With the introduction of artificial intelligence (AI) digital textbooks next year, concerns are rising about the difficulty of preventing students from engaging in disruptive behavior during classes. The digital textbook device known as 'Dibot' (meaning digital friend) has blocked harmful programs and restricted access to YouTube and games to prevent students from getting distracted. However, the security measures in place to block harmful programs are inadequate, leading to methods of bypassing these restrictions being actively shared among students.

On the 11th, searching for terms like 'how to bypass Dibot', 'how to bypass school tablets', and 'Dibot safe mode' on online communities or YouTube reveals numerous detailed accounts of ways to circumvent these restrictions.

Publishers that developed the digital textbooks are aware of these issues and are adding various features to address them. A representative from a textbook company that has passed the certification for several digital textbooks stated, "In addition to basic blocking of harmful sites, we have added a feature called 'class focus mode' during the development of the digital textbooks."

A representative from Geumseong Publishing said, "We can activate a 'guidance mode' that prevents students from viewing other screens during class, allowing teachers to switch or darken students' screens if necessary." The aforementioned issues have been present since the distribution of Dibots, such as laptops and tablets, prior to the introduction of AI digital textbooks. However, finding solutions remains challenging. Many students perceive mobile devices more as play tools than as learning tools.

As a result, there is skepticism in the field regarding the side effects of introducing AI digital textbooks. One teacher remarked, "School classes should be a time for interaction with teachers and friends, not just solitary study," adding, "Even if control becomes possible, I do not want the teacher's role to become that of a warden or supervisor."

[Reporter Lee Yong-ik]