Yukyeong Song

Yingbo Ma, Yukyeong Song, Jeremy A. Balch et al.

As more clinical workflows continue to be augmented by artificial intelligence (AI), AI literacy among physicians will become a critical requirement for ensuring safe and ethical AI-enabled patient care. Despite the evolving importance of AI in healthcare, the extent to which it has been adopted into traditional and often-overloaded medical curricula is currently unknown. In a scoping review of 1,699 articles published between January 2016 and June 2024, we identified 18 studies which propose guiding frameworks, and 11 studies documenting real-world instruction, centered around the integration of AI into medical education. We found that comprehensive guidelines will require greater clinical relevance and personalization to suit medical student interests and career trajectories. Current efforts highlight discrepancies in the teaching guidelines, emphasizing AI evaluation and ethics over technical topics such as data science and coding. Additionally, we identified several challenges associated with integrating AI training into the medical education program, including a lack of guidelines to define medical students AI literacy, a perceived lack of proven clinical value, and a scarcity of qualified instructors. With this knowledge, we propose an AI literacy framework to define competencies for medical students. To prioritize relevant and personalized AI education, we categorize literacy into four dimensions: Foundational, Practical, Experimental, and Ethical, with tailored learning objectives to the pre-clinical, clinical, and clinical research stages of medical education. This review provides a road map for developing practical and relevant education strategies for building an AI-competent healthcare workforce.

Yukyeong Song, Jinhee Kim, Wanli Xing et al.

While mathematical creative writing can potentially engage students in expressing mathematical ideas in an imaginative way, some elementary school-age students struggle in this process. Generative AI (GenAI) offers possibilities for supporting creative writing activities, such as providing story generation. However, the design of GenAI-powered learning technologies requires careful consideration of the technology reception in the actual classrooms. This study explores students' and teachers' perceptions of creative mathematical writing with the developed GenAI-powered technology. The study adopted a qualitative thematic analysis of the interviews, triangulated with open-ended survey responses and classroom observation of 79 elementary school students, resulting in six themes and 19 subthemes. This study contributes by investigating the lived experience of GenAI-supported learning and the design considerations for GenAI-powered learning technologies and instructions.

Yukyeong Song, Jinhee Kim, Zifeng Liu et al.

Ongoing advancements in Generative AI (GenAI) have boosted the potential of applying long-standing learning-by-teaching practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students perceived roles, benefits, and challenges of GenAI-powered TAs in an authentic mathematics classroom. Through classroom observation, focus-group interviews, and open-ended surveys of 108 sixth-grade students, we found that students expected the GenAI-powered TA to serve as a learning companion, facilitator, and collaborative problem-solver. Students also expressed the benefits and challenges of GenAI-powered TAs. This study provides implications for the design of educational AI and AI-assisted instruction.

Yukyeong Song, Hyunjoo Moon, Hyewon Yang et al.

The integration of artificial intelligence (AI) in higher education underscores the growing importance of faculty AI literacy and competency across teaching, research, and service. Existing AI literacy instruments, however, primarily target the general public, students, or K-12 teachers, and therefore lack the role-embedded indicators and psychometric validation needed for scalable assessment among university faculty. Grounded in the Critical Tech-resilient Literacies (CTRL) framework, this study develops and validates the Faculty Artificial Intelligence Literacy and Competency (FALCON-AI) Scale as a concise and practically deployable tool for higher education contexts. Using a theory-driven development process, we generated an initial pool of 43 items mapped to three literacies (functional, evaluative, and ethical literacy) and situated them across four faculty work domains (general, teaching, research, service/administration), creating a 3 x 4 framework. Content validation was conducted through structured interviews with four subject-matter experts, supplemented by a GPT-based reviewer to triangulate ratings of clarity, relevance, and necessity, yielding refined 39 items for pilot testing. Pilot testing involved 269 valid responses, which were analyzed using confirmatory factor analysis (CFA). CFA evaluated the theoretically specified structure, followed by item reduction to minimize respondent burden while preserving content coverage. The final 23-item FALCON-AI demonstrated good model fit for the AI Literacy x Faculty Work measurement and strong reliability. This study presents a validated FALCON-AI scale with good reliability and validity, offering a refined practical instrument for assessing faculty AI in higher education.