중등 예비교사의 생성형 AI 활용 평가에 대한 수용성 및 영향요인 간의 관계 분석

초록

Generative AI has emerged as a promising tool in education, with the potential to support teachers' assessment tasks by enhancing both efficiency and diversity. This study examined structural relationships among factors influencing the acceptance of generative AI in assessment by 278 pre-service secondary teachers. In addition to a quantitative analysis based on the Technology Acceptance Model (TAM), an open-ended survey explored participants’ perceptions. Beyond the core TAM constructs—perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention—this study incorporated contextual and individual factors such as assessment efficacy, personal innovativeness, AI-integrated teaching readiness, trust in AI, AI anxiety, and social influence. Results revealed that assessment efficacy and trust in AI indirectly promoted acceptance by positively influencing perceived usefulness and attitude, while AI anxiety was linked to lower perceived ease of use and less favorable attitudes, reducing behavioral intention. Social influence also enhanced acceptance intentions through perceived usefulness and attitude. Qualitative findings showed that although pre-service teachers acknowledged generative AI’s potential to improve assessment efficiency and objectivity, they expressed concerns about its reliability, fairness, and ethical implications. The study concludes by emphasizing the need for multifaceted strategies-including the development of assessment expertise-to foster AI acceptance among pre-service teachers.

키워드