A Study on the Artificial Intelligence Curriculum for Non-majors
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The world is now emphasizing the cultivation of artificial intelligence talents and demanding that not only majors, but also non-majors focus on artificial intelligence education that can actively cope with technological and social changes. However, most of the artificial intelligence curriculum for non-majors is not clear for the objectives of education. Accordingly, both instructors and learners are confused. Therefore, this study analyzes domestic and international artificial intelligence curriculum, presented the objective of education, then presented an educational curriculum based on common elements. As a result, examining the educational effectiveness and self-confidence of non-major learners based on the modified curriculum, significant results were derived. A total of 216 students participated in the experiment during the 2021 to 2022 school year, with 118 learners (control group) received a conceptual and coding-centered curriculum and 98 learners (experimental group) received an improved artificial intelligence curriculum for non-majors, including separation of theory and practice, step-by-step difficulty, and educational materials using everyday life. The learners were divided into a control group and an experimental group, and after learning based on the artificial intelligence curriculum that reflected common elements were reflected, the educational effectiveness and self-confidence were examined and analyzed. In summary of the experiment analysis, the educational effect of the experimental group that learned the Artificial Intelligence curriculum in which common elements were reflected was a coding and program-oriented curriculum, learners without basic coding knowledge, and the absence of reference materials suitable for the learner's level. In addition, in the self-confidence part, it was found that learner motivation to learn, improvement in learning performance, and connection to career influenced improving self-confidence.
Abstract
The world is now emphasizing the cultivation of artificial intelligence talents and demanding that not only majors, but also non-majors focus on artificial intelligence education that can actively cope with technological and social changes. However, most of the artificial intelligence curriculum for non-majors is not clear for the objectives of education. Accordingly, both instructors and learners are confused. Therefore, this study analyzes domestic and international artificial intelligence curriculum, presented the objective of education, then presented an educational curriculum based on common elements. As a result, examining the educational effectiveness and self-confidence of non-major learners based on the modified curriculum, significant results were derived. A total of 216 students participated in the experiment during the 2021 to 2022 school year, with 118 learners (control group) received a conceptual and coding-centered curriculum and 98 learners (experimental group) received an improved artificial intelligence curriculum for non-majors, including separation of theory and practice, step-by-step difficulty, and educational materials using everyday life. The learners were divided into a control group and an experimental group, and after learning based on the artificial intelligence curriculum that reflected common elements were reflected, the educational effectiveness and self-confidence were examined and analyzed. In summary of the experiment analysis, the educational effect of the experimental group that learned the Artificial Intelligence curriculum in which common elements were reflected was a coding and program-oriented curriculum, learners without basic coding knowledge, and the absence of reference materials suitable for the learner's level. In addition, in the self-confidence part, it was found that learner motivation to learn, improvement in learning performance, and connection to career influenced improving self-confidence.
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