## 4 Discussion
### Attitude Toward Artificial Intelligence  
Based on the outcomes of the program proposed in this study, we aim to discuss the influence of the Artificial Intelligence Ethics Education Program on the attitudes of middle school students toward artificial intelligence. The artificial intelligence attitudes survey sample is as follows: \"I think that future society will be dominated by artificial intelligence\", \"If artificial intelligence has emotions, I would feel anxious\", \"I can communicate fluently with artificial intelligence\", and \" I understand how useful artificial intelligence is\". The asterisk (*) indicates a reverse-scored item. In order to compare and investigate the impact on attitudes toward artificial intelligence among the experimental group of middle school students in this study, a paired-sample \(t\)-test was executed on the questionnaire responses from the pre-test and post-test utilizing the SPSS statistical software. The attitude level toward artificial intelligence exhibited an improvement of 1.038 points (t = \(-\)8.936, \(p\) < 0.004). The results indicated a significant difference, as depicted in Table 11 below. The following is a qualitative analysis of the learners' attitudes toward artificial intelligence after the implementation of an AI ethics education program. The learners \begin{table}
\begin{tabular}{c c c c c c c} \hline \hline \multirow{2}{*}{**AI Attitude**} & \multicolumn{2}{c}{**Pre (\(n\) = 17)**} & \multicolumn{2}{c}{**Post (\(n\) = 17)**} & \multirow{2}{*}{\(t\)} & \multirow{2}{*}{\(p\)} \\ \cline{2-2} \cline{5-6}  & **M** & **SD** & **M** & **SD** & \\ \hline Social Impact of & 2.279 & 0.514 & 3.721 & 0.522 & \(-\)11.123 & 0.011 * \\ AI and & 2.926 & 0.683 & 3.750 & 0.565 & \(-\)9.675 & 0.001 *** \\ Communication & \multirow{2}{*}{3.221} & \multirow{2}{*}{0.592} & \multirow{2}{*}{4.015} & \multirow{2}{*}{0.562} & \multirow{2}{*}{\(-\)11.579} & \multirow{2}{*}{0.001 ***} \\ Interacting with & & & & & & \\ AI and Emotional & 2.725 & 0.625 & 3.784 & 0.485 & \(-\)9.490 & 0.002 ** \\ Interaction & \multirow{2}{*}{3.588} & \multirow{2}{*}{0.537} & \multirow{2}{*}{4.706} & \multirow{2}{*}{0.435} & \multirow{2}{*}{\(-\)8.033} & \multirow{2}{*}{0.003 ** \\ Characteristics of & & & & & & \\ AI & 2.885 & 0.546 & 3.923 & 0.357 & \(-\)8.936 & 0.004 ** \\ \hline \hline \end{tabular}
\end{table} 
Table 11: Attitude toward AI pre \(\cdot\) post paired samples \(t\)-test. showcased an interactive attitude with AI while engaging in music creation using AI educational tools. A familiar communication attitude towards AI was observed in AI assistants, drone delivery, medical kits, and information searches. The learners' interaction and communication with the improved chatbot, [PERSON], demonstrated a positive attitude towards AI, shifting from previous indifferences due to misconceptions about AI [16]. The reactions to traffic accidents caused by autonomous AI vehicles, the reduction in environmental pollution, and crime prevention reflected the learners' positive attitudes towards the social impacts of AI. However, concerns were also noted, such as the significance of roles in the context of autonomous cars to prepare for potential accidents in unforeseen environments, as well as the necessity for attitudes toward AI, as discussed [13]. The learners' perception that the world could become artificial due to GAN technology indicated a negative stance towards illicit videos that could cause harm. This aligns with [PERSON]'s (2021) research on preventing the misuse of deepfake technology as a criminal tool and educating learners about its social impact [46]. The trolley dilemma and ethical dilemmas, based on the learners' standards, displayed an attitude of decision-making according to a system standard that prioritizes the vulnerable and children in society. This ethical dilemma of the social impact caused by artificial intelligence echoes the discussion of social responsibility and ethics by [PERSON] (2022) and the learner's attitude toward its social impact [26].