[논문]The Effect of the Project Learning Method on the Learning Flow and AI Efficacy in the Contactless Artificial Intelligence Based Liberal Arts Class

Lee, Ae-ri

doi:10.9708/jksci.2022.27.08.253

The Effect of the Project Learning Method on the Learning Flow and AI Efficacy in the Contactless Artificial Intelligence Based Liberal Arts Class 원문보기

韓國컴퓨터情報學會論文誌 = Journal of the Korea Society of Computer and Information, v.27 no.8, 2022년, pp.253 - 261

Lee, Ae-ri (Dept. of Liberal Arts, Catholic Kwandong University)

초록
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본 연구에서는 컴퓨터 비전공자 대상의 인공지능 교양 교육을 위한 프로젝트 학습법을 적용한 후 교육적 효과를 파악하고자 한다. 실험집단과 통제집단 각각의 학습몰입, 인공지능 효능감의 향상 정도를 파악하기 위하여 각 집단 내에서 대응표본 t-검정을 실시하였고, 수업 후 실험집단과 통제집단의 학습몰입과 인공지능 효능감에 대한 사전검사와 사후검사의 통계적 효과를 알아보기 위해 독립표본 t-검정을 실시하였다. 그 결과 실험집단과 통제집단은 각각 수업 전과 후 학습몰입과 인공지능 효능감에서 유의미한 향상을 보였다. 인공지능 수업에서 프로젝트 학습방법을 적용한 실험군과 이론과 실습만 진행한 통제집단 간의 학습몰입은 통계적으로 유의한 차이가 없었지만, 프로젝트 학습방법을 적용한 실험집단은 이론과 실습만 진행한 통제집단에 비해 인공지능의 효능감이 유의미한 수준으로 향상되었음을 확인하였다.

Abstract ▼ AI-Helper

In this study, the educational effect were sought to be identified after developing and applying project learning for the artificial intelligence based liberal arts education for the non-computer majors. A paired-sample t-test was performed within each group to determine the extent of improvement in the learning flow and artificial intelligence efficacy in the experimental and control groups. After class, an independent sample t-test was performed to examine the statistical effects of pre-test and post-test on the learning flow and artificial intelligence efficacy in the experimental and control groups. The experimental group and control group demonstrated significant improvements in the learning flow and artificial intelligence efficacy before and after class, each respectively. There was no statistically significant difference in the learning flow between the experimental group for which the project learning method was applied and the control group for which only theory and practice were conducted in the artificial intelligence class. It was also confirmed that the experimental group for which the project learning method was applied improved the efficacy of artificial intelligence to a significant level compared to the control group which only proceeded with theory and practice.

주제어

표/그림 (7)

표 Table 1. Descriptive statistics.
표 Table 2. Summary of class progress
표 Table 3. Reliability of the survey questions
표 Table 4.Table 4. Comparison of pre-post tests in the control group
표 Table 5. Comparison of pre-post tests in the experimental group
표 Table 6. Comparison of pretest between experimental group and control group
표 Table 7. Comparison of posttest between experimental group and control group

AI 본문요약
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제안 방법

In the advanced module, the students performed their own projects according to their own time schedule. In this process, the project was carried out in a contactless environment by supporting the students through individual interviews through the social media and webex between the professor and the students. The study results are summarized as follows.
In this study, the test tool for examining the effect of project-based artificial intelligence class on learning flow was based on the questions extracted from the Experience Sampling Form, the test tool modified and supplemented by J. Lee was used[16].
Next, the questionnaire questions to measure the learner's sense of efficacy in using artificial intelligence were composed by extracting and modifying a part of the computational thinking ability efficacy area among the software education effectiveness measurement index of Lee and the inspection tool of Hahn was modified and used[4][26]
This study was organized by dividing the 15-week class into 3 modules. The basic module covering the basic concepts and theoretical contents of artificial intelligence from week 1 to week 4, and practice module from week 5 to week 10 in which the contents learned in the basic module are practiced through the actual artificial intelligence platforms and various tools, and classes are held for 15 weeks in the order of the intensive module from week 11 to week 14, where team projects are conducted. Of which, the basic module and the practice module provide video lessons for both the experimental group and the control group to ensure that the lessons are applied.
This study applied the project learning method in the contactless artificial intelligence based liberal arts class and analyzed its effect. First, the class application is divided into three modules, proceeding in the sequence of a basic module that deals with basic concepts and theoretical contents of artificial intelligence, a practice module where the contents learned in the basic module are practiced through actual artificial intelligence platforms and various tools, and the advanced module in which the team project was made.
This study attempted to examine the changes in the students' learning flow and artificial intelligence efficacy by applying the project learning method for the artificial intelligence based liberal arts classes
This study was organized by dividing the 15-week class into 3 modules. The basic module covering the basic concepts and theoretical contents of artificial intelligence from week 1 to week 4, and practice module from week 5 to week 10 in which the contents learned in the basic module are practiced through the actual artificial intelligence platforms and various tools, and classes are held for 15 weeks in the order of the intensive module from week 11 to week 14, where team projects are conducted.
To analyze the learning effect of the artificial intelligence class applied in this study, the preand post-questionnaires were conducted before and after project learning. All variables were measured on a 5-point Likert scale (Not at all - Strongly agree).

데이터처리

A paired-sample t-test was performed to verify as to whether there was a significant difference between the pre-test and the post-test on learning flow and artificial intelligence efficacy of the experimental group for which the project learning method was applied. Table 5 below shows the comparison results of the pre-post tests of the experimental group.
A paired-sample t-test was performed to verify as to whether there was a significant difference between the pre-test and the post-test on the learning flow and the artificial intelligence efficacy for the control group, which only performed the basic module-practice module. As a result, it was found that there was a significant difference between the pre-test and the post-test of learning flow (t=16.
After class, an independent sample t-test was performed to examine and understand the statistical effects of pre-test and post-test on learning flow and artificial intelligence efficacy in the experimental and control groups. Furthermore, a paired-sample t-test was performed within each group to determine the extent of improvement in learning flow and artificial intelligence efficacy in the experimental and control groups.
To verify that the experimental group and the control group are homogeneous groups, the t-test of the pre-test results of learning flow and artificial intelligence utilization efficacy was conducted. In the pre-test of the efficacy of artificial intelligence application, the control group turned out to be slightly higher than the experimental group, and in the pre-test of the efficacy of using artificial intelligence, the control group turned out to be slightly higher than the experimental group.

성능/효과

After applying the project learning method in the artificial intelligence class, the artificial intelligence efficacy of the experimental group and the control group demonstrated significant differences depending on whether the project learning method was applied (t= 2.785, p<0.01), and the experimental group (M=4.52) turned out to be higher than the control group (M=4.11)
And the experimental group demonstrated significant improvements in the learning flow (t=12.49, p<.001) and the artificial intelligence efficacy(t=21.50, p<.001) before and after class
An independent sample t-test was performed to verify as to whether there was a significant difference in variables according to the application of the project learning method in the artificial intelligence class. As a result, there was no statistically significant difference in learning flow between the experimental group and the control group after the application of the project learning method in the artificial intelligence class.
Based on this study, it was confirmed that the project learning method for the contactless artificial intelligence based liberal arts classes had a positive effect on improving the students' learning flow and artificial intelligence efficacy
This study applied the project learning method in the contactless artificial intelligence based liberal arts class and analyzed its effect. First, the class application is divided into three modules, proceeding in the sequence of a basic module that deals with basic concepts and theoretical contents of artificial intelligence, a practice module where the contents learned in the basic module are practiced through actual artificial intelligence platforms and various tools, and the advanced module in which the team project was made. In the advanced module, the students performed their own projects according to their own time schedule.
First, the control group demonstrated significant improvements in the learning flow(t=16.97, p<.001) and the artificial intelligence efficacy(t=16.48, p<.001) before and after class
001) before and after class. In any teaching method, if the high-quality content is provided to the learners and the efficient class operation is conducted, it may be claimed the learning flow and the learning outcomes are improved.
This is consistent with many studies which claimed that the various factors such as class quality, professor support, self-efficacy, teaching presence, and digital literacy influence learning flow in the contactless classes[18][27]. It is apparent that various factors must be considered for the learner flow for the contactless classes.
Second, there was no statistically significant difference in the learning flow between the experimental group for which the project learning method was applied and the control group for which only theory and practice were conducted in the artificial intelligence class. This is consistent with many studies which claimed that the various factors such as class quality, professor support, self-efficacy, teaching presence, and digital literacy influence learning flow in the contactless classes[18][27].
Third, it was confirmed that the experimental group for which the project learning method was applied improved the efficacy of artificial intelligence to a significant level compared to the control group that only proceeded with theory and practice. After applying the project learning method in the artificial intelligence class, the artificial intelligence efficacy of the experimental group and the control group demonstrated significant differences depending on whether the project learning method was applied (t= 2.
Based on this study, it was confirmed that the project learning method for the contactless artificial intelligence based liberal arts classes had a positive effect on improving the students' learning flow and artificial intelligence efficacy. Through the follow-up studies, even more diverse and meaningful results may be derived if the factors for additional variables(such as various factors such as class quality, professor support, self-efficacy, teaching presence, and digital literacy influence) affecting the learning flow are subdivided and proceeded.

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