MBTI Personality Type-Based AI Robot Ethics Curriculum Application and Effectiveness Analysis

• Published in: The Korean Association of General Education Vol. 19; no. 1; pp. 299 - 313
• Main Authors: Han, Jeong-Gyu, Hong, Jun-Sung, Huh, Hye-Yeon
• Format: Journal Article
• Language: English
• Published: 28.02.2025
• ISSN: 1976-3212; 2714-1101
• DOI: 10.46392/kjge.2025.19.1.299

This study aimed to empirically analyse whether a liberal arts course on ‘MBTI personality types and AI robot ethics’ brings about positive changes in communication skills, cooperative self-regulation, and AI ethics awareness among university students. The subjects of the study were 64 students who took the course at Dong-A University, and the changes were verified through pre- and post-tests. The results of the study showed significant changes in communication skills in the areas of information gathering, listening, creative communication, and self-disclosure, with the largest change in information gathering. Collaborative self-regulation showed significant increases in cognitive, behavioural, and synchronous domains, demonstrating that team activities and scenario-based learning are effective in changing collaborative self-regulation. AI ethics awareness showed significant improvements in stability and reliability, anti-discrimination, and robot rights, with the largest difference in anti-discrimination. On the other hand, there were no significant changes in overcoming stereotypical thinking and assertive communication, raising the possibility that the differences in communication styles of some personality types may be responsible. This study suggests that liberal arts courses are effective in enhancing students' communication and collaborative problem-solving skills, as well as increasing their sensitivity and understanding of ethical issues in AI technology. Finally, limitations of the study and suggestions are presented.