중학교 수학 개념 학습에서 챗봇의 교육적 활용 가능성 탐색

Abstract

This study explores the educational potential of chatbots by examining the classroom application of SuriBot, a pre-developed chatbot designed to support middle school students in learning mathematical concepts. SuriBot provides explanations and examples using multimedia responses such as text, images, videos, and webtoons, and allows students to interact based on their individual needs. A five-stage instructional model grounded in metacognitive strategies (planning, monitoring, regulation, and evaluation) was implemented to investigate how the chatbot supports students’ self-directed concept learning. Classroom application showed that SuriBot facilitated metacognitive engagement and promoted positive affective responses, although some limitations in comprehension and emotional interaction were identified. The findings suggest that chatbots like SuriBot can serve as effective tools to support personalized and reflective mathematics learning. Future research should focus on improving chatbot responsiveness with real student data and exploring its long-term use and affective interaction.