AI 기반 교육 프로그램 활용 수업에 대한 효과성 및 인식 분석
Analysis of the Effectiveness and Perception of using AI-based Education Programs
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초록
본 연구에서는 AI 기반 교육 프로그램인 ALEKS를 활용한 수업을 통해 학습자가 가지게 되는 AI 활용 교육에 대한 이미지와 ALEKS의 효과성을 분석하는 데 목적이 있다. 특히 ALEKS 프로그램 사용이 학습자의 메타인지 역량, 학습 몰입도, 과학에 대한 태도 향상에 대한 영향을 미치는지 보고자 하였다. 연구 참여자는 ‘일반화학 및 실험1’ 강의를 수강하는 중등 예비 교사를 대상으로 일반적인 강의를 진행하는 전통반과 ALEKS 프로그램을 적용 받는 실험반으로 구분하여 연구를 진행하였다. 데이터는 전통반과 실험반을 대상으로 사전과 사후에 자기 평가 설문을 실시하여 수집하였다. 연구 결과 ALEKS 프로그램이 학습자의 메타인지 역량과 학습 몰입도 향상에 긍정적인 영향을 미치는 것을 확인하였다. 또한 ALEKS 프로그램을 사용한 실험반은 AI 교육에 대한 이미지가 생각한 것보다 새롭지만, 불편하고 불친절하다는 변화가 나타남을 확인하였다. 더불어 서술형 응답을 통해 ALEKS 프로그램의 중·고등학교 투입을 위해서는 몇 가지 지원이 필요하다는 시사점을 얻었다.
Abstract
The purpose of this study was to analyze the effectiveness of the ALEKS program, an AI-based education program, and learners' perceptions of AI-based education through classes using ALEKS. In particular, we aimed to see whether the use of the ALEKS program affects learners' metacognitive competence, flow, and attitude toward science. The research participants were secondary school pre-service teachers taking the course “General Chemistry and Experiment 1,” and the research was conducted by dividing them into a traditional group that conducted general lectures and an experimental group that utilized the ALEKS program. Data was collected by conducting pre- and post-self-assessment questionnaires for the traditional and experimental groups. The results of the study showed that the ALEKS program had a positive effect on learners' metacognitive competence and flow. In addition, the experimental group that used the ALEKS program confirmed that the Image of AI education was newer than expected, but that it was uncomfortable and unfriendly. In addition, the descriptive responses suggested that some support is needed for the middle and high school inputs of the ALEKS program.
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