Abstract
Objectives In this study, the storytelling-based real-life problem-solving artificial intelligence convergence education program was applied to pre-service Informatics teachers, and its educational effect was verified by focusing on confluence competency.
 Methods The storytelling-based real-life problem-solving artificial intelligence convergence education program was implemented as a major subject of the Informatics teacher training course, and the effectiveness of the program was confirmed by comparing the students' creativity confluence competency before and after the experimental treatment.
 Results As a result of the paired-sample t-test for the pre-post tests, a statistically significant improvement was confirmed both in creativity confluence competency and each sub-factor. In addition, when looking at each item, statistically significant improvements were confirmed before and after the experimental treatment in 56 of the 59 items.
 Conclusions The storytelling-based real-life problem-solving artificial intelligence convergence education for pre-service Informatics teachers is meaningful in that research on artificial intelligence convergence education for pre-service or in-service Informatics teachers needs to be revised. However, Informatics teachers play a significant role in artificial intelligence convergence education in the school field, so understanding artificial intelligence convergence education should be the basis, and related studies must be conducted continuously.
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