기술은 인간의 삶을 편하게 하는 것을 궁극적 목적으로 한다. 장애인에게 있어 기술은 개인적 편리함 뿐 아니라 사회적 통합까지 가능케 하는 중요한 삶의 요소이다. 본 연구에서는 AI 기술...
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https://www.riss.kr/link?id=A107040057
2020
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인공지능 ; 장애인 ; 특수교육 ; 보조공학 ; 테크놀로지 ; 접근성 ; Artificial Intelligence ; Disability ; AI ; Assistive Technology ; Special Education
KCI등재
학술저널
187-202(16쪽)
0
0
상세조회0
다운로드국문 초록 (Abstract)
기술은 인간의 삶을 편하게 하는 것을 궁극적 목적으로 한다. 장애인에게 있어 기술은 개인적 편리함 뿐 아니라 사회적 통합까지 가능케 하는 중요한 삶의 요소이다. 본 연구에서는 AI 기술...
기술은 인간의 삶을 편하게 하는 것을 궁극적 목적으로 한다. 장애인에게 있어 기술은 개인적 편리함 뿐 아니라 사회적 통합까지 가능케 하는 중요한 삶의 요소이다. 본 연구에서는 AI 기술이 장애인의 삶을 더 나아지게 하는데 어떻게 활용될 수 있는지 그 가능성을 알아보고자, 과거에 개발되었거나 현재 개발중이거나, 가까운 미래에 상용화 가능성이 높은 기술의 동향을 살펴보고자 하였다. 특히 여러 장애 분야 중 가장 많은 비율을 차지하는 시각장애, 청각장애, 지체장애, 학습장애, 발달장애를 위주로 살펴보았다. 본 연구에서는 문헌조사 방법을 이용하여 장애인을 위한 AI기술의 활용 가능성을 탐색하였다. 문헌조사의 대상을 최근 5년 이내의 동료심사된 논문, 학술대회 프로시딩 뿐 아니라 현재 개발되고 있는 제품까지 포함하기 위하여 뉴스 기사, 기업이나 비영리 기관의 공식 블로그까지 연구대상으로 포함 하였다. 연구 결과 장애인을 위한 기술은 장애별로 다르게 나타났다. 장애별 AI 지원 중 가장 다양한 방식의 지원이 개발되고 있는 분야가 시각장애, 청각장애, 지체장애였으며, 이들은 생활보조에 더 초점이 맞추어져 있는 반면, 학습장애와 자폐는 진단과 교육에 더 집중되어 있였다. 시각장애인을 위한 AI 기술의 개발은 크게 인식 보조, 이동성 보조, 쇼핑 보조, 학습 보조, 기타 생활 보조로 나누어졌다. 청각장애인을 위한 AI 활용은 캡셔닝, 듣기보조, 수화 통역의 세 분류로 나누졌으며, 지체장애인을 위한 AI는 크게 음성인식, 자율화, 조작, 보완대체의사소통으로 나타났다. 학습장애를 위한 AI는 크게 학습장애의 진단과 학습지원, 그리고 자폐성장애와 발달장애를 위한 AI는 크게 진단, 사회적 상호작용 보조, 치료 보조, 그리고 단순화로 개발되고 있다. 인공지능은 이동성 보조, 의사소통 기회와 능력 향상, 독립성 향상, 접근성 향상 등을 통해 장애인의 삶의 질을 향상시킨다.
다국어 초록 (Multilingual Abstract)
Technology is used to make our lives more comfortable. For persons with disability, technology affects not only personal life but also how one is integrated into the society. In this study, trends in AI use for persons with disabilities were analyzed....
Technology is used to make our lives more comfortable. For persons with disability, technology affects not only personal life but also how one is integrated into the society. In this study, trends in AI use for persons with disabilities were analyzed. We researched peer-reviewed journals, conference proceedings, news outlets, and official company websites to get a broader view of available and currently developing products. Results show that AI technologies are used in specific and different ways for persons with disabilities. For example, AI for visual impairment were mostly developed to assist with visual perception, mobility, shopping, learning, and other daily living. AI for hearing impairment is developed around hearing assistance, captioning, and translation of sign language. AI for physical disabilities are focused on assisting with speech recognition, automation, control, and AAC. For learning disabilities, AI is mostly used for education and diagnostics. For autism, AI is mostly used for diagnosis, therapy, and simplification. AI products were mostly focused on helping persons with physical and sensory disabilities. For persons with learning disability and developmental disability, the products were centered around assessment and education. Overall, AI is used to enhance quality of life for persons with disabilities by assisting with mobility, communication, independence, and accessibility.
참고문헌 (Reference)
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2 Mohammadhasani, N., "The pedagogical agent enhances mathematics learning in ADHD students" 23 : 2299-2308, 2018
3 Chen, T., "The development of a practical artificial intelligence tool for diagnosing and evaluating autism spectrum" 8 (8): e15767-, 2020
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5 Ireland, D., "Social Fringe Dwellers: Can chat-bots combat bullies to improve participation for children with autism?" 14 (14): 2018
6 Samigulina, G., "Smart-system of distance learning of visually impaired people based on approaches of artificial intelligence" 6 : 2016
7 Coldwey, D., "SignAll is slowly but surely building a sign language translation platform"
8 Melo, F., "Project INSIDE : towards autonomous semi-unstructured human–robot social interaction in autism therapy" 96 : 198-216, 2019
9 Rello, L, "Predicting risk of dyslexia with an online gamified test"
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문제 해결 학습 모형 기반의 데이터 과학 교육 프로그램 개발
인공지능과 초등영어교육: 챗봇의 현황과 발전 방향을 중심으로
학술지 이력
연월일 | 이력구분 | 이력상세 | 등재구분 |
---|---|---|---|
2022-03-08 | 학회명변경 | 영문명 : Elementary Education Research Center -> Elementary Education Research Institute | ![]() |
2022 | 평가예정 | 재인증평가 신청대상 (재인증) | |
2019-01-01 | 평가 | 등재학술지 유지 (계속평가) | ![]() |
2016-01-01 | 평가 | 등재학술지 선정 (계속평가) | ![]() |
2015-01-01 | 평가 | 등재후보학술지 유지 (계속평가) | ![]() |
2013-01-01 | 평가 | 등재후보학술지 유지 (기타) | ![]() |
2012-01-01 | 평가 | 등재후보학술지 유지 (기타) | ![]() |
2011-12-08 | 학술지명변경 | 외국어명 : 미등록 -> Korean Journal of Elementary Education | ![]() |
2011-01-01 | 평가 | 등재후보 1차 PASS () | ![]() |
2009-01-01 | 평가 | 등재후보학술지 선정 () | ![]() |
2007-05-03 | 학회명변경 | 한글명 : 초등교육연구소 -> 초등교육연구원 |
학술지 인용정보
기준연도 | WOS-KCI 통합IF(2년) | KCIF(2년) | KCIF(3년) |
---|---|---|---|
2016 | 0.96 | 0.96 | 1.03 |
KCIF(4년) | KCIF(5년) | 중심성지수(3년) | 즉시성지수 |
0.92 | 0.89 | 1.375 | 0.14 |
재미있게 이해하는 인공지능(AI)시대의 주요 이슈
동아대학교 손판도인공지능(AI) 시대의 외국어 교수법
신한대학교 권운영[제18회 김옥길기념강좌] 인공지능, 감정, 휴머니즘(Human-Compatible Artificial Intelligence’)’
이화여자대학교 스튜어드 러셀누구나 할 수 있는 데이터 분석과 인공지능[Data Analysis and Artificial Intelligence for Everyone]
K-MOOC 인하공업전문대학 이세훈누구나 할 수 있는 데이터 분석과 인공지능[Data Analysis and Artificial Intelligence for Everyone]
K-MOOC 인하공업전문대학 이세훈