• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.779-790
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• 2021

This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.

• The Journal of Information Systems
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• v.24 no.4
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• pp.83-97
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• 2015

Purpose: Traditionally, information technology acceptance have been considered one of the most important research issues. However non-acceptance, which was main objective of acceptance theories, have not been included in main research area by communities of information systems. This study is to identify the factors influencing non-acceptance of information technology and suggest a total research model for explaining the phenomena of non-acceptance. Design/methodology/approach: Grounded theory was adopted as a principal research method. which is an inductive technique of interpreting qualitative data about a social phenomenon to build theories about that phenomenon. Data were collected by depth interview and open question on potential non-adopters during 3 months. The collected data were coded by two main coding paradigm in ground theory, open coding and axis coding. Findings: Factors influencing non-acceptance, status quo, imitation, value evaluation, and concerning risk were extracted from open coding. These factors were integrated into system 1 thinking and system 2 thinking, which were from axis coding. More specifically, status quo and imitation are system 1 thinking which are more responsive and emotional thinking and value evaluation and concerning risk are system 2 thinking which are more rational and reasoning thinking.

• The Journal of the Convergence on Culture Technology
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• v.5 no.1
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• pp.297-303
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• 2019

This study aims to investigate the characteristics, concepts, types, and strategies of unplugged coding for young children based on computing thinking. The key to unplugged coding for young children is computing thinking. Unplugged coding based on computing thinking for young children can be used to solve problems that can be encountered in everyday life through playing games based on logical thinking by positively utilizing algorithm boards, s-blocks, coding robots, and smart devices without using programs And find new ways to play. Types of unplugged coding for young children include direct input to smart devices, using coding robots with dedicated apps, practicing coding procedures using algorithms, and using hybrid methods. Strategies include understanding algorithms, drawing flowcharts, dividing into smaller parts, finding patterns, inserting, and predicting outcomes.

• Journal of Internet Computing and Services
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• v.21 no.4
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• pp.69-76
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• 2020

This paper presents direction for efficient software education. Due to the impact of the Fourth Industrial Revolution, the whole world is interested in software education. However, simply teaching how to code is not software education. The thinking abilities used in coding for software implementation are even more important. Therefore, computational thinking is getting great attention. Several institutions suggest factors for computational thinking and encourage to teach in a relevant way based on the suggestion. In this study, the verification of the factors they suggested was conducted through a questionnaire. The total of 419 freshman students of the College of Social Sciences who were taking "Computational Thinking and Software Coding" class participated in the survey at the beginning and the end of the semester. We first analyzed Wing's proposal that summarized the concept of computational thinking, and reviewed the proposal of ISTE (International Society for Technology in Education) for defining computational thinking factors for coding education, also checked on the suggestion of Google for factors necessary for software coding. As a result of research analysis, this paper suggests a direction for efficient software education.

• KIPS Transactions on Computer and Communication Systems
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• v.10 no.4
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• pp.107-116
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• 2021

In the 4th Industrial Revolution situation it is essential to need the high quality of software in diverse industrial areas. In particular current software centered schools attempt to educate the creative thinking based coding to non-major students and beginners of computer. But the problem is insufficient on the definition and idea of the creative thinking based software. In addition in a aspect of coding education for non-major and new students we recognize to have no relationship between creative thinking methods and coding. In other words we should give them how to practically code and design through learning the creative thinking. To solve this problem we propose the codification of design thinking mechanism without the knowledge of software engineering through mapping creative thinking with software development process. With this mechanism we may expect for students to have some coding ability with the creative design.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.131-140
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• 2019

In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.

• Journal of Internet Computing and Services
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• v.20 no.3
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• pp.93-100
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• 2019

The interest in the Fourth Industrial Revolution along with the development of ICT makes the software get the attention of the world. This phenomenon naturally leads to the concern for software education. Learning software coding is not easy for students whose major is in humanities or social sciences. This paper is a study of how cognition on software education affects to education of computational thinking. For research method, moderator variables were adopted on the proposed research model to prove that positive cognition can derive good influence on improvement of computational thinking. To find out moderator variables of the research model, we have conducted the questionnaire over three years for total of 928 students who took the software coding courses. As the result of the study, we proved that the positive cognition on software education can make the better improvement of computational thinking within proper moderator variables.

• Journal of Internet Computing and Services
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• v.19 no.2
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• pp.57-67
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• 2018

The $4^{th}$ industrial revolution has brought innovation in the educational environment. The purpose of this study is to verify the educational effectiveness of smart learning environment especially with the computational thinking. A big data analysis was performed to confirm that computational thinking is the one to prepare the 4th industrial revolution. To teach computational thinking at university, educational design should be careful. This study verified the relationship between improvement of computational thinking ability and major of students with coding education. There was difference in effectiveness of the coding education depending on the major of students, it means students must be guaranteed to be educated by the differentiated coding education for different major. This study extracted factors of computational thinking through literature review. Thirteen research hypotheses were applied for the statistical analysis in R language. It was proved that expectation of class and improvement of abstraction ability and algorithmic thinking ability had mediation effect to the relationship between knowledge acquisition and problem-solving abilities. Based on this study, effectiveness of education can be improved, and it will lead to produce a lot of distinguished students who are ready for the 4th industrial revolution.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.355-362
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• 2019

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.1-11
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• 2020

As software and artificial intelligence education became more and more important, in December 2019, the Ministry of Science and ICT announced plans to expand software and AI education to mandatory education in elementary and secondary schools by 2022. In addition to elementary and secondary schools, most universities are actively engaged in software education for computer non-majors, but research on coding education for computer non-majors is insufficient. The purpose of this paper is to find an efficient teaching and learning method for coding education for computer non-majors. Nowadays, college students, called Millennial and Generation Z, prefer visual information and are familiar with computers as digital natives. Based on these characteristics, this study examined the visual literacy and thinking styles of college students and then examined whether the students' visual literacy and thinking styles influenced coding-based problem solving in coding subjects. Based on this, this paper proposes an alternative to do programming education more efficiently for students who are new to coding.