A GenAI-Supported Process Design for Story Writing Instruction: The Case of Science and Art Center Primary School Students

Abstract

This study examines the effects of generative artificial intelligence (GenAI) on the story writing skills of fourth-grade students attending a Science and Art Center (SAC). GenAI was positioned not as a text-generating tool but as a “writing advisor” providing feedback to students. In this convergent parallel mixed-methods study, quantitative data were collected through a quasi-experimental design, and qualitative data through interviews, diaries, and observations. During the 13-week intervention, personalized GenAI feedback was delivered as printed handouts, writing activities were completed using paper and pencil, and students’ stories were published digitally. Quantitative findings showed significantly greater improvements in the experimental group than in the control group on both the Essay Rubric-6+1 Trait Writing Model and the Scale for Evaluating Story Elements, with large effect sizes. Qualitative findings revealed positive changes in students’ attitudes toward GenAI, perceptions of support, and sense of authorial ownership. The findings indicate that GenAI can support primary-level writing instruction when used as a teacher-mediated pedagogical support structure.

Keywords

• Generative artificial intelligence
• story writing skill
• formative feedback
• writing advisor
• authorial ownership

Hikâye Yazma Eğitiminde Üretken Yapay Zekâ Destekli Bir Süreç Tasarımı: BİLSEM İlkokul Öğrencileri Örneği

Abstract

Bu araştırma, üretken yapay zekânın (ÜYZ) ilkokul dördüncü sınıf Bilim ve Sanat Merkezi (BİLSEM) öğrencilerinin hikâye yazma becerilerine etkisini incelemektedir. Çalışmada ÜYZ; metin üreten bir araç olarak değil, öğrenciye geri bildirim sunan bir “yazma danışmanı” olarak konumlandırılmıştır. Yakınsayan paralel karma desendeki araştırmada; nicel veriler yarı deneysel yöntemle, nitel veriler ise görüşme, günlük ve gözlemlerle toplanmıştır. On üç hafta süren uygulamada ÜYZ geri bildirimleri her hafta kişiselleştirilmiş kâğıt çıktı olarak sunulmuş, yazma süreci kâğıt-kalem üzerinde sürdürülmüş ve öğrenci hikâyelerinin dijital ortamda yayımlanmasıyla tamamlanmıştır. Nicel bulgular, deney grubunun 6+1 Analitik Yazma ve Hikâye Elementleri değerlendirme ölçeklerinde kontrol grubuna kıyasla büyük etki düzeyinde anlamlı bir gelişim gösterdiğini ortaya koymuştur. Nitel bulgular, öğrencilerin ÜYZ’ye yönelik tutumlarında, destek algılarında ve yazarlık sahipliği duygusunda güçlü bir dönüşüme işaret etmektedir. Bulgular, ÜYZ’nin öğretmen aracılığıyla işleyen pedagojik bir destek yapısına dönüştürüldüğünde ilkokul yazma eğitimine anlamlı katkı sağladığını göstermektedir.

Keywords

• Üretici yapay zekâ
• hikâye yazma becerisi
• biçimlendirici geri bildirim
• yazma danışmanı
• yazarlık sahipliği

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