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All Journal JOIV : International Journal on Informatics Visualization
Kim, Seong-Won
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Computer Science & IT

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A Study on the Development of Data Literacy Content Framework for Elementary School Students Moon, Hyunwoo; Go, HakNeung; Kim, Seong-Won; Lee, Youngjun
JOIV : International Journal on Informatics Visualization Vol 9, No 4 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.4.4385

Abstract

This study aimed to develop a data literacy content framework for elementary school students to establish a foundation for systematic data literacy education. The research was conducted through a literature review and analysis of the 2022 Revised National Curriculum of Korea. Based on Ridsdale et al. (2015)'s framework, components of data literacy suitable for elementary students were derived, and curriculum achievement standards related to data literacy were analyzed to develop the content framework. The research identified eight key components of data literacy: understanding data, data collection, data evaluation, data organization, data analysis, data visualization, data-driven decision-making, and data ethics. Curriculum analysis revealed that science (36.3%) and social studies (32.7%) subjects contained the highest proportion of data literacy elements, with grades 5-6 (63.2%) including more achievement standards than grades 3-4 (36.8%). The developed framework is categorized into three domains: knowledge and understanding, processes and skills, and values and attitudes. It considers grade-level hierarchy by focusing on basic concepts and simple functions for grades 3-4, while emphasizing complex concepts and higher-order functions for grades 5-6. This study contributes to supporting systematic data literacy education in elementary schools by providing a content framework that considers students' cognitive developmental stages and is expected to foster future core competencies through practice-centered education. Further research is needed to verify practical applicability, develop teaching and learning methods, and strengthen connections between school levels.
The Effects of Design-Thinking-Based AI Education Programs Utilizing Generative AI on Korean Middle School Students’ Creative Problem-Solving Ability Kim, Seong-Won; Lim, Suhun; Hong, Seung-Ju; Lee, Youngjun
JOIV : International Journal on Informatics Visualization Vol 9, No 4 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.4.4378

Abstract

With the rise of digital transformation, fostering AI talent has become essential. Design thinking is gaining attention in AI education for enhancing creative problem-solving and facilitating a structured approach to problem-solving. A key stage in design thinking is Empathize, which involves a deep understanding of the problem. However, educational constraints often limit meaningful empathy activities. To address this, this study developed a design-thinking-based AI education program incorporating generative AI and evaluated its effectiveness. A total of 117 second-year middle school students in South Korea participated (57 in the experimental group, 60 in the control group). The experimental group used generative AI in the Empathize stage to create personas and storytelling activities, while the control group completed the stage without AI. The program’s impact was assessed by measuring changes in creative problem-solving skills and AI literacy. Results showed significant improvement in AI literacy for both groups, confirming the program’s effectiveness in developing AI literacy. However, creative problem-solving skills improved only in the experimental group, suggesting that generative AI enhances contextual understanding and emotional engagement, which in turn leads to better problem definition and idea generation. These findings highlight the potential of generative AI in AI education, particularly in facilitating deeper empathy and structured problem-solving. Future research should explore its application across different educational levels to validate its pedagogical impact further.
Trends in Research on the Digital Divide among Disadvantaged Groups in South Korea: A Systematic Literature Review Go, HakNeung; Lim, Suhun; Kim, Seong-Won
JOIV : International Journal on Informatics Visualization Vol 9, No 3 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.3.4214

Abstract

As digital technology has advanced, the digital divide is of growing concern, with disadvantaged groups with limited access to digital resources and skills disproportionately affected. This divide exacerbates social and educational inequalities, making it increasingly important to understand its scope and implications. While numerous studies have examined digital disparities within specific populations, there has been insufficient comprehensive analysis of research trends. To address this gap, this study systematically reviews trends in research on the digital divide from 2001 to 2024 by focusing on publication trends, research methodologies, research topics, target populations, and the inclusion of disadvantaged groups. This study analyzes academic publications from 2001 to 2024, categorizing research by method, topic, and target population. A frequency analysis was conducted to identify key trends and assess the extent to which disadvantaged groups were included. The findings indicate a sharp increase in digital divide research after 2020, with a growing emphasis on disadvantaged groups. Quantitative and qualitative approaches were used in nearly equal proportions, while studies on awareness and perception dominated. However, impact analysis and intervention studies remain scarce. Elementary and middle school students were the most frequently studied groups, while university students and adults were underrepresented. Among disadvantaged groups, economic factors have been the most studied, while physical and sociocultural factors have received less attention. This study underscores the importance of broader inclusion of disadvantaged populations and a greater emphasis on policy-driven and intervention-based research to bridge the digital divide. By identifying key research trends, this study offers valuable insights for future research and informed policy development in digital inclusion efforts.
Co-Authors Go, HakNeung Hong, Seung-Ju Lee, Youngjun Lim, Suhun Moon, Hyunwoo