인공지능기술 학습열망에 영향을 미치는 변인 탐색

Abstract

Objectives The aim of this study was to investigate elementary students’ experience with AI, their recognition, the desire of learning AI technology assumed innovation-technology from the perspective of AI-philia, and to analyze variables how much independent variables influence on the desire of learning AI technology. Methods 245 fifth and sixth graders in elementary schools in metropolitan city were respondents, who answered based on pencil and paper survey. M(Mean) and SD(Standard Deviation) of variables(experience with AI technology, perceived usefulness, innovation tendency, needs on educating parents to be knowledgeable, how much complicated AI society , and the desire of learning AI), T-test for statistical significance between male and female, ANOVA for among 4-different experienced groups, Stepwise Multiple Regression Analysis for how much independent variables influence on the desire of learning AI were conducted. Results The result was that Bystander(inexperienced-AI group) displayed the lowest point of all variables, reversely as expected the innovator(the highest experienced-AI group) showed the highest mean. Gender difference in perceived ruefulness and the desire of learning AI, also statistically significant from the two groups like between Bystander and Innovator, between Taster and Innovator in Innovation tendency were revealed. The power of impacts on the desire of learning AI showed orderly innovation, gender, needs on educating parents, and perceived usefulness. Exceptionally a variable of AI experience was excluded from regression analysis. Conclusions This study is meaningful to capture AI natives's experience and how they perceive AI technology and will give a basic cue for the method of teaching and learning in AI education praxis in Elementary school. Additionally the further research is proposed to compare between leading schools and ordinary schools of AI literacy education and add various variables.