인문학
사회과학
자연과학
공학
의약학
농수해양학
예술체육학
복합학
DBpia AI
AI 에이전트
AI 아이디어
AI 리더
AI 뷰어
Citeasy
크롬 서지관리 다운로드
지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
In this study, we explore the underlying reasons why learners return to a social question-and-answer (Q&A) platform for further assistance after interacting with generative artificial intelligence (genAI). GenAI tools such as ChatGPT are rapidly becoming influential resources in mathematics education, reshaping how students seek academic assistance.
Despite their widespread adoption, many learners still seek additional support from peer-supported social Q&A platforms following their interactions with genAI. Through thematic analysis of 112 Mathematics Stack Exchange posts explicitly referencing ChatGPT, we identified four primary reasons prompting learners’ continued inquiries: (1) Usability and Relevance, (2) Discrepancy and Consistency, (3) Accuracy and Validity, and (4) User Perception and Behavior. These findings suggest learners often view ChatGPT as a supplementary resource rather than a standalone solution, indicating a critical and cautious approach toward AI-generated content. The study provides pedagogical implications by highlighting activities that encourage students to identify discrepancies, critically evaluate AI generated responses, and construct effective interaction strategies with genAI tools. Additionally, these insights support the design of instructional strategies that foster responsible and reflective engagement with genAI tools, emphasizing the continued importance of human interactions in mathematical leaning. This research establishes a foundation for future exploration into effectively integrating genAI within educational contexts.
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목차
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