생성형 AI 리터러시와 학습 유용성 인식의 관계: 중·고등학교 비교 연구

초록

This study empirically examined the effects of generative artificial intelligence (generative AI) literacy on students’ perceptions of learning usefulness among middle and high school students. Generative AI literacy was conceptualized into four dimensions: critical evaluation, communication, creative use, and ethical competence. The relative influence of each subfactor on perceptions of learning usefulness was comparatively analyzed by school level. Based on data from a nationwide sample of 3,959 adolescents, the results are as follows. First, high school students demonstrated significantly higher levels of generative AI literacy and perceptions of learning usefulness than middle school students. Second, for both middle and high school students, creative use and communication literacy exerted the strongest influence on perceptions of learning usefulness, whereas critical evaluation and ethical competence showed no significant or only limited effects. In addition, a longer duration of generative AI use was associated with significantly higher perceptions of learning usefulness. These findings suggest that the educational effectiveness of generative AI depends not merely on technical proficiency but on specific components of AI literacy and actual usage experience. By extending prior research focused primarily on patterns of AI use, this study contributes to the literature by proposing directions for the design of developmentally responsive generative AI education tailored to adolescents.

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