생성형 AI 활용 PBL 융합수업에서 정의적 요소와 자기조절학습이 인지된 성취도에 미치는 효과에 관한 연구
A Study on the Effect of Affective Factors and Self-Regulated Learning on Perceived Achievement in PBL Convergence Classes Using Generative AI.
- 발행
- 2024 등록이 논문은 발행 시점을 확인하지 못해 원문 등록일을 적었습니다. KCI가 2005~2008년에 옛 논문을 몰아서 올린 탓에, 그 시기 등록분은 발행보다 평균 3~5년 늦습니다. 실제 발행연도는 더 이를 수 있습니다.
- 소속·발행
- 경상국립대학교
- 출처
- 국내 KCI
- DOI
- 10.21084/jmball.2024.05.42.2.125
- 원문
- 원문 보기 ↗
개념
키워드
생성형 AI, 문제기반학습(PBL), 정의적 요소, 자기조절학습, 인지된 성취도, generative artificial intelligence, problem-based learning (PBL), affective factors, self-regulated learning, perceived achievement
초록
The purpose of this study is to identify the perceptions of university students regarding the use of generative AI in problem-based learning (PBL) English courses. Specifically, the study measured the participants’ perceptions of their overall improvement in their English and convergence skills related to the affective factors, self-regulated learning, and perceived achievement. To obtain the results, a survey was conducted with 84 university students who were enrolled in an AI-based PBL course at a four-year university in Gyeongnam Province. The results showed that the higher the awareness of affective factors and the higher the self-regulated learning, the higher the perceived achievement. The results also indicated that self-regulated learning had a greater influence on perceived achievement than affective factors. In learner-centered PBL English education, the focus is on improving communication, interaction skills, and critical thinking. As a result, students’ interest in learning through generative AI utilization experiences increased.