1. 서론

2. AI 리터러시

3. 연구 방법

4. 연구결과

5. 결론

In addition to text, generative AI has been applied to produce digital output in several different modalities such as audio, static images, and video clips. These technologies have also been widely implemented throughout many economic sectors as a key strategic priority. In this study, we conducted interviews with eight four-year university students who had each been using generative AI for more than a year. Participants were categorized into high-and low-usage groups based the amount of time they spent using generative AI products and services as well as the frequency of their usage and the scope of application. We analyzed commonalities and differences between the participants in qualitative terms. The results showed that AI usage levels exhibited some correlation with literacy competencies in this sample. Although differences in academic productivity were minimal, notable disparities were observed in non-academic domains. Our findings to suggest that generative AI is more likely to function as a cognitive aid or support that decreases the mental effort required to perform a given mechanizable task at the cost of homogenized output, rather than a tool that could directly help learners to improve academic performance.