• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.723-731
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• 2021

In this study, the AI education program for elementary school students was developed and applied by introducing the design thinking process, which is attracting attention as a creative problem solving process. A design thinking-based AI education program was developed in the stages of Understanding AI, Identifying sympathetic problems, Problem definition, Ideate, Prototype, Test and sharing, and the development program was applied to elementary school students in 4th-6th grade. As a result of pre- and post-testing of students' computational thinking skills to confirm the effectiveness of the program, computational thinking skills increased by grade level, and students experienced a process of collaboration for creative problem solving based on insights gained from sympathetic problem finding. In addition, it was possible to get a glimpse of the attitude of using AI technology to solve problems, and it was confirmed that ideas were generated in the prototype stage and developed through communication between team members. Through this, the design thinking-based AI education program as one of the AI education for elementary school students guarantees the continuity of learning and confirms the possibility of providing an experience of the creative problem-solving process.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.227-236
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• 2021

This study aims to develop an AI education program for secondary school students to help understand AI and to provide an experience of solving real-life problems by using AI, and to analyze the effectiveness of education. The education program based on the AI education system for K-12 developed in the previous study was composed of a total of 12 lessons by selecting the self-driving cars, which is emerging as a recent issue among real life problems, as the main topic. Classes were conducted for secondary school students who had experience in software education, and the effectiveness of education and class satisfaction were analyzed. As a result of the analysis, it was confirmed that the understanding of AI and the sense of AI efficacy were improved, and the class satisfaction was high in all items such as educational content, fun in class, difficulty of class, and interest in AI. Based on these results, implications for AI education for secondary students were proposed.

• Journal of Gastric Cancer
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• v.23 no.3
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• pp.388-399
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• 2023

Gastric cancer remains a significant global health concern, coercing the need for advancements in imaging techniques for ensuring accurate diagnosis and effective treatment planning. Artificial intelligence (AI) has emerged as a potent tool for gastric-cancer imaging, particularly for diagnostic imaging and body morphometry. This review article offers a comprehensive overview of the recent developments and applications of AI in gastric cancer imaging. We investigated the role of AI imaging in gastric cancer diagnosis and staging, showcasing its potential to enhance the accuracy and efficiency of these crucial aspects of patient management. Additionally, we explored the application of AI body morphometry specifically for assessing the clinical impact of gastrectomy. This aspect of AI utilization holds significant promise for understanding postoperative changes and optimizing patient outcomes. Furthermore, we examine the current state of AI techniques for the prognosis of patients with gastric cancer. These prognostic models leverage AI algorithms to predict long-term survival outcomes and assist clinicians in making informed treatment decisions. However, the implementation of AI techniques for gastric cancer imaging has several limitations. As AI continues to evolve, we hope to witness the translation of cutting-edge technologies into routine clinical practice, ultimately improving patient care and outcomes in the fight against gastric cancer.

• Journal of the Korean Society for information Management
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• v.41 no.1
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• pp.439-463
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• 2024

Recently, there has been a growing demand for school libraries to take on the role of curriculum convergence and content development. This study purposed to develop a program that integrates reading activities and artificial intelligence (AI) education in a middle school library as a platform for convergence education. The program aimed to enhance creative problem-solving skills by integrating an understanding of AI concepts and principles through reading activities related to AI topics. The program, comprising 18 sessions (6 modules), was implemented with 36 first-year students at A Middle School, Gyeonggi-do, in 2022. After implementation, a paired-sample t-test revealed significant improvements in AI learning self-efficacy and creative problem-solving skills. Participants also showed positive attitudes toward class engagement and reading activities. Implications for AI convergence education in connection with school libraries were discussed.

• Fourth Industrial Review
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• v.3 no.1
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• pp.1-12
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• 2023

Purpose - In Korea, where 64% of the land is forested, mountaineering is a leisure activity enjoyed by the majority of the people. As new technologies named the 4th industrial revolution spread more after the Covid-19 pandemic, we propose a human and technology convergence curriculum for mountaineering and trekking education to enjoy safety in the field of mountaineering and trekking using cutting-edge technology. Research design, data, and methodology - After examining the current state of the mountaineering industry and preceding studies on mountaineering and camping, and learning about BAC the 100 famous mountains, mountaineering gamification, and Gamification We designed an AI convergence curriculum using. Result - Understanding the topography and characteristics of mountains in Korea, acquiring mountaineering information through AI convergence, selecting mountaineering equipment suitable for the season, terrain, and weather, setting educational goals to safely climb, and deriving term project results. A total of 15 A curricula for teaching was proposed. Conclusion - Artificial intelligence technology is applied to the field of mountaineering and trekking and used as a tool, and it is expected that the base of mountaineering will be expanded through safe, efficient, fun, and sustainable education. Through this study, it is expected that the AI convergence education curriculum for mountaineering and trekking will be developed and advanced through several studies.

• The Korean Journal of Food & Health Convergence
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• v.9 no.4
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• pp.19-23
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• 2023

The integration of ChatGPT, an AI-powered language model, is causing a profound transformation within the food industry, impacting various domains. It offers novel capabilities in recipe creation, personalized dining, menu development, food safety, customer service, and culinary education. ChatGPT's vast culinary dataset analysis aids chefs in pushing flavor boundaries through innovative ingredient combinations. Its personalization potential caters to dietary preferences and cultural nuances, democratizing culinary knowledge. It functions as a virtual mentor, empowering enthusiasts to experiment creatively. For personalized dining, ChatGPT's language understanding enables customer interaction, dish recommendations based on preferences. In menu development, data-driven insights identify culinary trends, guiding chefs in crafting menus aligned with evolving tastes. It suggests inventive ingredient pairings, fostering innovation and inclusivity. AI-driven data analysis contributes to quality control, ensuring consistent taste and texture. Food writing and marketing benefit from ChatGPT's content generation, adapting to diverse strategies and consumer preferences. AI-powered chatbots revolutionize customer service, improving ordering experiences, and post-purchase engagement. In culinary education, ChatGPT acts as a virtual mentor, guiding learners through techniques and history. In food safety, data analysis prevents contamination and ensures compliance. Overall, ChatGPT reshapes the industry by uniting AI's analytics with culinary expertise, enhancing innovation, inclusivity, and efficiency in gastronomy.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.407-416
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• 2022

Although environmental education has been more important due to global extreme weather and natural desasters, environmental topics are covered by several other subjects because it is not an independent subject in elementary school and they need to distribute more class hours to cover proper amount of environmental content. This study is performed to develop method to integrate environmental education and software education in elementary school. This method helps students to learn topics about recycling by using Artificial Intelligence programming and Artificial Intelligence also helps students to practice recycling in virtual reality. A new teaching and learning module(Problem Recognition→Machine Learning↔Use of AI→Collaboration) is adopted for the learning procedure and more than 80 % of the students replied positively to the survey about the interest on integrated learning, understanding of environmental education, understanding of Artificial Intelligence, further learning on Artificial Intelligence programming.

• Journal of Convergence for Information Technology
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• v.12 no.5
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• pp.139-149
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• 2022

The purpose of this study is to develop and analyze the effects of an educational program that can cultivate artificial intelligence(AI) convergence education competency for future education and enhance students' understanding of pre-service teachers. For this end, an AI convergence education program using Machine Learning for Kids and Scratch 3 was developed for 15 weeks under the theme of classifying the state of matter. The developed program were treated by K University pre-service teachers who participated voluntarily. As a result, pre-service teachers were able to metaphorically understand the learning process of students through understanding of machine learning training process. In addition, the pre-post t-test result of AI teaching efficacy showed a statistically significant improvement with t=-7.137 (p<.000). Therefore, it is suggested that the AI convergence education program developed in this study can help to increase the understanding of the pre-service teacher's students in an indirect way other than practice teaching, and can contribute to foster AI education competency.

• Journal of the Korea Society of Computer and Information
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• v.29 no.3
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• pp.217-225
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• 2024

To foster the core talents of the future, the development of diverse and substantial SW·AI education programs is required, and a systematic system that can assist public education in SW and AI must be established. In this study, we develop and combine SW·AI education modules to construct a SW and AI education program applicable to public education. We also establish a systematic education system and provide sustainable SW·AI education to elementary, middle, and high school students through 'Job's Garage Camp' based on various sharing platforms. By creating a sustainable follow-up educational environment, students are encouraged to continue their self-directed learning of SW and AI. As a result of conducting a pre-post survey of students participating in the 'Job's Garage Camp', the post-survey values improved compared to the pre-survey values in all areas of 'interest', 'understanding and confidence', and 'career aspirations'. Based on these results, it can be confirmed that students had a universal positive perception and influence on SW and AI. Therefore, if the operation case of 'Job's Garage Camp' is improved and expanded, it can be presented as a standard model applicable to other SW and AI education programs in the future.

• The Mathematical Education
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• v.63 no.2
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• pp.255-272
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• 2024

This study aims to design mathematics-integrated classes that cultivate artificial intelligence (AI) thinking and to analyze students' AI thinking within these classes. To do this, four classes were designed through the integration of the AI4K12 Initiative's AI Big Ideas with the 2015 revised elementary mathematics curriculum. Implementation of three classes took place with 5th and 6th grade elementary school students. Leveraging the computational thinking taxonomy and the AI thinking components, a comprehensive framework for analyzing of AI thinking was established. Using this framework, analysis of students' AI thinking during these classes was conducted based on classroom discourse and supplementary worksheets. The results of the analysis were peer-reviewed by two researchers. The research findings affirm the potential of mathematics-integrated classes in nurturing students' AI thinking and underscore the viability of AI education for elementary school students. The classes, based on AI Big Ideas, facilitated elementary students' understanding of AI concepts and principles, enhanced their grasp of mathematical content elements, and reinforced mathematical process aspects. Furthermore, through activities that maintain structural consistency with previous problem-solving methods while applying them to new problems, the potential for the transfer of AI thinking was evidenced.