A Study on Teacher Perception of AI Digital Textbook Functions in Korean Language Education
1
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
Purpose The purpose of this study is to understand teachers' perceptions of the use of AI in Korean language education. Korea's Ministry of Education announced the introduction of AI digital textbooks starting in 2025. The transition to AI digital textbooks will drive changes in Korean language education. However, if teachers' perceptions are not taken into consideration, AI digital textbooks cannot be used meaningfully. In particular, among the functions of AI digital textbooks, AI tutors and AI assistant teachers are noteworthy in that they enable people to recognize AI as the subject of communication. Accordingly, we investigated and analyzed teachers' perceptions of the use of AI in Korean language education, focusing on AI tutors and AI assistant teachers. Method The subjects of the study were elementary and middle and high school teachers who were interested in the Korean language subject, taking into account the diversity of the region. First, responses to digital textbooks, AI assistant teachers, and AI tutors were collected in the form of a free response question. Based on the response results, in-depth interviews were conducted with each individual. A literature search was conducted in parallel to provide an in-depth understanding of the questionnaires and interviews that the research participants responded to. In addition, a three-member consultative body was formed to verify the analysis and ensure universal research validity. Results The perception of AI tutors and AI assistant teachers appeared in three aspects. First, teachers, regardless of school level, had a common concern about whether AI functions could implement the humanistic values of Korean language education, but expectations when AI functions were introduced to Korean language education differed depending on the school level. Second, in order to use AI tutors and AI assistant teachers in Korean language education, it was required to first solve operational problems related to digital devices, and showed a willingness to strengthen the expertise of human teachers in the process of use. Third, teachers recognize that there is a need to diversify the ways in which AI assistant teachers and AI tutors are used, taking into account the special characteristics of each sub-area of the Korean language education. Conclusion Teachers fully understand the social impact of AI and recognize that AI assistant teachers and AI tutors should be introduced in Korean language education. However, the educational role of AI is narrowly perceived as providing information about knowledge. In order for AI tutors and AI assistant teachers to secure their status as subjects of communication, AI education content must be systematically designed to reflect the special characteristics of Korean language education. In addition, various educational methods using AI assistant teachers and AI tutors should be guided by reflecting the characteristics of the Korean language education area and differences in the level of learners.
Abstract
Purpose The purpose of this study is to understand teachers' perceptions of the use of AI in Korean language education. Korea's Ministry of Education announced the introduction of AI digital textbooks starting in 2025. The transition to AI digital textbooks will drive changes in Korean language education. However, if teachers' perceptions are not taken into consideration, AI digital textbooks cannot be used meaningfully. In particular, among the functions of AI digital textbooks, AI tutors and AI assistant teachers are noteworthy in that they enable people to recognize AI as the subject of communication. Accordingly, we investigated and analyzed teachers' perceptions of the use of AI in Korean language education, focusing on AI tutors and AI assistant teachers. Method The subjects of the study were elementary and middle and high school teachers who were interested in the Korean language subject, taking into account the diversity of the region. First, responses to digital textbooks, AI assistant teachers, and AI tutors were collected in the form of a free response question. Based on the response results, in-depth interviews were conducted with each individual. A literature search was conducted in parallel to provide an in-depth understanding of the questionnaires and interviews that the research participants responded to. In addition, a three-member consultative body was formed to verify the analysis and ensure universal research validity. Results The perception of AI tutors and AI assistant teachers appeared in three aspects. First, teachers, regardless of school level, had a common concern about whether AI functions could implement the humanistic values of Korean language education, but expectations when AI functions were introduced to Korean language education differed depending on the school level. Second, in order to use AI tutors and AI assistant teachers in Korean language education, it was required to first solve operational problems related to digital devices, and showed a willingness to strengthen the expertise of human teachers in the process of use. Third, teachers recognize that there is a need to diversify the ways in which AI assistant teachers and AI tutors are used, taking into account the special characteristics of each sub-area of the Korean language education. Conclusion Teachers fully understand the social impact of AI and recognize that AI assistant teachers and AI tutors should be introduced in Korean language education. However, the educational role of AI is narrowly perceived as providing information about knowledge. In order for AI tutors and AI assistant teachers to secure their status as subjects of communication, AI education content must be systematically designed to reflect the special characteristics of Korean language education. In addition, various educational methods using AI assistant teachers and AI tutors should be guided by reflecting the characteristics of the Korean language education area and differences in the level of learners.
참고문헌 (27)
- An SH, "A Theoretical Study to Establish the Concept of Textbooks Using Online Content and the Direction of Future Textbooks", Journal of Creative Information Culture, 7(4), pp.257~264 (2021)[DOI]
- Chung HS, "The Development of the Future Online Textbook Model for Korean Language Arts", Korean Language Education Research, 58(2), pp.183~217 (2023)[DOI]
- An SH., "Research on Ways to Improve Digital Textbooks According to the 2022 Revised Curriculum", KERIS, ~ (2022)
- Jeong YS, "Research on Digital Textbook Development Methods in Preparation for the 2015 Revised Curriculum", KERIS, ~ (2015)
- Ministry of Education, "AI Digital Textbook Development Guidelines. GM 2023-11", KERIS, ~ (2023)
- "Ministry of Education", 2022
- Kim TH, "Directions for Incorporating AI in Korean Education", Journal of CheongRamKorean Language Education, (93), pp.7~27 (2023)[DOI]
- Jang JW, "Usability Test on Digital Textbook of South Korea -Based on Analysis on Middle School English Textbook of Doosan Donga", Journal of Digital Design, 12(2), pp.429~438 (2012)
- Issue Analysis and Development Strategy for Introducing AI Digital Textbooks, "An SH", KERIS, ~, pp.RM 2023-11 (2023)
- Kim YC, "Qualitative Research Methodology 1: Bricoleur" (2016), Academy
- Patton QM, "Qualitative Research and Evaluation Methods" (2010), Academic Internet Pub Inc
- "OpenAI"[URL]
- "WRTN"[URL]
- Choi MS, "Understanding Korean Language Education - Sixteen Stories Exploring the Future of Korean Language Education" (2016), Social Criticism Academy
- Yi YM, "Literacy in the AI Era: Focusing on AI Literacy and Relationship Literacy", EOMUNYEONGU, 110, pp.281~301 (2021)[DOI]
- Kim SY, "A Study on Integrated Teaching Methods based on National Curriculum", The Journal of Learner-Centered Curriculum and Instruction, 19(19), pp.1311~1334 (2019)
- Seo BE, "Differences in Academic Achievement, Distance Learning Experience, and Satisfaction by Level of Learning Motivation in Middle and High School Students: Focusing on Korean and Math", The Journal of Learner-Centered Curriculum and Instruction, 22(17), pp.341~361 (2022)[DOI]
- Baik MW, "A Study on Korean Language Teaching Methods Using AI", Journal of CheongRamKorean Language Education, (84), pp.7~39 (2021)[DOI]
- Long D, "What is AI Literacy?: Competencies and Design Considerations", Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, pp.1~16 (2020)
- Kim HJ, "The Direction of Korean Language in the 4th Industrial Revolution: To the Education of Multidisciplinary Convergent Thinking based on the New Humanism", Eomunyeongu, 45(4), pp.347~373 (2017)[DOI]
- The Future of Education and Skills: Education 2030, "OECD", ~ (2018)
- Prensky M, "From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning" (2012), Sage Pubns
- "KEEwiT"[URL]
- Choi SK, "Analysis of the Development Pattern of Constructive Assessment Items by Korean Language Teachers Using Generative AI", Journal of CheongRamKorean Language Education, (97), pp.243~270 (2024)[DOI]
- Noh DW., "Fiction-Writing Robot - ChatGPT and AI-Generated Literature -", Journal of Korean Literary Criticism, (77), pp.125~160 (2017)[DOI]
- Kim SR., "Korean Literature in the Era of AI(Artificial Intelligence), Changing the Role of Writers from Creators to Combiners", The Journal of Korean Fiction Research, (68), pp.5~35[DOI]