실험·실습수업 자가 진단 도구 개발

박상언,장경원 (사)한국대학교육협의회 2023 고등교육 Vol.6 No.1

The purpose of this study is to develop an self class diagnostic tool to manage the quality of experiment/practice class, which are one of the important teaching and learning methods of university classes. In order to achieve the objectives of the study, literature analysis of experiment/ practice class and in-depth interviews with 4 instructors and 5 learners in experiment classes and practice classes were conducted. Based on the collected data, the items of the diagnostic tool for the experiment and practice class were constructed, and then the internal and external validity of the items was tested. Afterwards, a diagnosis tool for experiment and practice classes was developed by reflecting the test results. The experiment and practice class diagnostic tool consists of 3 upper domains, 9 lower domains, and 33 items. The top areas are 1) class preparation, 2) class implementation, and 3) class performance. The sub-domains include 1) preparation of experiment/practice class contents, 2) preparation of experiment/practice class environment, 3) explanation of experiment/practice contents, 4) encourage interest and participation, 5) experiment/practice management and control, 6) collaboration activity management, 7) experiment/practice class environment management, 8) task and assessment management and 9) class performance. The developed self experiment/practice class diagnostic tool will help effectively diagnose and evaluate experiment/practice class, and guide instructors' roles in experiment/practice class. However, since experiment/practice classes vary according to major, department, and subject, there is also a limitation in that the questions of the developed diagnostic tool should be modified and supplemented. Therefore, in the future, it is necessary to conduct research on the development and use of diagnostic tools for various types of experiment/practice class. 이 연구는 대학수업의 중요한 교수・학습 방법 중 하나인 실험・실습수업의 질 관리를 위해 실험・실습수업 자가 진단 도구를 개발하는 데 목적이 있다. 이를 위해 실험・실습수업에 대한 문헌분석과 실험・실습수업의 교수자와 학습자를 대상으로 한 심층 인터뷰를 수행하였다. 수집한 자료를 토대로 실험・실습수업 자가 진단 도구 문항을 구성한 후 문항에 대한 타당도 검사를 거쳐 실험・실습수업 자가 진단 도구를 개발하였다. 실험・실습수업 자가 진단 도구는 3개의 상위 영역, 9개의 하위 영역, 33개의 문항으로 구성된다. 상위 영역은 수업 준비, 수업 운영, 수업 성과이다. 하위 영역은 실험・실습수업 내용 준비, 실험・실습수업 환경 준비, 실험・실습 내용 설명, 흥미 및 참여 유도, 실험・실습 관리 및 통제, 협업 활동 관리, 실험・실습수업 환경 관리, 과제 및 평가 관리, 수업 성과이다. 개발된 실험・실습수업 자가 진단 도구는 실험・실습수업에 대한 효과적인 진단과 평가, 실험・실습수업을 위한 교수자의 역할 안내에 도움을 줄 것이다. 그러나 전공 및 교과목별로 실험・실습수업이 다양하므로 개발된 진단 도구의 문항을 수정 보완하여 사용해야 한다는 제한점도 있다. 따라서 향후에는 다양한 유형별 실험・실습수업을 진단 및 평가할 수 있는 진단 도구 및 평가 도구 개발과 활용 사례에 대한 연구를 수행할 것이다.

문학 평가의 방법 연구 -문학 경험 평가를 위한 시론(試論)

김창원 ( Chang Won Kim ) 한국어교육학회(구 한국국어교육연구회) 2009 국어교육 Vol.0 No.130

Literary experiences, because they are not clear to evaluate objectively and properly, were not have made a lot of research at Korea. However, it is very essential to guarantee the totality of evaluation of literature education. I discussed on the relationship between literary ability and literary experiences, and analyzed South Korea`s official curriculum how it has been dealt with literary experiences within literary education in this paper. In addition, I have categorized the contents and methods of evaluating literary experiences and bring the operating principles up within the process of literary evaluation. I think it could extend the region of study on literary education. Literary experiences are the basis of literary ability in company with the literary knowledges. So, the 2007th official curriculum of South Korea deals literary experiences with the basic component of objects and contents of literary education. Literary experiences can be categorized according to several criteria. I proposed seven kinds of criteria for categorizing contents of evaluating literary experiences in this paper. I organized the methods of evaluating literary experiences to five categories by focuses and techniques of literary education, also. In addition, I noted the principles of evaluation of literary experiences by general steps of educational evaluation, the designing phase, the operating phase, and the analyzing and applying the results of evaluation phase. And I pointed three notable rules by same steps of evaluation. I think it will be able to organize valid templates for evaluation of literary experiences using the principles and rules that noted in this paper.

야간경관조명의 조명방식에 따른 평가특성 분석

이진숙,유재연,김병수 대한건축학회 2004 대한건축학회논문집 Vol.20 No.2

The purpose of this paper is to analyse evaluation characteristics according to a lighting method of exterior lighting. In this paper, we verified effectiveness of CG as an evaluation tool after we primarily extracted evaluation vocabulary via previous experiment. And then, we conducted subjective evaluation experiment after producing an evaluation object by CG according to a lighting method of exterior lighting. Finally, we analysed the factor of an evaluation result, analysing according to a lighting method of exterior lighting. The result of this paper is as follows: 1) The physical quantity presented by CG, compared with the real thing, is that the total relative error rate was within 5%. Also it did not have a quite difference in subjective evaluation experiment with the real thing in the most items excluding a part of evaluation items of subjective evaluation experiment by CG. 2) The 3 image axises of「exuberant」,「stable」and「warm」were selected as the result of the factor analysis In order to make sure the evaluation structure of exterior lighting. 「exuberant」and「stable」images were influenced a lot by a lighting method, and 「warm」image was affected by light color. The evaluation on the line lighting, the dot lighting and the compound lighting in「exuberant」image was high, and in「stable」image, the up and down lighting, the「transmitted lighting」, and the compound light were high. In「warm」image, the light color of yellow color as a warm color type was evaluated high, and the light color of green color as a cold color type was evaluated high in「mysterious」item.

실험(experiment) 연구방법에 있어서 실험자의 기대효과와 피험자의 평가불안, 그리고 두 효과의 상호작용에 관한 연구

박상언 충북대학교 산업경영연구소 2014 産業과 經營 Vol.27 No.1

In general, experiment is widely known for the best research method in the social science to investigate the causal relationships among the relevant variables. But many factors can contaminate the measurement and produce various artifacts in the process of experimental research. Among them, Experimenter-Expectancy Effect(EEE) that is held and communicated to the subject by the experimenter and Evaluation Apprehension(EA) that might be felt by the subject in the process of experiment are the most influential and important contaminators. The purpose of this paper is to identify the relevant factors which influence the EEE and EA, and to explore the methods to control those factors. In addition, it is argued in this paper that we need to know not only the individual effects of EEE and EA, but the patterns and conditions of their interaction effects, for the more comprehensive understanding of the social-psychological contexts of experimentation. The implication of this argument and future research directions are then discussed.

CMF 디자인 제품에 대한 사용자 경험 품질 평가 지표 개발

이재인,김민주,김성희,조아라,이인호,한지영,김선주,임영재 대한인간공학회 2023 大韓人間工學會誌 Vol.42 No.6

Objective: The goal of this study is to develop an evaluation index to lay the foundation for a system that evaluates the quality of the user's experience with products to which CMF design is applied. In addition, it is also to develop quantified evaluation indicators by analyzing the developed index from the perspective of an actual specific product group. Background: A variety of research on the subject of evaluating specific targets is being conducted, and in relation to this, there are many existing studies on product evaluation, evaluation systems, CMF design, and CMF design products. However, there is not much research on the evaluation of experience quality for products with CMF design, which is one of the important elements in the design field. Method: A systematic approach was taken by dividing it into two major stages. In the first stage, final indicators were derived from basic data collection as the primary outcome. First, the literature is selected using the PRISMA method based on systematic literature review reporting guidelines, the basic data of the evaluation indicators are collected, the results are organized based on the affinity diagram, and the final indicators are verified through expert review. In the second step, a second affinity method is performed and 22 specific indexes on home appliance are derived, and a fitness analysis is performed on these indices with the CMF design experience quality from the perspective of the kitchen appliance product line, and the results are obtained. An ANOVA was performed on the results to derive final indicators organized by priority. Results: In the first step, final indices were derived as the primary outcome. This final indicator has 69 detailed indicators, all of which can be used as evaluation indicators and can be used selectively depending on the evaluation object. In the second step, a secondary affinity method was performed on the primary 69 detailed indicators to derive 22 specific indexes on home appliance, and a fitness analysis of these indicators with the CMF design experience quality from the perspective of the kitchen appliance product line was conducted. Final Specific Indexes on home appliance organized by priority were derived from the results of the evaluation. Conclusion: Although there are many existing studies on product evaluation, evaluation system, CMF design, and CMF design products, there is a lack of research on experience quality evaluation of products to which CMF design is applied. Therefore, we conducted a systematic study on this and derived indicators that can be applied in practice and it has meaning as worth studying. Application: The indicators for the kitchen appliance product line derived from this study can be selected and immediately applied according to priority when evaluating the quality of the CMF design experience of the product, and can also be selectively applied to other products through an evaluation of suitability with the corresponding product. It has high field applicability in related research and practice.

모바일 기반 현장체험학습 시스템 사용성 평가

강영옥,조나혜 이화여자대학교 교과교육연구소 2016 교과교육학연구 Vol.20 No.2

본 연구는 모바일기반 현장체험학습 시스템에 대한 사용성 평가를 실시하여 실제 학교현장에서 활용 가능한 시스템 개발의 프레임워크를 도출하고자 한다. 사용성 평가 도구는 교육 분야에서 필요로 하는 사용성 평가항목을 기초로 하여 모바일기반 현장체험학습 시스템이라는 특성을 고려하여 설계하였다. 사용성 평가는 2차례에 걸쳐 이루어졌으며 사전조사에서 나타난 문제들에 대해 기능적인 부분을 대폭 보완하고 2차 사용성 평가를 수행하였다. 시스템 전반적으로 보면 2차 조사에서 교수 설계 영역이 95점, 기술적 특성 영역 85점, 사용자 인터페이스 영역 82점, 학습내용 영역 70점으로 나타났다. 특히 두번에 걸친 사용성 평가에서 학습내용영역의 점수가 소폭 상승한 반면 나머지 3영역에서는 평가점수가 대폭 상승한 것으로 나타났다. 내용적으로는 지도 기반의 탐구활동 기능, 학생들의 위치정보와 탐구활동 진행과정 확인 기능, 학생 활동에 대한 피드백 제공 기능 등이 유용한 것으로 평가되었다. 학습내용 영역과 관련하여 어떤 탐구활동 문제를 저작했을 때 사용자의 만족도가 높게 나타나는지에 대해서 문제 유형을 달리하여 지속적으로 모니터링을 할 필요가 있는 것으로 판단되었다. 본 연구의 향후 과제로 현장체험학습 사후단계에서 수행하는 학습활동을 분석하고, 사후단계에서 요구되는 기능을 도출하여 시스템에 추가 보완하는 작업이 필요할 것으로 사료된다. The purpose of this research is to introduce a system development framework that can be utilized at school by evaluating the usability of the field experience learning system using mobile devices. A tool was designed for usability evaluation on the basis of usability evaluation items which are needed in education by considering the characteristics of the field experience learning system. In this study usability evaluation was performed twice. The 2nd usability evaluation was conducted after revising and complementing the system based on the results of the 1st usability evaluation. The results of the 2nd usability evaluation in four areas of evaluation are as follows: 95 points in instructional design, 85 points in technical characteristics, 82 points in user interface, and 70 points in learning contents, respectively. The evaluation points in the areas of instructional design, technical characteristics, and user interface have soared up while the point in the area of learning contents has increased slightly. As seen from the evaluation contents, it is evaluated that the items such as inquiry activity based on the map, location information of students and confirmation of progress of inquiry activity, and feedback of students activity are useful. In the area of learning contents, it is necessary to continuously monitor what types of inquiry activity problems could increase user satisfaction. In the future, it is necessary to complement the evaluation system by analysing learning activities in the post-stage of field experience learning and coming up with functions required in that stage.

초등과학 영재들의 실험활동에서 나타나는 증거평가에 대한 분석

양일호(Ilho Yang),임성만(Sungman Lim),윤숙경(Sukkyung Yun) 한국영재교육학회 2010 영재와 영재교육 Vol.9 No.1

이 연구의 목적은 초등과학 영재 학생들의 실험활동 상황에서 나타나는 증거평가 과정에서 나타는 특성을 분석하는데 있다. 연구 대상은 G시 교육청 영재 교육원에 선발된 6학년 학생 20명이었다. 연구는 촛불 관련 과제 2가지와 물질의 부피와 용해에 관한 과제 2가지로 총 4개의 실험을 통해 이루어졌다. 영재학생들의 증거평가 과정의 특성은 실험 전과 후에 이루어진 인터뷰를 통해 생성된 프로토콜을 가지고 분석하였다. 연구 결과, 첫째, 증거평가 과정의 예상 단계에서 학생들은 다양한 변수를 고려하여 실험결과를 예상하는 것으로 분석되었다. 실험 단계에서는 실험 방법에 대한 새로 운 제안을 제시하였다. 그리고 증거평가 단계에서는 실험결과의 경향성을 중요하게 생각하고 있었으며 결과를 대체적으로 객관적으로 관찰하고 해석하였다. 둘째, 영재학생들의 증거평가 반응유형은 조건적 수용, 무조건적 수용, 거부, 보류의 유형이 모두 나타났으며 일반학생에 비해 무조건적 수용의 비율이 매우 낮았다. 이상의 연구결과는 영재학생들의 실험활동 시 요구되는 교수학습 전략을 세우는데 기초자료가 될 것으로 기대된다. The purpose of the present study is to analyze the type and process of response and the features gifted elementary school student that was given in the evidence evaluation process of science laboratory activities. The subject was 20 students at six grade who selected in the center of gifted education' in G city office of education and tasks were given to them. There were two kind of candlelight tasks and two kind of tasks about solution and volumes of substance. The type and process of response and the features were analyzed in protocol produced on interview. The results of this study were as follows. First, some features were founded through the evidence evaluation. Students often expected considering variables at expecting level and they changed their expectations in process of interview in some cases. Also, in experiment level, they suggested new method of experiment. In evidence evaluation level, they laid emphasis on tendency they accepted the results of experiment. They observed result of experiment in a detached way. Second, types of response of evidence evaluation were founded conditional acceptance, unconditional acceptance, rejection and abeyance. In this study there were suggested some features about evidence evaluation of gifted elementary school students. It expected that results of this study form the foundation of teaching and learning strategy.

문학교육 평가를 위한 서설(序說)

박윤희 국어교육학회(since1969) 2018 국어교육연구 Vol.- No.66

본 연구는 문학의 본질에 천착한 문학교육 평가의 거시적인 틀을 제안하는데 목적을 두었다. 그간의 문학교육 평가 연구들이 지엽적이거나 개인적인 아이디어 차원의 제안에 그쳤고, 문학의 본질에서 가장 크게 어긋나 있으면서 문학교육에서 가장 중요한 것이 평가라는 생각에서 연구를 출발하였다. 먼저, 평가 및 인지 패러다임의 변화를 철학과 심리학, 교육학 등을 포함하는 학제적 접근을 통해 점검하고 문학교육 평가를 위한 평가관과 지식관을 정립하였다. 평가는 ‘수업 결과의 평가’와 ‘목표 성취를 위한 평가’를 넘어, ‘교육 목적 실현을 위한 평가’로 재개념화하고, ‘교육 목적 실현을 위한 전방위(全方位) 설계’를 제안하였다. 또한 앎에 대한 인식의 변화 과정을 통해 ‘교육’에 대해 재고해 봄으로써 문학교육 평가의 근거를 마련하고자 하였다. 이에 ‘작품을 통해 삶과 자아에 대한’ 교육과 평가로 변화되어야 할 당위를 문화심리학의 인지 패러다임에서 찾고, 문학의 본질적 양식이자 인간의 기본적인 사고 양식으로서의 내러티브를 방법으로 제안하였다. 내러티브는 문학교육의 대상이자 현상, 원리로서 중요한 의미를 지니며, 문학교육 평가는 내러티브에 기반할 때 문학과 교육의 가치를 회복한 평가를 할 수 있다. ‘내러티브 기반 문학교육 평가’란 내러티브의 의미 층위가 문학 평가의 목표, 내용, 방법 등 평가의 전 과정에 관여함을 의미한다. 이에 문학의 속성이자 내러티브의 자원이 되는 삶과 경험, 상상력이 내러티브적 교섭을 통해 내면화(internalization), 외면화(externalization)되는 과정을 전제하고, 평가에 중요한 요소로 작용하는 경험과 상상력, 내면화와 외면화의 기제 및 양상을 살펴보았다. 이를 통해 추출한 얼개를 바탕으로 거칠지만 이론적 차원에서 내러티브에 기반한 문학교육 평가의 틀을 제안하였다. This research is aimed to suggest a broad frame of evaluation in literature education to inquire the nature of literature. Most of the previous research on literature education evaluation was incomprehensive or it just represented personal ideas. Although evaluation is the most important in literature education, it deviated from the nature of literature. This is the reason why I started to conduct this research. First, I examined the changes of evaluation and cognition paradigm through multidisciplinary approaches including philosophy, psychology, and pedagogy. Then, I established the view of evaluation and knowledge for literature education evaluation. Evaluation should be more than ‘evaluation of the result of class’ and ‘evaluation for goal achievement’, which made me reconceptualize ‘evaluation for realization of educational goals’ and propose ‘an omnidirectional plan for realization of educational goals’. Furthermore, I intended to create the basis of literature education evaluation by reconsidering ‘education’ through the process of the changes in the perception of learning. Hence I found the necessity for current evaluation to be changed into education and evaluation ‘of life and identity through works’ in a cognitive paradigm of cultural psychology, and offered narrative as an essential frame of literature and human basic thoughts. Narrative has significant meanings as the object, phenomenon and principles of literature education, and literature education evaluation can restore literary and educational values when based on narrative. ‘Literature education evaluation based on narrative’ means that the layers of meanings of narrative involve the whole process of evaluation such as the goals of literature education evaluation, content and methods. Thus, I examined experience, imagination, the mechanism and aspects of internalization and externalization on the premises of the process of internalization and externalization of life, experience, imagination as the properties of literature and the source of narrative through narrative connection. I proposed a general, theoretical frame of literature education evaluation based on narrative on the basis of the structure derived from this.

지속가능한 농촌체험마을 서비스 자체평가 연구 - AHP기법을 활용한 가중치 적용

김용구 한국기초조형학회 2020 기초조형학연구 Vol.21 No.6

With the aging of rural communities and the widening gap in living between regions, it is time to present the direction of rural experience villages. This requires a mutual understanding between regions and meets customer needs. In other words, it is necessary to improve service conditions to expand the number of visitors to rural areas, and to present a service that can systematically grasp customer requirements. Therefore, prior to this study, the preceding research presented service self-evaluation indexes through behavioral analysis according to the journey. And in this study, the purpose of this study is to suggest that the service self-evaluation index proposed in the previous study can be used to calculate the quantitative data through weight application. And in the empirical research part, a method of quantitatively quantifying by applying weights for each upper item and lower index using this is suggested. In addition, the relationship between the number of evaluation occurrences and weights for each evaluation index according to the journey is compared using the inference suggested in previous studies. In conclusion, a method for comprehensive evaluation through the application of service self-evaluation indicators and weights of rural experience villages is proposed. Through this, comparative evaluation between experience villages can be performed, and service evaluation indicators that should be supplemented first can be extracted through the annual evaluation of experience villages. Through this study, it was found that the relationship between the number of evaluation occurrences according to the journey and the weight is partially proportional, and there are evaluation indicators that are not. Through this study, it was conducted to suggest a new direction for self-evaluation of rural experience villages and it suggested the possibility of using the methodological part. In addition, it is expected that detailed service items that need to be improved first can be derived through the calculation of leverage points in the application of this study to perform service comparative evaluation. 농촌지역사회의 고령화와 지역 간의 생활 격차가 심해지면서, 농촌체험마을의 방향성 제시가 필요한시점이다. 이를 위해서는 지역 간의 상호간의 이해가 필요하며, 고객의 요구를 충족해야 한다. 즉, 농촌 방문자의 확대를 위해 서비스 여건을 개선하고, 고객 요구사항을 체계적으로 파악할 수 있는 서비스 제시가 필요하다. 이에 본 연구에 앞서 선행연구에서는 여정에 따른 행동분석을 통해 서비스 자체평가지표를 제시하였다. 그리고 본 연구에서는 선행연구에서 제안한 서비스 자체평가 지표를 활용하여 가중치 적용을 통한 정량화된 데이터로 산출해 낼 수 있도록 제시하는 것이 본 연구의 목적이다. 그리고 실증연구 부분에서는 이를 활용하여 상위 항목과 하위 지표별 가중치를 적용하여 정량적으로수치화하는 방안을 제시한다. 그리고 선행연구에서 제시한 추론을 활용하여 여정에 따른 평가지표별평가지표 생성 횟수와 가중치와의 관계를 비교한다. 결론에서는 농촌체험마을의 서비스 자체평가지표와 가중치 적용을 통해 종합적으로 평가를 할 수 있는 방안을 제시한다. 이를 통해서 체험마을 간의비교평가를 할 수 있고, 체험마을의 연차 평가를 통해, 우선 보완해야 할 서비스 평가지표를 추출할수 있게 되었다. 본 연구를 통해 여정에 따른 평가지표 생성 횟수와 가중치와의 관계성은 부분적으로비례하고, 그렇지 않은 평가지표도 있음을 파악할 수 있었다. 본 연구를 통해, 농촌체험마을 자체평가를 위한 새로운 방향제시를 위해 진행하였으며, 방법론적인 부분을 활용할 수 있는 가능성을 제시하였다. 또한, 본 연구를 응용하여 서비스 비교평가를 하는데 있어, 레버리지 점수 산출을 통해 우선적으로개선해 나가야 할 서비스 세부 항목을 도출해 낼 수 있을 것으로 기대한다.

ChatGPT 4.0을 활용한 사용자 경험 계층 기반 사용자 경험 평가에 관한 기초적 연구

한수민,박재완 국제문화기술진흥원 2024 The Journal of the Convergence on Culture Technolo Vol.10 No.2

최근 생성형 인공지능 기술이 급속도로 발전함에 따라, 이를 실무에 활용하는 방법에 대한 관심이 높아지고 있다. 또한 사용자 요구에 부합하는 결과물을 생성하기 위한 프롬프트 엔지니어링의 중요성이 새롭게 조명되고 있다. 이러한 생성형 인공지능의 새로운 활용 가능성을 탐구하는 것은 중요한 가치를 지닐 수 있다. 본 연구는 대표적인 생성형 인공지능인 챗지피티 4.0을 활용하여 온라인 고객 리뷰 데이터 분석을 통한 효과적인 사용자 경험 평가 방법을 제안하는 것을 목적으로 한다. 사용자 경험 평가 방법은 사용자 경험 계층의 6단계 요소인 ‘기능성’, ‘신뢰성’, ‘사용성’, ‘편의성’, ‘감성’, ‘의미성’을 기반으로 수행되었다. 본 연구를 위해 프롬프트 엔지니어링의 이해도를 높이고 사용자 경험 계층의 명확한 개념을 파악하는 문헌연구를 수행하고, 이를 기반으로 프롬프트를 작성 및 수집된 온라인 고객 리뷰 데이터 분석을 통한 사용자 경험 평가 방법을 위한 실험이 수행되었다. 본 연구에서 우리는 사용자 경험 요소에 대한 정확한 정의 및 분류 과정에 대한 설명 입력 시, 챗지피티는 사용자 경험 평가에 대한 우수한 성능을 나타냈으나, 시간적 제약으로 다량의 데이터 분석에 한계를 나타냈음을 밝힌다. 우리는 사용자 경험 평가에 챗지피티 4.0을 활용하는 방법을 소개하고 제안함으로써 UX 분야의 발전에 공헌할 수 있는 것으로 기대한다. With the rapid advancement of generative artificial intelligence technology, there is growing interest in how to utilize it in practical applications. Additionally, the importance of prompt engineering to generate results that meet user demands is being newly highlighted. Exploring the new possibilities of generative AI can hold significant value. This study aims to utilize ChatGPT 4.0, a leading generative AI, to propose an effective method for evaluating user experience through the analysis of online customer review data. The user experience evaluation method was based on the six-layer elements of user experience: 'functionality', 'reliability', 'usability', 'convenience', 'emotion', and 'significance'. For this study, a literature review was conducted to enhance the understanding of prompt engineering and to grasp the clear concept of the user experience hierarchy. Based on this, prompts were crafted, and experiments for the user experience evaluation method were carried out using the analysis of collected online customer review data. In this study, we reveal that when provided with accurate definitions and descriptions of the classification processes for user experience factors, ChatGPT demonstrated excellent performance in evaluating user experience. However, it was also found that due to time constraints, there were limitations in analyzing large volumes of data. By introducing and proposing a method to utilize ChatGPT 4.0 for user experience evaluation, we expect to contribute to the advancement of the UX field.