that outputs AI's response voice by performing inference by model sequentially when a voice file is created. And Including a function to prevent duplication using thread and a deque, GPU operations are not duplicated during inference in a single GPU environment.

• Journal of Medicine and Life Science
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• v.21 no.3
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• pp.92-101
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• 2024

This study investigated how the use of a conversational artificial intelligence (AI) chatbot improved medical students' patient-centered communication (PCC) skills and how it affected their motivation to learn using innovative interactive tools such as AI chatbots throughout their careers. This study adopted a one-group post-test-only design to investigate the impact of AI chatbot-based learning on medical students' PCC skills, their learning motivation with AI chatbots, and their perception towards the use of AI chatbots in their learning. After a series of classroom activities, including metaverse exploration, AI chatbot-based learning activities, and classroom discussions, 43 medical students completed three surveys that measured their motivation to learn using AI tools for medical education, their perception towards the use of AI chatbots in their learning, and their self-assessment of their PCC skills. Our findings revealed significant correlations among learning motivation, PCC scores, and perception variables. Notably, the perception towards AI chatbot-based learning and AI chatbot learning motivation showed a very strong positive correlation (r=0.72), indicating that motivated students were more likely to perceive chatbots as beneficial educational tools. Additionally, a moderate correlation between motivation and self-assessed PCC skills (r=0.54) indicated that students motivated to use AI chatbots tended to rate their PCC skills more favorably. Similarly, a positive relationship (r=0.68) between students' perceptions of chatbot usage and their self-assessed PCC skills indicated that enhancing students' perceptions of AI tools could lead to better educational outcomes.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.263-270
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• 2020

The growth of the mobile app markets has made it popular among people who recommend relevant information about restaurants. The recommendation service app based on AI Chatbot is that it can efficiently manage time and finances by making it easy for restaurant consumers to easily access the information they want anytime, anywhere. Eating out consumers use smartphone applications for finding restaurants, making reservations, and getting reviews and how to use them. In addition, social attention has recently been focused on the research of AI chatbot. The Chatbot is combined with the mobile messenger platform and enabling various services due to the text-type interactive service. It also helps users to find the services and data that they need information tersely. Applying this to restaurant recommendation services will increase the reliability of the information in providing personal information. In this paper, an artificial intelligence chatbot-based smartphone restaurant recommendation app using personalization information is proposed. The recommendation service app utilizes personalization information such as gender, age, interests, occupation, search records, visit records, wish lists, reviews, and real-time location information. Users can get recommendations for restaurants that fir their purpose through chatting using AI chatbot. Furthermore, it is possible to check real-time information about restaurants, make reservations, and write reviews. The proposed app uses a collaborative filtering recommendation system, and users receive information on dining out using artificial intelligence chatbots. Through chatbots, users can receive customized services using personal information while minimizing time and space limitations.

• Journal of the Korea Society of Computer and Information
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• v.24 no.7
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• pp.9-17
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• 2019

As the artificial intelligence technology has developed recently, researches on chatbots that provide information and contents desired by users through an interactive interface have become active. Since chatbots require a variety of natural language processing technology and domain knowledge including typos and slang, it is currently limited to develop chatbots that can carry on daily conversations in a general-purpose domain. In this study, we propose an artificial intelligence chatbot that can provide real-time public traffic information and route information. The proposed chatbot has an advantage that it can understand the intention and requirements of the user through the conversation on the messenger platform without map application.

• Journal of Information Technology Services
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• v.23 no.5
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• pp.59-72
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• 2024

Recent advancements in IT technology and infrastructure have led to the widespread application of AI chatbots across various fields, including education, where they have shown effectiveness in improving classroom focus and achievement [1][2]. This study analyzes the importance of quality-in-use for AI chatbots in elementary Korean language learning based on ISO/IEC 25000 Quality-in-use standards, aiming to provide quality evaluation criteria for future educational chatbot development. The research methodology involved a two-tier hierarchy of 5 main characteristics and 13 sub-characteristics of quality-in-use, with surveys conducted among industry professionals and instructors after preliminary investigations. Results showed that situational adaptability, effectiveness, and efficiency were prioritized in the main characteristics. In sub-characteristics, situational completeness, learning accuracy, and flexibility were top-ranked. Instructors emphasized the importance of risk mitigation, reflecting their concern for reducing private education costs and improving learning environments. Industry professionals prioritized completeness in chatbot outputs. These findings suggest that prioritizing instructor-valued features in subject-based learning chatbots can enhance their utility and effectiveness in educational settings. The study also highlights the potential for leveraging differences in quality evaluation priorities between industry professionals and instructors in developing learning chatbots

• The Journal of the Korea institute of electronic communication sciences
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• v.18 no.3
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• pp.421-426
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• 2023

Among artificial intelligence convergence technologies, Chatbot is an artificial intelligence-based interactive system and refers to a system that can provide interaction with humans. Chatbots are being re-examined as chatbots develop into NLP, NLU, and NLG. However, artificial intelligence chatbots can provide biased information based on learned data and cause serious damage such as privacy infringement and cybersecurity concerns, and it is essential to understand artificial intelligence technology and foster AI literacy. With the continued evolution and universalization of artificial intelligence, AI Literacy will also expand its scope and include new areas. This study is meaningful in raising awareness of artificial intelligence technology and proposing the use of human respect technology that is not buried in technology by cultivating human AI literacy capabilities.

• International Journal of Computer Science & Network Security
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• v.23 no.4
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• pp.15-24
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• 2023

One of the objectives and aspirations of scientists and engineers ever since the development of computers has been to interact naturally with machines. Hence features of artificial intelligence (AI) like natural language processing and natural language generation were developed. The field of AI that is thought to be expanding the fastest is interactive conversational systems. Numerous businesses have created various Virtual Personal Assistants (VPAs) using these technologies, including Apple's Siri, Amazon's Alexa, and Google Assistant, among others. Even though many chatbots have been introduced through the years to diagnose or treat psychological disorders, we are yet to have a user-friendly chatbot available. A smart generative cognitive behavioral therapy with spoken dialogue systems support was then developed using a model Persona Perception (P2) bot with Generative Pre-trained Transformer-2 (GPT-2). The model was then implemented using modern technologies in VPAs like voice recognition, Natural Language Understanding (NLU), and text-to-speech. This system is a magnificent device to help with voice-based systems because it can have therapeutic discussions with the users utilizing text and vocal interactive user experience.

• International Journal of Internet, Broadcasting and Communication
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• v.14 no.1
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• pp.44-52
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• 2022

With recent scientific advances and growing interest in AI technologies, AI-based chatbots have been viewed as a practical learning aid for English language development. The purpose of this study is to examine preservice teachers' perceptions on the potential benefits of employing AI chatbots in English instruction and its pedagogical aspects. 28 preservice teachers majoring in English education were asked to use Kuki chatbots for a week with a guidance of a researcher and then report on their perceptions of AI chatbots in terms of perceived usefulness after use, applicability, and educational benefits and drawbacks. Emerging codes and themes were identified and evaluated using Thematic Analysis(TA) based on qualitative data from surveys and interviews. The findings show that six emerging themes were identified, encompassing perspectives on teacher, learner, communication, linguistic, affective, and assessment. The overall findings of this study revealed that AI-based chatbots can play a significant role as learning tools for stimulating interactive communication in a target language. Most preservice primary teachers acknowledge that AI chatbots can be useful as teaching and learning aids for both teachers and students. Furthermore, when applying various learner data to chatbot technology, such as learner assessment and diagnosis, a guided approach is necessary to perform a conversation appropriate for the learner's level and characteristics. Finally, as chatbots have a variety of benefits in terms of affective aspects, they may improve EFL learners' confidence in speaking English and learning motivation.

• Annual Conference of KIPS
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• 2018.10a
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• pp.696-698
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• 2018

본 연구에서는 메신저 플랫폼 상에서 위치정보 서비스를 제공하는 대화형 인공지능 챗봇(Chatbot)을 제안한다.별도의 애플리케이션에 들어가서 위치정보 서비스를 제공받던 기존 방식과는 달리 본 연구에서 제안하는 챗봇은 메시지 앱 내에서 대화형 방식으로 사용자에게 위치정보 서비스를 제공한다. 제안 챗봇은 Amazon Web Services 서버, Dialogflow API, ODSay API, 공공데이터 포탈 API 등을 통하여 구현되었다.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.797-802
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• 2023

In an environment where English is a foreign language, English learners can use AI voice chatbots in English-speaking practice activities to enhance their speaking motivation, provide opportunities for communication practice, and improve their English speaking ability. In this study, we propose a teaching-style AI voice chatbot that can be easily utilized by lower elementary school students and enhance their learning. To apply the Teachable Agent system to language learning, which is an activity based on tense, context, and memory, we proposed a new method of TA by applying the Teachable Agent to reflect the learner's English pronunciation and level and generate the agent's answers according to the learner's errors and implemented a Teachable Agent AI chatbot prototype. We conducted usability evaluations with actual elementary English teachers and elementary school students to demonstrate learning effects. The results of this study can be applied to motivate students who are not interested in learning or elementary school students to voluntarily participate in learning through role-switching.