대학운동부 학생선수의 AI 활용 수업 설계 경험 사례연구

초록

The purpose of this study was to explore a case of instructional experiences using generative AI in a New Sports Pedagogy course for university student-athletes. The course was designed as a seven-week program based on the ADDIE model, with a focus on the use of generative AI. A case study approach was employed, and 22 student-athletes who participated in the course were selected as research participants. Data were collected over one semester, including students’ course assignments, in-class discussions, and reflective journals, and in-depth interviews were conducted with three key informants. Data were analyzed through categorical analysis grounded in an inductive content analysis approach commonly used in case study research. The findings were as follows. First, in the process of “becoming familiar with AI functions,” students overcame initial technical burdens, became more comfortable with AI tools, and showed increased interest and participation in developing instructional materials. Second, in the process of “enhancing competencies through AI functions,” students did not simply accept AI-generated lesson plans and materials; rather, they strengthened their instructional design competence and pedagogical content knowledge (PCK) by checking the alignment among learning objectives, instructional procedures, and assessment. Third, in the process of “self-directed instructional design based on functions and competencies,” students improved their instructional delivery, and their learner agency and perceived competence increased through reciprocal learning experiences in which they recognized AI as an object of teaching. By presenting a case of critically using generative AI for instructional design, this study offers practical implications for fostering the professional development of university student-athletes in the AI era.

키워드