대학 수업에서의 ChatGPT 활용: 국내 연구에 대한 체계적 문헌고찰

초록

Purpose: This study systematically analyzes how Korean university instructors have intentionally integrated ChatGPT into their teaching practices, with the aim of deepening understanding of ChatGPT-enabled instruction and providing strategic insights for its effective application. Method: Using a systematic literature review approach, we examined 19 Korean academic papers published between November 2022 and April 2025, each describing cases where ChatGPT was incorporated into course design or delivery. The analysis was organized around five dimensions: instructional activities, learning objectives, instructor roles, pedagogical functions of ChatGPT, and perceived benefits and limitations. Results: The findings revealed that ChatGPT was primarily employed for text-based tasks such as writing, translation, and problem-solving, often supporting higher-order goals like application and creation. Instructors played key roles as designers and facilitators, while ChatGPT served as an educational assistant or content provider, aiding idea generation and draft development. Although its use promoted student engagement and formative feedback, challenges such as response inaccuracies and dependence on prompt quality were also identified. Conclusion: This study highlights the pedagogical potential of ChatGPT in fostering a shift from teacher-centered instruction to learner-driven inquiry. Realizing this potential requires for instructors to adopt more facilitative roles that guide, rather than dictate the learning process.

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