대학생의 AI 교육 유무에 따른 디지털 학습역량의 차이 및 교육 요구도 분석

Abstract

Objectives The purpose of this study is to examine the differences in digital literacy skills among university students based on their exposure to AI education. Additionally, the study aims to analyze the educational requirements associated with AI education. Methods To accomplish this, a total of 281 students enrolled in 4-year universities in Seoul and Chungcheong-do regions were selected as participants. The data was analyzed using SPSS 23.0 and the Excel program. The differences were analyzed using t-tests, and the educational requirements were examined through IPA, Borich Needs Assessment, and The Locus for Focus model. Results Based on the main results, First, we analyzed the difference in digital learning competencies between university students with and without AI education, andfound statistically significant differences in all subdomains exceptcommunication, which isthe current level of digital learning competencies, and creativity, which is important. Second, the analysis of the digital learning competency needs of university students with AI education experience shows that critical thinking is a key area of focus. The difference between the current level and the importance is statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. According to the Borich needs analysis, communication, critical thinking, and creativity are the most important. In the Locus for Focus Model, the first quadrant, HH zone, manifested as critical thinking. While no common sub-factors appeared in education priorities, critical thinking emerged as the second-highest priority in the Borich Needs Assessment. This suggests that university students with AI education experience may need support to enhance critical thinking skills. Third, the results of the analysis of the digital learning competency needs of university students without any prior experience in AI education are as follows. Critical thinking and creativity are the focus areas. The difference between the current level and importance was statistically significant in the subfactors of communication, collaboration, critical thinking, and creativity. The Locus for Focus Model shows that the first quadrant, HH, represents creativity and critical thinking, and the common factor with Borich's needs analysis is creativity. Therefore, ways to support them should be prioritized. Conclusions The research results indicate that support for education should be provided based on whether AI education is present or absent. Furthermore, I would like to propose effective measures to enhance the implementation of AI education.