Daily Papers

This study introduces KPoEM (Korean Poetry Emotion Mapping) , a novel dataset for computational emotion analysis in modern Korean poetry. Despite remarkable progress in text-based emotion classification using large language models, poetry-particularly Korean poetry-remains underexplored due to its figurative language and cultural specificity. We built a multi-label emotion dataset of 7,662 entries, including 7,007 line-level entries from 483 poems and 615 work-level entries, annotated with 44 fine-grained emotion categories from five influential Korean poets. A state-of-the-art Korean language model fine-tuned on this dataset significantly outperformed previous models, achieving 0.60 F1-micro compared to 0.34 from models trained on general corpora. The KPoEM model, trained through sequential fine-tuning-first on general corpora and then on the KPoEM dataset-demonstrates not only an enhanced ability to identify temporally and culturally specific emotional expressions, but also a strong capacity to preserve the core sentiments of modern Korean poetry. This study bridges computational methods and literary analysis, presenting new possibilities for the quantitative exploration of poetic emotions through structured data that faithfully retains the emotional and cultural nuances of Korean literature.

Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.