ChatGPT를 활용한 수학 플립러닝 사례연구: 학습자의 참여를 중심으로 = ChatGPT-flipped mathematics class case study: Focused on learners’ engagement

다국어 초록 (Multilingual Abstract)

Flipped learning has emerged as a noteworthy alternative to traditional lecture-style classes, presenting a learner-centered approach seamlessly integrating online and offline components. Mathematics flipped classes, in particular, have gained popularity as models fostering self-directed and individualized learning. Despite the central focus on learners’ engagement in flipped learning, certain limitations persist, including online engagement restricted to video watching, challenges in maintaining continuous online engagement, and establishing a seamless connection between online and offline activities. This study aims to address these limitations by designing and implementing a ChatGPT-flipped mathematics class. The objective is to analyze the factors influencing learners’ engagement in this innovative class setting. Probability and statistics classes were specifically designed and conducted, with engagement patterns and factors observed through open coding. Findings revealed various dimensions of engagement, encompassing behavioral, emotional, cognitive, and agentic aspects. Factors affecting engagement were categorized into instructor-related, community-related, task and activity-related, teaching strategy-related, and tool-related factors within the ChatGPT-flipped mathematics class. Consequently, a flipped mathematics class incorporating ChatGPT is proposed as a means to enhance traditional flipped learning. Practical teaching and learning guidelines are provided for instructors to promote comprehensive learners’ engagement in the flipped learning environment.

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