Study on Competency Changes and Perception Differences of University Students Based on ChatGPT Utilization Experience

This study was conducted to investigate the changes in competencies of university students and their perceptions of using ChatGPT in competency-based liberal arts courses, aiming to provide foundational data for designing instructional methods for AI-utilized education. To achieve the research objectives, the ‘Human Development and Convergent Thinking’ course offered at A University in Chungnam was redesigned into a team-based activity class using ChatGPT. Competency tests and perception surveys were conducted on 87 students who took this course in the second semester of the 2023 academic year. To verify changes in competencies, A University’s core competency tests were conducted at the beginning and end of the semester, and the perception survey regarding the use of ChatGPT was conducted at the end of the semester. The collected data were analyzed using SPSS 23.0, employing frequency analysis, cross-tabulation analysis, and paired sample t-tests. The research results are as follows: Through the team-based activity class utilizing ChatGPT, students' collaboration competency, convergence competency, and creativity competency significantly improved. Specifically, sub-competencies such as a sense of community in collaboration competency and the use of information technology in convergence competency showed significant improvements. Additionally, both the spirit of challenge and problem-solving skills in creativity competency significantly improved. For those with little to no prior experience with ChatGPT or those who had used it only a few times, significant differences were observed in the sense of community in collaboration competency and integrated thinking in convergence competency. Regarding the educational demands for ChatGPT in schools, students highlighted the need for its use as a learning support tool, for expanded opportunities regarding education and practice with various AI tools, and for learning academic knowledge and content about ChatGPT. Based on these research findings, educational implications for ChatGPT-utilized classes were suggested. Specifically, this study recommends that instructors should design and guide team-based project activities based on learners' experiences and levels of ChatGPT utilization. It also suggested that effective prompt-writing education and increased training on various AI tools are necessary to ensure that information obtained using ChatGPT is beneficial for learners and contributes to their competency development. Furthermore, this study suggests that educational guidelines and systemic support environments be established so that AI utilization guidelines set by national and educational institutions are well applied in classes, allowing the free use of generative AI tools. This study holds empirical and evidential value as it explores the use of ChatGPT in team-based activity classes within university liberal arts courses.