Abstract
Objectives The purpose of this study was to investigate the effects of online Havruta discussion-based AI application education on pre-service teachers' creative teaching efficacy. Methods For this purpose, 48 college students taking education method and educational engineering courses at K University in Seoul were randomly assigned to either experimental or control group, and eight topics on AI application education were conducted for eight weeks. The experimental group conducted online Havruta discussion activities in AI application education, and the students in the control group conducted a general online teaching method in AI education. Pre- and post-surveys were conducted in the control group and the experimental group, and covariance analysis was performed on the collected data to find out the difference in creative teaching efficacy of pre-service teachers between the two groups. Results It was found that there was a statistically significant difference in creative teaching efficacy between the experiment and control group. The experimental group showed higher scores in creative teaching strategy efficacy and creative thinking efficacy, which are sub-elements of creative teaching efficacy than the control group, which showed statistically significant differences. Conclusions This online Havruta discussion-based AI application education promoted high-quality discussions through continuous questions and answers to pre-service teachers, and improved creative teaching efficacy. This study, which applied the online Havruta discussion activities, is meaningful in that it presented specific ways to promote social interaction in an online educational environment and specific strategies for teachers to effectively apply artificial intelligence education in the authentic educational environment.
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