A Study of the Impact of Artificial Intelligence Generation Tools on Art Education = 인공 지능 생성 도구가 예술 교육에 미치는 영향에 관한 연구

목차 (Table of Contents)

• Chapter 1 Introduction 2
• 1.1 Research Background 2
• 1.1.1 How Should Humans Learn in the Age of Artificial Intelligence 2
• 1.1.2 Changes in Talent Requirements at the Corporate and Societal Levels 3
• 1.1.3 Lag in Educational Systems 5
• 1.2 Research Purpose and Questions 6
• 1.3 Research Methodology 8
• 1.4 Significance of the Research 9
• 1.4.1 Theoretical Significance 9
• 1.4.2 Practical Significance 9
• 1.5 Structure of the Thesis 11
• Chapter 2 Literature Review 16
• 2.1 History and Current Status of Artificial Intelligence Development 16
• 2.2 Applications of Artificial Intelligence in Education 22
• 2.2.1 Development Path of AI in Education 22
• 2.2.2 Specific Applications of Artificial Intelligence in Education 26
• 2.3 Development and Current Status of AIGC Tools 28
• 2.3.1 Definition and Major Types of AIGC 31
• 2.4 Applications of Artificial Intelligence-Generated Content (AIGC) in Education 37
• 2.5 Development and Current Status of Art Education 40
• 2.6 Applications of Artificial Intelligence-Generated Content (AIGC) Tools in the Field of Art 44
• 2.6.1 Historical Overview of the Development of Artificial Intelligence Generated Art 46
• 2.6.2 Case Studies on the Application of AIGC Tools in Art Education Curricula 49
• 2.7 Case Studies on the Application of Serious Games in Cultural Heritage Education 65
• Chapter 3 Professors' and Students' Willingness to Accept AIGC in Art Education 73
• 3.1 Theoretical Background 73
• 3.1.1 User Experience Theory 73
• 3.2 Qualitative Research Methods 75
• 3.3 Design of the Qualitative Research Stages 76
• 3.3.1 First Stage of Qualitative Research 76
• 3.3.2 Second Stage of Qualitative Research 81
• 3.3.3Third Stage of Qualitative Research 88
• 3.4 Analysis of Qualitative Research Results 92
• Chapter 4 Specific Impacts of AIGC on Art Education 96
• 4.1 Quantitative Research Methods 96
• 4.2 Design of the Quantitative Research Stages 97
• 4.2.1 Theoretical Model and Hypothesis Development 97
• 4.2.2 Questionnaire Design and Data Collection 98
• 4.2.3 Data Results 102
• 4.3 Analysis of Quantitative Research Results 107
• 4.3.1 The Role of Positive Factors 107
• 4.3.2 The Role of Negative Factors 108
• Chapter 5 Factors Influencing Students’ Sustainable Intention to Use AIGC Tools 112
• 5.1 Theoretical Background 112
• 5.1.1 Uses and Gratifications Theory 114
• 5.1.2 Perceived Value Theory 116
• 5.1.3 Perceived Trust 117
• 5.2 Quantitative Research Methods 118
• 5.2.1 Theoretical Model and Hypothesis Development 118
• 5.3. Analysis of Data Results 133
• 5.3.1. Model Fit 133
• 5.3.2.Common Method Bias 134
• 5.3.3 Reliability and Validity Analysis 135
• 5.3.4. Hypothesis Testing 138
• 5.3.5 Moderation Analysis 140
• 5.4 Discussion of Results 144
• 5.4.1 Uses and Gratifications Theory and the Impact of Positive Factors 144
• Chapter 6 Discussion 148
• 6.1 Workshop Theme: “AI and Traditional Art Dialogue—Exploring Diversity in Artistic Creation” 148
• 6.1.1 Workshop Process 148
• 6.1.2 Seminar 158
• 6.2 Summary of Findings 167
• 6.2.1 Literature Review 168
• 6.2.2 Qualitative Research 168
• 6.2.3 Quantitative Research Results 169
• 6.2.4 Continuous Usage Intentions and the Moderating Role of Perceived Trust 170
• 6.3 Advantages and Challenges of Artificial Intelligence Tools in Art Education 171
• 6.3.1 Advantages of Artificial Intelligence Tools in Art Education 171
• 6.3.2 Challenges of Artificial Intelligence Tools in Art Education 172
• 6.4 Implications for Educational Policy and Teaching Practice 174
• Chapter 7 Conclusion 178
• 7.1 Main Research Findings 178
• 7.2 Research Contributions and Innovations 180
• 7.3 Research Limitations and Directions for Future Research 183
• - 참고 문헌 - 185
• ▌국문 초록 ▌ 209