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디자인 분야의 인공지능 창작물의 유형화와 저작권 쟁점 및 교육적 함의

The Typology of AI Creations in the Field of Design, Copyright Issues, and Educational Implications

박혜신|김지인
한국기초조형학회 (Korean Society Of Basic Design & Art)|2024.12|기초조형학연구 (Journal of Basic Design & Art)|제25권 제6호|pp. 127-142|DOI 10.47294/KSBDA.25.6.10

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인공지능저작권authorshipcopyright교육적 함의artificial intelligence인공지능 창작물저작물성artificial intelligence creationseducational implications
주제분류예술일반

초록

본 연구는 AI 창작물 관련 선행연구를 고찰하고 동향 및 분쟁을 분석함으로써 디자인 전공 대학 수업에서 교수자가 인공지능 사용 가이드로서 활용할 수 있는 내용을 도출하는데에 목적이 있다. 이를 위해 디자인 분야 인공지능 선행연구를 살펴보고, 각 국가별 인공지능 저작권 쟁점을 살펴 봄으로써 디자인 분야 인공지능 창작물을 재유형화하고 이에 따른 저작물 인정 가능성을 살펴보았다. 이론적 고찰을 통해 다양한 분야에서 디자인 프로세스에 인공지능의 활용을 도입하기 위한 노력이 이루어지고 있음을 파악하였으며, 이를 통해 산출될 수 있는 인공지능 창작물은 도구적 ·보조적 창작물, 보완적 창작물(발상형), 협력적 창작물(재창조형), 협력적 창작물(완성형), 자율적·독립적 창작물로 재유형화 할 수 있음을 확인하였다. 이어서 인공지능 저작물 관련 동향을 살펴본 결과 대부분의 국가는 아직은 저작권자를 인간으로 국한하고, 인공지능이 활용 된 경우 인간이 창조한 부분만 부분적으로 인정하고 있음을 확인할 수 있었다. 따라서 인공지능의 활용을 수업에 도입하고자 하는 디자인 전공 교육자는 인공지능 창작물의 저작권 침해 위험과 저작물성 인정 가능성을 고려해야 함을 알 수 있었다. 학습 단계에서 발생하는 저작물 침해는 인공지능 서비스 제공자의 책임에 무게가 실리고 있지만 관련 창작물을 산출한 창작자에게는 책임을 묻지 않는다는 명확한 규정이 없다는 점을 고려할 때 수업에 어떠한 유형을 도입하는 것이 학생들의 창작적 능력향상과 함께 신기술의 활용능력을 향상 시킬 수 있을지에 대한 고민이 필요한 시점이라는 결론을 얻을 수 있었다.

Abstract

The purpose of this study is to review prior research on AI creativity, analyze trends and disputes, and draw conclusions that can be used as a guide for instructors to use AI in university classes majoring in design. To achieve this, we reviewed prior research on AI in design and examined the copyright issues of AI in each country. Through this process we recategorized AI generated works in the field of design and examine whether their coyrights can be accepted. Through theoretical review, it was found that efforts are being made to introduce the use of AI in the designing process in various fields. Also the AI generated works could be recategorized into the following: creations as an assistive technology tool, creations as complements to ideas, collaborative creations(recreating), collaborative creations(completion), and autonomous-independent creations. It was also clearly observed that, by studying the trends in AI works, many countries still limit copyright holders to humans and accept only partial copyright on the part of human contribution in the case of AI generated works. Design educators who want to introduce the use of AI into their classes through the above process should consider the risk of copyright infringement and the possibility of recognizing the authorship of AI creations. Considering that While AI service providers tend to be held responsible for the infringement of works in the learning stage, there still are no clear regulations on the copyright of AI generated works, thus leading to the possibilty that the creators of the works might also be held responsible. Considering this, it can be concluded that there is a need to think about what type of methods should be used to improve students’ creativity and the ability to utilize new technologies when introducing the use AI to the classroom.

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