• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.495-509
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• 2020

This study is a theoretical research to explore ways to effectively learn AI in the age of intelligent information driven by artificial intelligence (hereinafter referred to as AI). The emphasis is on presenting a teaching method to make AI education accessible not only to students majoring in mathematics, statistics, or computer science, but also to other majors such as humanities and social sciences and the general public. Given the need for 'Explainable AI(XAI: eXplainable AI)' and 'the importance of storytelling for a sensible and intelligent machine(AI)' by Patrick Winston at the MIT AI Institute [33], we can find the significance of research on AI storytelling learning model. To this end, we discuss the possibility through a pilot study targeting general students of an university in Daegu. First, we introduce the AI storytelling(AI+ST) learning method[30], and review the educational goals, the system of contents, the learning methodology and the use of new AI tools in the method. Then, the results of the learners are compared and analyzed, focusing on research questions: 1) Can the AI+ST learning method complement algorithm-driven or developer-centered learning methods? 2) Whether the AI+ST learning method is effective for students and thus help them to develop their AI comprehension, interest and application skills.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.511-518
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• 2020

Preparing for the Fourth Industrial Revolution and Corona-19, our education is expanding a new chapter of learning to the era of AI education that incorporates software technology beyond software education. In this study, we will analyze the case of learner-centered assessment in software education and examine the assessment direction of artificial intelligence education through its effectiveness. Through the case of applying learner-centered assessment to non-computer subjects including computer subjects, we sought the effects on learners' learning, environmental conditions and assessment models of learner-centered evaluation, and through the case of applying the learner-centered assessment model to software education, we wanted to find out what the learner-centered assessment in artificial intelligence education suggests to the educational site. According to the analysis, the learner-centered assessment had a significant effect on the learner's achievement goal, and it is expected that the learner-centered assessment in artificial intelligence education will be carried out smoothly when an objective evaluation system and objective evaluation model are designed to help the learner's assessment, building digital environment conditions based on intelligent information technology.

• Journal of the Korean Society of Radiology
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• v.15 no.4
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• pp.519-524
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• 2021

As the COVID-19 situation continued to spread to the local community along with the spread due to influx, each university had to conduct all online classes and partially online classes. The purpose of this study was to investigate the satisfaction of learners with the content and lecture contents by paying attention to online non-face-to-face classes according to the change of the class environment in the Corona 19 situation. Satisfaction survey on online non-face-to-face class major subjects was analyzed using questionnaires from June 1 to June 11, 2021, targeting 2nd and 3rd year students in the Department of Radiology at S University in Daegu. As a result of the study, satisfaction with content and class content was found to be an average of 3.78 ± 0.75 points, and learning satisfaction was found to be an average of 3.00 ± 1.14 points. In addition, when taking online non-face-to-face classes, the correlation between students' class attitude and content and class content satisfaction was the highest (r=0.555, p<0.01), and it was found that there was also a correlation between content and class content satisfaction and learning satisfaction. (r=0.331, p<0.01). I think that satisfaction with non-face-to-face online classes can be improved if the quality of content is improved during non-face-to-face online major classes as well as more active interactions between students and professors.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.324-337
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• 2021

This study examined the position and the characteristics of Korean writing textbooks in the rationales for writing education. Also, it explored the activities of writing knowledge formation based on the rationales in order to further propose some suggestions for the development of writing textbooks afterward. For this, it chose four Korean writing textbooks and presented the analyzed results through the processes consisting of material gathering, open coding, deep coding, expression and presentation as ones for the text qualitative analysis. First, it researched how the rationales such as formalism, cognitivism, and social constructivism were applied to and manifested in those textbooks. Furthermore, it examined how the language activities in the textbooks were shown from the four dimensions such as the knowledge of language structure, the process knowledge, the context knowledge, and the content knowledge; in particular, it focused on the content knowledge. It found out the results as follows. The rationales in structuring the chapters were not consistent with inner structures and contents. All the four writing knowledges were applied to each textbook; however, the emphasis and the proportion were different in each textbook. Also, it pointed out the textbook which contains diverse activities to be able to help the learners form the content knowledge and this sort of textbook is more effective from the perspective of social constructivism. Based on those results, it discussed several points which can be considered in the development and the selection of Korean writing textbooks later.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.397-404
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• 2021

This study examined how different types of remote video lectures, which universities are using in earnest now due to the COVID-19 pandemic, impact the academic achievement of learners. Zoom-based remote video lectures were divided into two types-general lecture-centered and group task-oriented-and experimental and control groups were set up accordingly. An achievement test and a questionnaire were conducted to determine how academic achievement differed between these two approaches. The achievement test revealed no significant differences in achievement scores between the two groups. Meanwhile, the questionnaire regarding satisfaction with Zoom-based video lectures indicated that both groups were highly satisfied. Participants in the general lecture-centered type group cited the effect of learning, their instructors' class preparation and attitudes towards the class, and the promotion of participation in learning activities as the causes of their satisfaction, while participants in the task-oriented type group highlighted communication and sharing, the efficiency of group discussions, and the moderate difficulty level of group tasks as the reasons for their satisfaction with the video lectures. Remote video lectures in the untact era are becoming increasingly common, and educators will need to develop various Zoom-based teaching strategies to maximize their efficiency.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.117-129
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• 2022

The ability to creatively pursue new knowledge and perspectives across various disciplines has established itself as a basic literacy for living in the 21st-century convergence era. With the development of various creative education programs, assessment tools that can objectively and systematically evaluate learners' academic achievement are also required. Therefore, this paper proposed the self assessment, peer assessment, creativity assessment, and reflection tool based on the hyper blended practical model as assessment tools for creative convergence education programs for elementary and secondary school students. The developed assessment tools attempted to develop more completed evaluation methods by modifying two items and deleting four items through validity tests. In addition, the evaluation tool was applied to 596 elementary and secondary school students nationwide, and the application results were analyzed through one-way ANOVA and Wordcloud system. As a result of the analysis, it was found that the self assessment and the reflection tool need to develop questions according to the grade group. In addition, we proposed to use these assessment tools in blended classes or various educational activities in the changing classroom environment. We hope that this paper provides implications for developing evaluation systems and tools for creative convergence education.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.235-242
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• 2022

The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

• Journal of the Korea Society of Computer and Information
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• v.27 no.3
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• pp.13-23
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• 2022

In this study we leveraged a probing method to evaluate how a pre-trained L2 LSTM language model represents sentences with relative and coordinate clauses. The probing experiment employed adapted models based on the pre-trained L2 language models to trace the syntactic properties of sentence embedding vector representations. The dataset for probing was automatically generated using several templates related to different sentence structures. To classify the syntactic properties of sentences for each probing task, we measured the adaptation effects of the language models using syntactic priming. We performed linear mixed-effects model analyses to analyze the relation between adaptation effects in a complex statistical manner and reveal how the L2 language models represent syntactic features for English sentences. When the L2 language models were compared with the baseline L1 Gulordava language models, the analogous results were found for each probing task. In addition, it was confirmed that the L2 language models contain syntactic features of relative and coordinate clauses hierarchically in the sentence embedding representations.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of the Korean Applied Science and Technology
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• v.38 no.6
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• pp.1445-1454
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• 2021

In this study, based on the expectation that beauty education based on VR experience of beauty majors will have on expertise and practical ability, it was attempted to develop VR-based beauty subjects and secure an educational environment. A total of 106 learners participated in the study, and the online questionnaire consisted of questions about the development of VR-based beauty subjects, recognition of expertisee and practical skills, and general characteristics. The collected data were verified at the significance level of .05 using the SPSS 21.0 statistical program. As a result of frequency analysis, factor analysis, correlation, and linear regression analysis, the higher the grade, the higher the perception of VR-based beauty subjects development (p<.01). The perception of VR-based beauty subject development was related to VR-based expertise and practical skills for each sub-factor of the recognition of expertise (r=.683, p<.001), practical skills (r=.676, p<.001), and industry-related awareness (r=.543, p<.001). It was found that there was a statistically significant positive (+) correlation with related perception. In addition, it was found that the higher the awareness of VR-based beauty subjects development, the higher the expectation that expertise, practical ability, and industry-related awareness would be improved. As a result, the necessity of developing VR-based beauty subjects and expectations for course operation of majors in the beauty subjects environment were confirmed. In follow-up studies, it is necessary to expand the scope of the sample.