영어 AI 디지털교과서에 대한 고등학생의 인식: 영어학습 성취도에 따른 비교
High School Students' Perceptions of English AI Digital Textbooks: A Comparison Based on English Learning Achievement
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As artificial intelligence (AI) increasingly transforms education, the AI Digital Textbook (AIDT) has emerged as a key innovation for personalized and interactive learning. This study examined high school students’ perceptions of using the English AIDT according to their English achievement levels. A total of 149 first-year high school students who had used the AIDT in English classes participated in the study. Data were collected through surveys and open-ended responses from students, as well as in-depth interviews with both students and teachers. The survey measured four categories (i.e., self-directed learning, level-based learning, functional aspects, and emotional stability). The findings showed that students generally held positive perceptions of the AIDT, particularly regarding its functional convenience and feedback system. However, self-directed learning received the lowest mean score, revealing that autonomy and self-regulated learning strategies have not yet been fully developed within the AIDT environment. The statistical results indicated that students showed significantly different perceptions across the four categories with self-directed learning scoring significantly lower than the other three categories. When comparing the two groups by achievement level, higher-achieving students generally showed more positive perceptions. However, significant differences were found only in emotional stability, suggesting that immediate feedback may enhance motivation for higher achievers but cause anxiety for lower achievers. Overall, while the AIDT supports personalized and interactive learning, its effective use also depends on instructional guidance that fosters learner autonomy and provides emotional support for students at different achievement levels.
Abstract
As artificial intelligence (AI) increasingly transforms education, the AI Digital Textbook (AIDT) has emerged as a key innovation for personalized and interactive learning. This study examined high school students’ perceptions of using the English AIDT according to their English achievement levels. A total of 149 first-year high school students who had used the AIDT in English classes participated in the study. Data were collected through surveys and open-ended responses from students, as well as in-depth interviews with both students and teachers. The survey measured four categories (i.e., self-directed learning, level-based learning, functional aspects, and emotional stability). The findings showed that students generally held positive perceptions of the AIDT, particularly regarding its functional convenience and feedback system. However, self-directed learning received the lowest mean score, revealing that autonomy and self-regulated learning strategies have not yet been fully developed within the AIDT environment. The statistical results indicated that students showed significantly different perceptions across the four categories with self-directed learning scoring significantly lower than the other three categories. When comparing the two groups by achievement level, higher-achieving students generally showed more positive perceptions. However, significant differences were found only in emotional stability, suggesting that immediate feedback may enhance motivation for higher achievers but cause anxiety for lower achievers. Overall, while the AIDT supports personalized and interactive learning, its effective use also depends on instructional guidance that fosters learner autonomy and provides emotional support for students at different achievement levels.