ChatGPT를 활용한 대학생의 글쓰기 학습에서 메타인지 활용 전략이 글쓰기 과제 성취도와 자기주도학습 능력에 영향을 주는 차이 분석

Abstract

The purpose of this study is to analyze the difference between writing task achievement and self-directed learning ability. The metacognitive utilization strategy involves comparing, contrasting, and organizing the information provided by ChatGPT to facilitate reflective learning.
 A conducted an experimental study with 70 participants from University, divided into three groups: a group utilizing ChatGPT, a group utilizing ChatGPT along with metacognitive strategies, and a control group. The research results are as follows. First, the ChatGPT-using group was significantly higher in writing task achievement and self-directed learning ability than the non-using the ChatGPT group. Second, the group that provided both ChatGPT and metacognition utilization strategies showed significantly higher writing task achievement scores than the group that provided only ChatGPT. Third, the metacognitive variables that positively affect the writing task achievement were found to be self-evaluation, checking and correcting. Fourth, the pre and post-analysis of metacognition revealed significant improvements in attention regulation, organization, and content monitoring. This study holds educational significance in empirically verifying the difference in writing task achievement and self-directed learning abilities among groups by integrating ChatGPT with metacognitive utilization strategies.