초등학교 통합학급에서 AI 디지털 교과서 활용의 가능성, 한계, 개선안에 대한 탐색 연구 = An Exploratory Study on Potentials, Limitations, and Improvements of Using AI Digital Textbooks in Inclusive Elementary Classrooms

다국어 초록 (Multilingual Abstract)

This study explored elementary school teachers’ perceptions of the educational potentials and limitations of AI Digital Textbooks(AIDT) in inclusive classrooms, and proposed directions for improvement. Participants included ten general education teachers with experience in inclusive settings and two special education teachers. Data were collected through written responses and semi-structured in-depth interviews guided by a pre-developed questionnaire. The results revealed that teachers perceived AIDT as beneficial across several domains. Cognitively, AIDT supported students with disabilities in understanding content and improving academic performance. Affectively, it helped enhance engagement, motivation, confidence, and promoted positive emotional experiences. Strategically, it fostered self-directed learning and metacognitive skills. Operationally and environmentally, teachers recognized AIDT as a tool to reduce instructional preparation burden, strengthen home-school connections through learning data, and improve overall classroom efficiency. However, several limitations were identified. Cognitively, AIDT sometimes contributed to increased cognitive load and partially reduced learning effectiveness. Affectively, it could trigger negative emotions, induce obsessive behaviors, or challenging responses, and weaken collaborative learning context. Strategically, learning accessibility was still partly limited by operational complexity and insufficient support for students with disabilities. Operationally, limitations included resource shortages, increased teacher workload, and concerns about the reliability of learning data. To enhance the effective use of AIDT, the study highlights the need for improvements in AIDT itself-such as simplifying UX/UI, increasing user control, and expanding assistive learning features-as well as enhancement of the operational foundation. These include teacher training, participatory design involving in-service educators, customized development for special education, and the establishment of a supportive legal and institutional framework. Based on this comprehensive analysis, the study proposes practical implications for promoting the successful implementation of AIDT in inclusive elementary classrooms.