ChatGPT를 활용한 협력적 글쓰기 과정에서 나타난 인지적 전략과 정의적 반응 연구 - ChatGPT를 활용한 개인적 글쓰기와 비교를 중심으로
Cognitive Strategies and Affective Responses in Collaborative Writing with ChatGPT - Comparison with Individual Writing Using ChatGPT
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초록
본 연구는 ChatGPT를 활용한 개인적 글쓰기와 협력적 글쓰기에서 학생들이 사용하는 인지적 전략과 정의적 반응을 비교하여 AI 기반 도구가 글쓰기 과정에 미치는 영향을 탐구하였다. 연구 결과, 협력적 글쓰기에서는 팀 상호작용을 통한 비판적 평가와 지식 재구성이 활발히 이루어졌고, 글의 질 향상에 긍정적인 영향을 미쳤다. 또한, 협력적 글쓰기는 쓰기 동기와 지속 의지에도 긍정적 영향을 미쳤으며, 팀원과의 피드백을 통해 ChatGPT 의존성을 줄이는 경향을 보였다. 반면, 개인적 글쓰기에서는 ChatGPT의 산출물을 그대로 사용하는 경향이 높아 독립적 사고와 창의적 사고가 다소 제한될 가능성이 있었다. 본 연구는 AI 도구가 교육 현장에서 학습자에게 미치는 인지적, 정의적 영향을 다각도로 분석하여 협력적 학습 환경에서 AI의 효과적 활용 방안을 제시하는 기초 자료를 제공한다.
Abstract
Based on a comparison of cognitive strategies and affective responses that students use in individual versus collaborative writing with ChatGPT, this study explores the impact of AI-based tools on the writing process. In collaborative writing, critical evaluation and knowledge reconstruction through team interactions were actively conducted, thus positively influencing the quality of the writing. Additionally, with a tendency to reduce reliance on ChatGPT through feedback from team members, such writing exerted a positive effect on writing motivation and persistence,. By contrast, individual writing displayed a higher tendency to use ChatGPT outputs as they were, which could potentially limit independent and creative thinking. Our results provide foundational data on the cognitive and affective impacts of AI tools on learners in educational settings, ultimately offering insights into effective AI utilization strategies within collaborative learning environments.
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