초등학생의 인공지능에 대한 지각된 동질성과 사회적 존재감이 영어학습에 미치는 영향 = Effects of Perceived Homophily and Social Presence on English Learning of Elementary School English Learners for AI tool

다국어 초록 (Multilingual Abstract)

This study aims to determine the degree to which elementary English learners perceive homophily and social presence in AI-powered tools, such as AI PengTalk, and examine their impact on English learning. To this end, a hypothesis was established that perceived homophily or social presence would positively (+) affect English learning. This hypothesis was tested through an experiment involving 22 elementary English learners. To summarize the research results, first, factors such as the values, attitudes, and appearances of AI PengTalk were found to have a significant influence on English learning. Next, an analysis of the degree of social presence among learners using AI PengTalk revealed that understanding and intimacy significantly affected the perceived necessity of AI PengTalk-based activities. Thus, it can be concluded that perceived homophily and social presence play important roles in learners’ interactions with digital tools. These findings suggest that such factors need to be carefully considered in the production and distribution of educational applications for elementary school learners, specifically those in the Zalpha Generation.