• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.253-259
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• 2021

In line with the modern society where artificial intelligence has spread throughout society, the Ministry of Education decided to provide AI education in kindergartens, elementary, middle and high school classes in 2025, and develop related learning materials and textbooks from 2021. Korea currently does not have state-led AI education for kindergarten and elementary school, so there is no systematic teaching material. Therefore, this study designed and presented textbooks for pattern analysis-based computational thinking development based on the GPS curriculum, a kindergarten SW curriculum studied by Y. S. Jeong and S. E. Lim (2020). Class procedures for using the textbooks were classified as introduction activities, development activities, and organization activities. Supplementary explanations were presented by presenting textbooks and teaching aids along with explanations of each activity. In order for this study to help AI education conducted in 2025, research must be conducted to demonstrate its effectiveness through actual application in the future.

• Convergence Security Journal
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• v.24 no.3
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• pp.33-39
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• 2024

The remarkable advancement of artificial intelligence technology is bringing innovative changes to the field of education. In particular, generative AI models like ChatGPT hold great potential in self-directed programming education due to their natural conversational abilities. This study analyzed the learning effects of using ChatGPT in Scratch classes for non-SW majors. Dividing the classes into those using ChatGPT and those not, and conducting the same evaluations and surveys for the ChatGPT-utilizing group, the results showed that ChatGPT significantly enhanced learning outcomes and the utility of ChatGPT was highly evaluated in advanced learning areas such as understanding Scratch's advanced features and algorithms. This study is significant as it empirically demonstrates the potential of generative AI like ChatGPT as an effective tool in programming education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.996-999
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• 2014

Early Smart TV market had their interest in the ability of HW, but these days Smart TV market begin to concentrate on it's services, contents and applications of SW. However, because in Smart TV application, there is no major difference with the application in smart phones and tablets. So the utilization rate in Smart TV application is evidently low. That's the reason why many people did not feel the need to use smart TV applications. In order to solve this problem, this paper propose to develope an application with the cloud computing technique [clould computing] that is intended to provide an usability through the interlocking of the individual PC and smart phone. After uploading user's photos from smart phone or PC to smart TV, this application will help not only to create user's own video but also to add various kind of video effects that user want. Therefore, in this paper, I expect the activation of smart TV applications.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.335-340
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• 2021

This study conducted research on creating an environment for maker education programs for robot and SW education, development and application of maker education programs for low-grade elementary school students in farming and fishing villages. Based on the preceding maker education model, the OMCSI model was developed for the lower grade level of elementary school, and based on this, five WeDo-utilized elementary maker education programs were developed. From April 1, 2020 to October 30, 2020, the results of applying the elementary school maker education program using WeDo Robot 2.0 to 10 second graders of 10 Elementary School in Gyeongsangnam-do are as follows. The average increased by 3.40 points (t=-2.378, p=0.034) and the average increased by 3.30 points (t=-2.329, p=0.040). The average was also increased by 3.40 points (t=-2.458, p=0.038). Finally, it rose to 3.70 points (t=-2.449, p=0.037) for its reasoning ability. That is, all four sub-elements of computing thinking had a significant probability of 0.04, indicating statistical significant differences between scores of pre-post computing thinking. Therefore, the Elementary Maker Education Program using WeDo robots has worked very effectively to improve students' computing thinking skills.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.77-84
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• 2021

The purpose of this study is to propose AI maker coding education as a way to improve computational thinking(CT), which is an essential competence for problem-solving capability in modern society, and to analyze the effectiveness of this education on improving CT in elementary school students. For the research, 5 students from 4th graders and 5 students from 6th graders were recruited, and AI maker coding education was planned in 8 sessions to form classes from basic block coding and maker education to real-life problem solving. To analyze the effectiveness of AI maker coding education, pre- and post-CT examinations were performed. The test results confirmed that AI maker coding education had a significant effect on "abstraction", "algorithm", and "data processing" in the five CT components, and confirmed that there was no correlation in "problem resolution" and "automation". Overall, the average score of all students increased, and the deviation between students decreased, confirming that AI maker coding education was effective in improving CT.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.21-29
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• 2020

The purpose of this study is to develop the educational programs for cultivating balanced view of technical understanding and social impact on Artificial Intelligence (AI). To this end, an educational program based on a constructivist approach was developed. Through an experimental class for middle school students we analyzed the concept and perception of AI and the satisfaction of the class. The main results are as follows. First, students' understanding of the concept and the cases of AI in their daily lives has improved. Second, the recognition of the impact of AI on society has emerged and concern about social impact have been lowered. Third, in terms of program satisfaction, all the factors such as understanding of AI, interest in class, interest in AI were high. With these results, we discussed the implications for AI education in elementary and secondary school.

• Proceedings of The KACE
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• 2018.08a
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• pp.99-102
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• 2018

제4차 산업혁명 시대에 접어들면서 창의융합형 인재에 대한 관심이 고조되고 있다. 특히 과학, 수학, 정보 교육 진흥법의 제정 및 시행과 함께 컴퓨팅 사고력을 바탕으로 실세계의 문제를 창의적이고 융합적으로 해결할 수 있는 사고력의 중요성이 커지고 있다. 따라서 본 연구에서는 과학고 학생들의 다양한 융합적 문제 해결 능력을 신장시킬 수 있는 컴퓨팅 사고력 기반의 소프트웨어 융합교육 프로그램을 개발하고, 그 효과를 탐색하고자 한다. 본 연구의 결과는 학교 현장에서의 융합 교육을 위한 이해와 지식을 얻기 위한 기초자료로서 활용되고, 향후 체계적인 실험연구의 방향을 제시하는데 기여할 것이다.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.567-577
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• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.553-562
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• 2016

Although software education pursues developing learners' computational thinking skills, more studies are needed in terms of designing software education lessons to enhance CT skills and to measure the effects of the lessons. This study aims to investigate the effects of a course designed to enhance pre-service teachers' CT skills by using CT-based teaching materials. Through a literature review the study has selected the five core competencies of CT: algorithmic thinking, evaluation, problem decompositions, abstraction, and generalization. The participants of the study are 47 pre-service teachers who took the one-semester course in a national university of education. A survey was developed and conducted and qualitative analyses on the team projects were performed focusing on the core competencies of CT. The results revealed pre-service teachers' perceived degree of experiencing CT and their competencies represented in their projects. The present study provides important implications to future software education programs in terms of designing and implementing of software education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.53-56
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• 2019

In this paper, we propose implementing and developing a new simulation method called 'Snowman in JJ', which is a simulation of VR linked travel, to provide indirect experience of travel through VR to modern people who can not afford to relax in the era of the 4th industrial revolution.