AIED 연구 동향 분석을 통한 교육과정 연구 방향 탐색 = Exploring the Directions of Curriculum Research through an Analysis of Research Trends in AIED

다국어 초록 (Multilingual Abstract)

This study aims to analyze research trends on Artificial Intelligence in Education (AIED) to identify the current status of related studies and to discuss future directions for curriculum research. The findings are as follows. First, the concept of AIED has expanded across various domains, including research fields, major educational tools, and instructional activities. Second, for the trend analysis of curriculum-related AIED research, analytical criteria were classified by year, research method, school level, research topic, and perspectives on AIED. Third, studies on AIED have steadily increased from 2018 to 2024. Fourth, qualitative research, particularly content analysis, accounts for the largest proportion of AIED-related studies. Fifth, AIED research is most actively conducted at the elementary school level. Sixth, AIED studies focusing on school subjects constitute the highest proportion, with Korean language, ethics, and practical arts (technology and home economics) being the most frequently examined subjects. Seventh, studies addressing AI as “content” appear more frequently than those examining AI as an “educational tool.” Based on these results, several implications are suggested. First, further studies are needed to develop diverse analytical criteria to better utilize AIED research as suitable data for curriculum studies. Second, research that approaches AIED from the academic perspective of curriculum studies is required. Third, curriculum research on AIED should employ a wider variety of research methods. Fourth, AIED research at the secondary education level needs to be further expanded. Finally, for systematic curriculum development related to AIED, balanced research on AI as “content” and AI as “tool” is necessary.