생성형 AI 활용 PBL 융합수업에서 정의적 요소와 자기조절학습이 인지된 성취도에 미치는 효과에 관한 연구

Abstract

The purpose of this study is to identify the perceptions of university students regarding the use of generative AI in problem-based learning (PBL) English courses. Specifically, the study measured the participants’ perceptions of their overall improvement in their English and convergence skills related to the affective factors, self-regulated learning, and perceived achievement. To obtain the results, a survey was conducted with 84 university students who were enrolled in an AI-based PBL course at a four-year university in Gyeongnam Province. The results showed that the higher the awareness of affective factors and the higher the self-regulated learning, the higher the perceived achievement. The results also indicated that self-regulated learning had a greater influence on perceived achievement than affective factors. In learner-centered PBL English education, the focus is on improving communication, interaction skills, and critical thinking. As a result, students’ interest in learning through generative AI utilization experiences increased.