A Systematic Literature Review on AI Integration in Korean Schools: Focusing on Recent Research Trends
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초록
To identify recent trends in the integration of artificial intelligence (AI) in Korean school settings, this study conducted a systematic literature review of journal papers published in the last four years (from January 2021 to July 2024). Using the PRISMA method, 177 journal papers were identified and analyzed, based on their basic information (e.g., publica tion year, research objectives, subject areas) and AI integration approaches (e.g., types of support, AI paradigms, technolo gies, and functions). The findings reveal a significant increase in research on AI applications in education, particularly following the rise of generative AI. The focus has shifted towards enhancing teacher competencies and providing personal ized learning support. The review further indicates that current AI research in education primarily focuses on personalized learning in core subject areas, often relying on AI-directed and AI-supported paradigms. Based on these insights, the study suggests future directions for AI integration in education and offers implications for further research.
Abstract
To identify recent trends in the integration of artificial intelligence (AI) in Korean school settings, this study conducted a systematic literature review of journal papers published in the last four years (from January 2021 to July 2024). Using the PRISMA method, 177 journal papers were identified and analyzed, based on their basic information (e.g., publica tion year, research objectives, subject areas) and AI integration approaches (e.g., types of support, AI paradigms, technolo gies, and functions). The findings reveal a significant increase in research on AI applications in education, particularly following the rise of generative AI. The focus has shifted towards enhancing teacher competencies and providing personal ized learning support. The review further indicates that current AI research in education primarily focuses on personalized learning in core subject areas, often relying on AI-directed and AI-supported paradigms. Based on these insights, the study suggests future directions for AI integration in education and offers implications for further research.
참고문헌 (20)
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