전문대학 신입생의 생성형 AI 활용 행태 및 인식 변화에 관한 연구
Analyzing Changes in Generative AI Usage and Perceptions of First-year Vocational College Students
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초록
This study analyzed how an "Introduction to Artificial Intelligence" course changed the way first-year junior college students use and think about generative AI. We conducted surveys before and after the course and used statistical methods (frequency analysis and t-tests) to examine the changes. The results showed significant positive changes in how students use AI. Their purpose for using AI shifted from simple information 'searching' to more active 'creating' for assignments and projects. The variety of tools they used also expanded from mainly ChatGPT to include various text and multimodal AIs. Regarding their perceptions, students felt more confident and found AI more effective and satisfying after the course. However, there was no significant change in their critical attitudes, such as fact-checking the AI's answers. These findings suggest that project-based AI literacy education is very effective at improving students' practical skills. At the same time, it highlights the need for specific teaching strategies to develop critical thinking. This study provides practical evidence for designing effective foundational AI courses in a vocational college setting.
Abstract
This study analyzed how an "Introduction to Artificial Intelligence" course changed the way first-year junior college students use and think about generative AI. We conducted surveys before and after the course and used statistical methods (frequency analysis and t-tests) to examine the changes. The results showed significant positive changes in how students use AI. Their purpose for using AI shifted from simple information 'searching' to more active 'creating' for assignments and projects. The variety of tools they used also expanded from mainly ChatGPT to include various text and multimodal AIs. Regarding their perceptions, students felt more confident and found AI more effective and satisfying after the course. However, there was no significant change in their critical attitudes, such as fact-checking the AI's answers. These findings suggest that project-based AI literacy education is very effective at improving students' practical skills. At the same time, it highlights the need for specific teaching strategies to develop critical thinking. This study provides practical evidence for designing effective foundational AI courses in a vocational college setting.