ScholarWorks@숙명여자대학교

초록

This study aims to explore the impact of Generative Artificial Intelligence (GAI) on learners' critical thinking and writing agency in advertising criticism courses and to seek directions for advertising criticism education in the AI era. Using an "Advertising Criticism" course at a university in Seoul as a case study, data were collected and analyzed from instructional design and implementation processes, learners' reflective activity outcomes, assignments, GAI usage reports and detection results, and interview materials. The findings are as follows. First, effective GAI integration requires instructional design centered on three core areas: academic integrity, assessment design, and communication with students. Particularly, experience-based assignment design that combines learners' personal experiences with social contexts and reflective activities that explore the meaning and limitations of AI use significantly influence changes in learner perceptions. Second, while learners utilized GAI as a supplementary tool for cognitive facilitation—such as idea exploration, sentence refinement, and information supplementation—they performed interpretation and perspective formation, which are central to criticism, based on their own experiences and language. Discrepancies between self-reported GAI use and detection results revealed the limitations of detection-based management and suggested the necessity of an evaluation system grounded in trust and responsibility. Third, although learners perceived GAI as a tool for improving efficiency, they expressed concerns that its use could weaken critical thinking and agency. This study analyzed the experiences of instructors and learners regarding GAI use in advertising criticism classroom settings and proposed pedagogical approaches based on thinking and reflection that move beyond detection-centered management. Furthermore, it is significant in that it explored directions for criticism education in the AI era through an expanded concept of advertising literacy that integrates critical AI literacy.

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