The Effect of ARTIFICIAL INTELLIGENCE Literacy Education on University Students Ethical Consciousness of Artificial Intelligence

Aeri Lee J-INSTITUTE 2021 Robotics & AI Ethics Vol.6 No.3

Purpose: As a core technology of the 4th industrial revolution, artificial intelligence is rising as a crucial tech-nology for determining the competitiveness of nations and industries at a great pace. However, students who are not majoring in it have the tendency to perceive AI technology to be difficult, and hence, a more efficient AI edu-cation is needed. The purpose of this study is to present an educational program for the artificial intelligence liter-acy appropriate for the learner s level, apply it to the classroom, then explore its impact in terms of the artificial intelligence ethics. Method: In this study, an educational program for the artificial intelligence literacy which may be utilized for the non-majors using the tools of artificial intelligence has been designed. To analyze the impact of the educa-tional program conducted in this study on the learner s perception of the artificial intelligence ethics, the single group pre- and post-test which infers the causal relationship by implementing and analyzing the questionnaires on the changed perception of the artificial intelligence ethics before and after the application of the program was applied for the design method. Results: The impact of the education program for the artificial intelligence literacy on the perception of the arti-ficial intelligence ethics has been analyzed through the single group’s pre- and post-test by operating this pro-gram. As a result of the analysis, it has been verified that there was a positive change in the perception of the artificial intelligence ethics via the proposed educational program for the artificial intelligence literacy. Conclusion: In this study the impact of the educational program for the artificial intelligence literacy on the learner s perception of the artificial intelligence ethics has been analyzed by proposing and applying educational program for the artificial intelligence literacy for and in college and university liberal arts classes for the non-majors. The artificial intelligence literacy education has had a positive impact on the learner s perception of the artificial intelligence ethics. For the non-major students to fully comprehend the artificial intelligence, including the artificial intelligence ethics, an education which includes experience in the use of artificial intelligence ought to be offered beyond the classes of theory which merely convey knowledge, and towards this end, it was verified that a well structured artificial intelligence literacy education which can more than adequately offer the experiences of using and utilizing the artificial intelligence is necessary.

초등영어 학습자를 위한 인공지능 리터러시의 빅 아이디와 성취기준

김진석 ( Kim Jin-seok ) 서울교육대학교 초등교육연구원 2020 한국초등교육 Vol.31 No.특별호

본 연구의 목적은 초등영어학습자의 인공지능 리터러시를 함양하기 위한 빅 아이디어 및 성취기준을 설정하는 데 있다. 이러한 목적을 달성하기 위해, OECD(2018), 유네스코(2019), 오리곤 대학교 (2019)의 교육과정을 인공지능 리터러시의 관점에서 분석하였다. 분석 기준은 인공지능 리터러시와 관련된 빅 아이디어 및 성취기준 등이다. 분석결과, 초등영어 학습자들이 1) 호기심을 갖고 인공지능을 점차 인식하면서 그것을 비판적으로 사용하는 태도를 가지고, 2) 인공지능과 상호작용을 통해 자료를 검색하여 과제를 완수하거나 문제를 능동적으로 해결하는 지식과 기술을 가지며, 3) 인공지능과 협력하여 문제를 해결하고 실천하는 실행력을 가지는 것을 인공지능 리터러시의 목적으로 삼을 수 있다. 그 목적을 기반으로, 초등영어 학습자들을 위한 인공지능 리터러시의 빅 아이디어로 학습자들은 1) 컴퓨터가 센서들을 통해 세상을 인식하고 아울러 언어 학습의 동기를 부여한다는 것을 인식하며, 2) 지능형 에이전트가 세상을 적절하고 다양하게 표현하도록 하고, 학습자들도 이야기를 추론하고 예측하기 위해 그들을 사용할 필요가 있다는 것을 이해하며, 3) 자료를 통한 컴퓨터 학습을 의사소통능력을 함양하는 데에 활용할 수 있으며, 4) 인공지능과 소통하고 협력하여 과제를 완수하거나 문제를 해결할 수 있으며, 5) 인공지능의 활용은 사회에 긍정적이면서 동시에 부정적으로 영향을 줄 수 있다는 것을 인식하는 것이다. 성취기준을 설정하는 데에 밀접하게 영향을 주는 빅 아이디어들을 바탕으로 초등영어학습자들을 위한 인공지능 리터러시의 성취기준을 학년군별로 설정하였다. 또한, 성취기준이 제대로 달성될 수 있도록 학습자의 인지 수준을 고려한 인공지능 기반 교실 상황을 구축하는 방향을 제안하였다. 인공지능이 기하급수적으로 발달하고 있는 디지털 시대에서, 21세기 영어학습자들은 의사소통능력뿐만 아니라 시대적·사회적으로 요구하고 있는 다른 핵심역량들도 함양해야 한다. 따라서, 영어학습자들이 인공지능 리터러시 교육을 통해 창의적 의사소통 능력, 비판적 사고 능력, 문제 해결 능력 등을 함양할 수 있도록 빅 아이디어와 성취기준에 대한 연구가 지속적이고 체계적으로 이루어질 수 있는 방안을 제안하였다. The purpose of this paper is to suggest big ideas and achievement standards for primary English language learners(ELLs)' artificial intelligence literacy. To achieve the purpose, OECD (2018), UNESCO (2019), and University of Oregon(2019) were analyzed because they are well-designed in the aspect of artificial intelligence literacy. Based on the findings, the goals, big ideas, and achievement standards were established in terms of artificial intelligence literacy. First, it was established in the goals of artificial intelligence literacy education that 1) ELLs have attitude of curiously perceiving artificial intelligence and critically using artificial intelligence tools and resources, 2) they have knowledge and skills of surveying data, completing tasks, and creatively solving issues in interaction with artificial intelligence tools and resources, and 3) they have implementation force of actively practicing to solve issues with the help of artificial intelligence tools and resources. Second, in the aspect of big ideas of AI literacy for ELLs, it was established that 1) learners recognize that computer perceives the world using sensors and enables them to motivate learning of language, 2) they understand that intelligent agents maintain models/representations of the world and are useful for reasoning and predicting stories, 3) they utilize computers' learning from data, 4) they interact with AI tools to solve issues or complex problems, and 5) they recognize that AI applications can impact society in both positive and negative ways. Based on the goals and big ideas, achievement standards were proposed for improving learners' communicative competences. From the findings, it was suggested that big ideas and achievement standards for improving English language learners’ artificial intelligence literacy should be designed appropriately and systematically for learners to achieve learning objectives through researches related to AI.

중등학생 대상 인공지능 윤리역량 평가척도 개발

배진아,이정훈,홍미선,조정원 한국컴퓨터교육학회 2022 컴퓨터교육학회 논문지 Vol.25 No.6

Artificial intelligence technology is a representative future industrial technology that has a great impact on society and the economy as a whole. However, as artificial intelligence becomes closer to our lives, unexpected ethical issues are also emerging. Accordingly, major countries around the world are making various efforts, such as preparing ethical standards to secure trust in artificial intelligence. In addition, the need for artificial intelligence ethics education for students who will become users and developers of artificial intelligence has emerged. However, there are not enough research to establish ethical standards for artificial intelligence ethics education and strengthening of executive power. Therefore, the purpose of this research is to develop a scale that can measure the ethical competence of artificial intelligence for middle and high school students. This research was conducted with the aim of developing a process evaluation tool to foster artificial intelligence ethics and strengthening of executive power of artificial intelligence ethics. To this end, the items were modified and supplemented through scale item analysis and expert advice previously studied, and data were collected by applying them to educational programs. After that, through this survey, the artificial intelligence ethical competency scale was developed through stages such as validity and reliability test of variables and confirmation factor analysis. Through the artificial intelligence ethical competency evaluation scale developed through this study, it will be possible to comprehensively evaluate the artificial intelligence ethical literacy and execution ability of middle and high school students. 인공지능 기술은 사회, 경제 전반에 광범위한 영향을 미치는 대표적인 미래 산업기술이다. 그러나 인공지능이 우리 삶에 밀접해지면서 예상치 못한 윤리적 이슈도 함께 나타나고 있다. 이에 주요 국가들은 신뢰 확보를 위한 인공지능 윤리기준을 마련하는 등 다양한 노력을 기울이고 있다. 또한 인공지능의 이용자이면서 개발자가 될 학생들을 위한 인공지능 윤리 교육의 필요성이 대두되었다. 하지만, 인공지능 윤리교육을 위한 윤리기준을 마련하고, 윤리에 대한 실천력을 강화를 위한 연구는 충분치 않다. 이에 본 연구에서는 중 ·고등 학생을 대상으로 인공지능 윤리역량을 측정할 수 있는 척도를 개발하는 것을 목적으로 한다. 인공지능 윤리소양 함양과 인공지능 윤리 실천력을 강화하기 위한 수행형 기반 측정 도구 개발을 목표로 연구하였다. 이를 위해 기존에 연구된 척도 문항 분석과 전문가 자문을 거쳐 문항을 수정 및 보완하고, 교육 프로그램에 적용하여 데이터를 수집하였다. 이후 본조사를 통해 변수의 타당성 및 신뢰도 검정, 확인적 요인분석 등의 단계를 거쳐 인공지능 윤리역량 평가척도를 개발하였다. 본 연구를 통해 개발된 인공지능 윤리역량 평가척도를 통해 중 ·고등학생의 인공지능 윤리 소양과 윤리 실천력 등을 종합적으로 평가할 수 있을 것이다.

미술교육에서 인공지능 리터러시의 개념과 과제 탐색

류하영,이상민 한국초등미술교육학회 2023 미술교육연구논총 Vol.74 No.-

In this study, we derived artificial intelligence (AI) literacy in art education after analyzing the concepts and components of artificial intelligence literacy as well as the 2022 revised curriculum in Korea. Artificial intelligence literacy is the capacity to understand the concepts and principles of artificial intelligence, solve problems using artificial intelligence technologies and tools in real life, and participate in the community with ethical perspectives. In line with the development of artificial intelligence technology, the 2022 revised curriculum is to utilize various forms of digital media in art education and provide interdisciplinary educational opportunities oriented to students' experience. Artificial intelligence literacy in art education consists of the 'expansion of experience through artificial intelligence', 'utilization of media with creative and interdisciplinary ideas', and 'critical engagement in visual culture' capacities. Furthermore, we suggested several tasks for cultivating artificial intelligence literacy in art education. First, it is necessary to expand the scope of art education by reflecting on emerging perspectives on art as well as essential values and objectives of art education. In addition, art educators need to support students to coexist with artificial intelligence by considering the context of their lives and cultivating an ethical attitude. Finally, education authorities and administrators should support building a digital educational environment and strengthening teachers' pedagogical knowledge and skills to include artificial intelligence in the art curriculum. 본 연구에서는 인공지능 리터러시의 개념과 구성요소를 살펴보고, 2022 개정 교육과정을 분석하여 미술교육에서의 인공지능 리터러시를 도출하였다. 기존의 정보리터러시, 디지털 리터러시, 미디어 리터러시를 넘어 새롭게 출현하게 된 인공지능리터러시는 인공지능의 개념과 원리를 이해하고 실생활 속에서 인공지능 기술과 도구를 사용하여 문제를 해결하며 윤리적 가치관을 기반으로 지역사회에 참여할 수 있는 역량이다. 2022 개정 교육과정에서도 인공지능 기술 발전의 흐름에 맞춰 교육과정의 전 영역에 걸쳐 다양한 디지털 매체의 활용과 경험 중심 융합 교육을 추구하고있다. 이를 종합하여 도출된 미술교육에서의 인공지능 리터러시는 ‘인공지능 경험확장 역량’, ‘창의·융합적 매체 활용 역량’, ‘비판적 시각문화 역량’을 구성요소로 가진다. 또한, 더 나아가서 학생들이 미술교육에서의 인공지능 리터러시를 함양하는 데있어 선행되어야 할 과제를 살펴보았다. 먼저, 미술교육이 가지는 본질적 가치와 목표에 대한 성찰과 함께 변화하는 미술에 대한 관점을 반영하여 미술교육의 영역을확장할 필요가 있다. 뿐만 아니라 학생들의 삶의 맥락을 고려하고, 윤리적 자세를견지함으로써 학생들이 인공지능과 공존할 수 있도록 이끌어야 한다. 마지막으로, 학생들이 다양한 인공지능 매체와 도구를 접할 수 있는 디지털 교육 환경을 구축하고, 교사의 인공지능 교수학습 역량 강화를 위한 지원이 이뤄져야 할 것이다.

인공지능 리터러시를 위한 고등학교 수학 교육내용 개정 방향 연구

김홍겸 ( Kim Hong-kyeom ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.3

As the Fourth Industrial Revolution progresses, numerous areas of our society are experiencing profound change. Artificial intelligence is at the core of this change, accomplishing things that humans have never achieved before. In line with the development of artificial intelligence, many countries worldwide, such as Korea, strive to nurture competent people in artificial intelligence-related fields, and many state that artificial intelligence education should be strengthened. However, the discourse on appropriate future directions for artificial intelligence is still lacking. Therefore, this study considered that the appropriate direction for artificial intelligence education lies in fostering artificial intelligence literacy. To this end, we explored how the contents of high school mathematics, a core subject related to artificial intelligence, should change. The content of current high school mathematics education is insufficient to understand the artificial intelligence era we are expected to face. To enable students to understand the artificial intelligence era, or to attain artificial intelligence literacy, artificial intelligence-related factors should be added to the contents of existing mathematics. Artificial intelligence literacy will require the provision of education on the matrix, spatial vectors, algorithms, decision-making and optimization, and graph theory of discrete mathematics.

공업계열 특성화고의 제조 빅데이터를 활용한 인공지능 융합 프로그램 개발 및 적용

윤서영,도윤미,김귀훈 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.14

Objectives In this study, the effectiveness of artificial intelligence literacy was verified by developing and implementing a 10-session AI-convergence education program utilizing manufacturing big data for electrical engineering students at an industrial specialized high schools. Methods A program was developed by applying the ADDIE instructional design model and applied to classes for 20 third-year students in the electrical department at a specialized high school in Chungcheongbuk-do. A single-group pretest-posttest paired sample t-test was conducted using an artificial intelligence literacy test tool. Results As a result of a single-group pre-post paired sample t-test using the artificial intelligence literacy measurement test tool, students' artificial intelligence literacy was statistically significant, and among the seven sub-categories, ‘use of AI’ and ‘social impact of AI’ Statistically significant results were obtained in two categories. In addition, in Hedges' g effect size, artificial intelligence literacy and ‘social impact of AI’ had large effect sizes, and ‘use of AI’ had very large effect sizes, showing that the developed program had a practical educational effect. Conclusions The artificial intelligence convergence education program using manufacturing big data developed in this study was confirmed to be effective in improving artificial intelligence literacy. Through this, the importance of data literacy education and artificial intelligence convergence education in the electrical engineering curriculum was emphasized, The need for development of various teaching and learning programs and follow-up research on this was presented.

인공지능 기반 공공서비스 정책수용 의도에 관한 연구: 개인의 인식과 디지털 리터러시 수준이 미치는 영향을 중심으로

장창기(Jang, Changki),성욱준(Sung, WookJoon) 한국지능정보사회진흥원 2022 정보화정책 Vol.29 No.1

The purpose of this study is to empirically analyze the effect of individual perception of artificial intelligence and the level of digital literacy on the acceptance of artificial intelligence-based public services. For empirical analysis, a research model was set up based on the technology acceptance model and planned behavior theory using survey data of 2017 and analyzed through structural equations. To summarize the results of the analysis, firstly, the positive perception of individuals about artificial intelligence technology plays a role in reinforcing attitudes toward benefits and reducing concerns about public service in which artificial intelligence technology has been introduced. Secondly, the level of digital literacy reinforces both benefits and concerns about artificial intelligence technology, but it was found that the intention to use public services was reinforced through the benefits of artificial intelligence technology perceived by individuals, rather than privacy concerns about artificial intelligence technology. Thirdly, it was confirmed that the perceived benefits of individuals on artificial intelligence technology reinforced the intention to use public civil services, and privacy concerns negatively influenced the intention to use. It was confirmed that the influence of a perceived ease of use and usefulness, as opposed to privacy concerns, further reinforces the intention to use. Both citizens positive perceptions regarding the accuracy and reliability of information provided through artificial intelligence technology and institutional complementation of responsibility for errors caused by artificial intelligence technology are strengthened, and technical problems related to privacy protection are solved.

전공계열별 인공지능 교양교육을 위한 교육과정 제언 : D대학 교양필수 교과목 사례를 중심으로

박소현 ( Park¸ So Hyun ),서응교 ( Suh¸ Eung Kyo ) 한국정보시스템학회 2021 정보시스템연구 Vol.30 No.3

Purpose This study explores the development direction of the artificial intelligence curriculum as a universal education that enhances the ability of college students to flexibly use artificial intelligence these days, where artificial intelligence education is spreading, and the educational components based on this are subdivided according to the characteristics of each major. Design/methodology/approach In order to develop the educational purpose of the subject and the detailed educational curriculum suitable for the subject of education, we first analyzed domestic and foreign prior research related to artificial intelligence liberal arts education. As the main components derived by experts, the basic concept of artificial intelligence converges to literacy to read and write for everyday problem solving, as well as problem-solving ability to manipulate real data and software. Findings The results showed that In the artificial intelligence literacy module, trends and prospects of artificial intelligence and necessary competencies were checked, and cases applied to major fields were examined. In the AI utilization and application part, basic data analysis items and content composition were composed through creative thinking, logical thinking, and intelligence. In order to design the curriculum, a software development language suitable for each major area was first selected, and AI education content areas, elements, and packages were defined and designed for each major area to meet the objectives of the subject.

Development and Validation of a Digital Literacy Scale in the Artificial Intelligence Era for College Students

( Ha Sung Hwang ),( Liu Cun Zhu ),( Qin Cui ) 한국인터넷정보학회 2023 KSII Transactions on Internet and Information Syst Vol.17 No.8

This study developed digital literacy instruments and tested their effectiveness on college students’ perceptions of AI technologies. In creating a new digital literacy test tool, we reviewed the concept and scale of digital literacy based on previous studies that identified the characteristics and measurement of AI literacy. We developed 23 preliminary questions for our research instrument and used a quantitative approach to survey 318 undergraduates. After conducting exploratory and confirmatory factor analysis, we found that digital literacy in the age of AI had four ability sub-factors: critical understanding, artificial intelligence social impact recognition, artificial intelligence technology utilization, and ethical behavior. Then we tested the sub-factors’ predictive powers on the perception of AI’s usefulness and ease of use. The regression result shows that the most common powerful predictor of the usefulness and ease of use of AI technology was the ability to use AI technology. This finding implies that for college students, the ability to use various tools based on AI technology is an essential competency in the AI era.

Study on the Attitudes toward Artificial Intelligence and Digital Literacy of Dental Hygiene Students

Seon-Ju Sim,Ji-Hye Kim,Min-Hee Hong,Su-Min Hong,Myung-Jin Lee 한국치위생과학회 2024 치위생과학회지 Vol.24 No.3

Background: The Fourth Industrial Revolution highlights the importance of artificial intelligence (AI) and digital literacy in dental hygiene education. However, research on students’ attitudes toward AI and their digital literacy levels is limited. Therefore, this study investigated the attitudes of dental hygiene students toward AI and digital literacy levels. Methods: In total, 167 dental hygiene students in Baekseok University participated in the study and provided informed consent. The survey tool included general characteristics, smartphone usage patterns, attitudes toward AI, and digital literacy levels. Attitudes toward AI and digital literacy based on general characteristics and smart device usage were analyzed using t-tests and one-way ANOVA. Correlations among attitudes toward AI, digital literacy awareness, and digital literacy behaviors were analyzed using Pearson’s correlation analysis. The impact of AI attitudes and digital literacy awareness on digital literacy behavior was examined using linear regression analysis. Results: Students with higher interest in their major had more positive attitudes toward AI, and those with higher smart device usage showed increased AI attitudes and digital literacy (p<0.05). Simple frequency or duration of smartphone use did not affect digital literacy, but students who perceived their smart device usage positively and believed that they used smart devices effectively in their studies exhibited higher levels of digital literacy (p<0.05). A positive attitude toward AI is associated with higher levels of digital literacy (p<0.05). Digital literacy awareness and attitudes toward AI influenced digital literacy behavior (p<0.05). Conclusion: These results suggest that the qualified utilization and application of digital devices in dental hygiene education are important. Improving the educational curriculum is necessary; as a result, digital technology can be effectively utilized, and various educational programs should be introduced to enhance digital literacy.