Eğitimde ChatGPT Kullanımı

Year 2023, Volume: 7 Issue: 2, 378 - 406, 31.07.2023

Sayım Aktay Seçkin Gök Dilşat Uzunoğlu

Abstract

Bu çalışmanın amacı, öğrencilerin eğitimde ChatGPT kullanımına ilişkin düşüncelerini ortaya çıkarmaktır. Bu nedenle araştırma nitel araştırma yöntemine göre tasarlanmış ve yürütülmüştür. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmanın çalışma grubunu Türkiye'de Aydın ilinde bulunan bir devlet okulunun 4. sınıflarından birinde öğrenim gören gönüllü öğrenciler (n=15) oluşturmuştur. Görüşme formu geliştirilmiş ve veri toplama aracı olarak kullanılmıştır. Elde edilen veriler, Nvivo for Windows nitel araştırma yazılımı ile içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırmanın bulgularına göre öğrencilerin, ChatGPT'yi hem Fen bilgisi dersinde hem de farklı derslerde kullanmak istedikleri görülmektedir. Öğrenciler, ChatGPT kullanmanın akademik başarılarına katkı sağladığını, daha fazla bilgiye ulaşmalarını sağladığını ve ChatGPT'nin sorularına doğru ve anlaşılır cevaplar verdiğini belirtmişlerdir. Ek olarak, ChatGPT'yi sınıfta kullanmanın önündeki en büyük zorluğun erişim olduğu belirtilmiştir.

Keywords

Eğitim, Yapay Zeka, ChatGPT

ChatGPT in Education

Abstract

The aim of this study is to reveal students' thoughts on the use of ChatGPT in education. Therefore, the study was designed and conducted according to a qualitative research method. Data was collected through semi-structured interviews. The study group of the research consisted of voluntary students (n=15) from one of the 4th grade classes of a public school in Aydın province in Turkey. A interview form was developed and used as the data collection tool. The obtained data was analyzed using the content analysis method with Nvivo for Windows qualitative research software. According to the findings of the study, it is seen that students want to use ChatGPT both for reviewing Science and for studying different subjects. The students have stated that using ChatGPT contributes to their academic success, allows them to access more information through it, and that ChatGPT provided correct and understandable answers to their questions. Additionally, the biggest challenge for using ChatGPT in class was noted to be access.

Keywords

Education, Artificial Intelligence, ChatGPT

References

• Alanoğlu, M., & Karabatak, S. (2020). Eğitimde yapay zekâ [Artificial intelligence in education]. In F. Güçlü Yılmaz & M. Naillioğlu Kaymak (Eds.), Eğitim Araştırmaları-2020 [Educational Research-2020] (pp. 175-186). EYUDER.
• Akdeniz, M., & Özdinç, F. (2021). Eğitimde yapay zeka konusunda türkiye adresli çalışmaların incelenmesi [Examination of Studies from Turkey on Artificial Intelligence in Education]. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 912-932. https://doi.org/10.33711/yyuefd.938734
• Arruda, D., Marinho, M., Souza, E., & Wanderley, F. (2019). A chatbot for goal-oriented requirements modeling. In S. Misra et al. (Eds.), Computational science and its applications – ICCSA 2019. Lecture notes in computer science, 11622 (pp. 506–519). Springer.
• Arslan, K. (2020). Eğitimde yapay zekâ ve uygulamaları [Artificial Intelligence and Its Applications in Education]. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71-88.
• Aygün, E. S. (2019). Problem çözme öğretimine yönelik oyunlaştırılmış uyarlanabilir bir zeki öğretim sisteminin tasarlanması [Designing a gamified adaptive intelligent teaching system for problem solving teaching]. (Dissertation Number. 567098). [Master of Thesis, Trabzon Univercity], YÖK Thesis Center.
• Bahçeci, F., & Gürol, M. (2010). Eğitimde akıllı öğretim sistemleri uygulamalarına yönelik bir model önerisi [A Model Proposal for Smart Teaching Systems Applications in Education]. Engineering Sciences, 5(2), 121-128.
• Brandtzaeg, P. B. ve Folstad, A. (2017) Why people use chatbots. In I. Kompatsiaris (Ed.). Lecture Notes in Computer Science: Vol, 10673 (pp. 22-24). Springer.
• Bryant, J., Heitz, C., Sanghvi, S., & Wagle, D. (2020). How artificial intelligence will impact K-12 teachers. Retrieved May, 12, 2020.
• Çam, M. B., Çelik, N. C., Turan Güntepe, E. & Durukan, Ü. G. (2021). Öğretmen adaylarının yapay zekâ teknolojileri ile ilgili farkındalıklarının belirlenmesi [Determining the Awareness of Teacher Candidates About Artificial Intelligence Technologies]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(48), 263-285.
• Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. Ieee Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
• Coppin, B. (2004). Artificial intelligence illuminated. Jones & Bartlett Learning.
• Coşkun, F., & Gülleroğlu, H. D. (2021). Yapay zekânın tarih içindeki gelişimi ve eğitimde kullanılması [The Development of Artificial Intelligence in History and Its Use in Education]. Ankara University Journal of Faculty of Educational Sciences (JFES), 54(3), 947-966. https://doi.org/10.30964/auebfd.916220
• Creswell, J. W. (2021). Nitel Araştırma Yöntemleri. Beş yaklaşıma göre nitel araştırma ve araştırma deseni. [Qualitative Research Methods: Qualitative Research and Research Design According to Five Approaches]. (M. Bütün ve S. B. Demir, Trans.: 6th ed.). Siyasal. (Original work published 2013).
• Çetin, M., & Aktaş, A. (2021). Yapay zeka ve eğitimde gelecek senaryoları [Artificial Intelligence and Future Scenarios in Education]. OPUS International Journal of Society Researches, 18(Eğitim Bilimleri Özel Sayısı), 4225-4268. https://doi.org/10.26466/opus.911444
• Deveci Topal, A., Dilek Eren, C., & Kolburan Geçer, A. (2021). Chatbot application in a 5th grade science course. Education and Information Technologies, 26(5), 6241-6265. https://doi.org/10.1007/s10639-021-10627-8
• Drigas, A. S., Argyri, K., & Vrettaros, J. (2009). Decade review (1999-2009): artificial intelligence techniques in student modeling. In Best Practices for the Knowledge Society. Knowledge, Learning, Development and Technology for All: Second World Summit on the Knowledge Society, WSKS 2009, Proceedings 2 (pp. 552-564). Springer Berlin Heidelberg.
• Essel, H. B., Vlachopoulos, D., Tachie-Menson, A., Johnson, E. E., & Baah, P. K. (2022). The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education. International Journal of Educational Technology in Higher Education, 19(1), 1-19. https://doi.org/10.1186/s41239-022-00362-6
• Fadel, C., Holmes, W., & Bialik, M. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign. Boston, MA.
• Fryer, L., & Carpenter, R. (2006). Emerging technologies bots as language learning tools. Language Learning &Technology, 10(3), 8–14 http://llt.msu.edu/vol10num3/emerging/
• Grudin, G., & Jacques, R. (2019, May 4-9). Chatbots, humbots, and the quest for artificial general intelligence. [Conference session]. CHI '19: CHI Conference on Human Factors in Computing Systems. Glasgow, Scotland, UK.
• İşler, B., & Kılıç, M. (2021). Eğitimde yapay zekâ kullanımı ve gelişimi [The Use and Development of Artificial Intelligence in Education]. Yeni Medya Elektronik Dergisi, 5(1), 1-11. https://dergipark.org.tr/en/pub/ejnm/issue/58097/738221
• Kabiljagić, M., Wachtler, J., Ebner, M., & Ebner, M. (2022). Math trainer as a chatbot via system (push) messages for android. International Journal of Interactive Mobile Technologies (iJIM), 16(17), 75-87. https://doi.org/10.3991/ijim.v16i17.33351
• Jia, J., & Chen, W. (2009). The further development of CSIEC project driven by application and evaluation in English education. British Journal of Educational Technology, 40(5), 901–918. https://doi.org/10.1111/j.1467-8535.2008.00881.x
• Joseph (2019, 10 Eylül). Artificial Intelligence In Education: Uses And Applications [Blog]. https://robots.net/ai/artificial-intelligence-in-education-uses-and-applications/
• Kamita, T., Ito, T., Matsumoto, A., Munakata, T., & Inoue, T. (2019). A chatbot system for mental healthcare based on SAT counseling method. Mobile Information Systems, 2019.
• Kane, D. A. (2016). The role of chatbots in teaching and learning. In E-Learning and the Academic Library: Essays on Innovative Initiatives (pp. 131-156). McFarland: UC Irvine: Libraries. https://escholarship.org/content/qt1hs0k71b/qt1hs0k71b.pdf
• Kasthuri, E., & Balaji, S. (2021, February). A Chatbot for Changing Lifestyle in Education. In 2021 Third International Conference on Intelligent Communication Technologies and Virtual Mobile Networks (ICICV) (pp. 1317-1322). IEEE.
• Kayahan, S. (2018, Septemper 12-14). Eğitim uygulamalarında yapay zeka: Bir derleme [Artificial intelligence in education applications: A review] [Conference session]. 6th International Instructional Technologies and Teacher Education Symposium. Edirne, Turkey.
• Keleş, A., & Aytürk K, B. U. (2002, December). Bilgisayar destekli öğretim ve zeki öğretim sistemleri. [Computer-assisted teaching and intelligent teaching systems]. VIII. "Türkiye'de Internet" Konferansı. İstanbul, Türkiye. http://inet-tr. org. tr/inetconf8/bildiri/3. doc
• Kış, A. (2019, May 2-4). Eğitimde Yapay Zekâ [Artificial Intelligence in Education]. 14. Uluslararası Eğitim Yönetimi Kongresi Tam Metin Bildiri Kitabı, 197- 202. Çeşme, İzmir, Turkey.
• Kim, K. J., & Han, H. J. (2021). A design and effect of maker education using educational artificial intelligence tools in elementary online environment. Journal of Digital Convergence, 19(6), 61-71. https://doi.org/10.14400/JDC.2021.19.6.061
• Kim, K., & Park, Y. (2017). A development and application of the teaching and learning model of artificial intelligence education for elementary students. Journal of The Korean Association of Information Education, 21(1), 139-149. https://doi.org/10.14352/jkaie.2017.21.1.139
• Kolchenko, V. (2018). Can modern AI replace teachers? Not so fast! Artificial intelligence and adaptive learning: Personalized education in the AI age. HAPS Educator, 22(3), 249-252. https://doi.org/10.21692/haps.2018.032
• Lin, M. P. C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society, 23(1), 78-92. https://www.jstor.org/stable/26915408
• Lincoln, Y. S., & Guba, E.G. (1985). Naturalistic inquiry. Sage.
• Lipko, H. (2016). Meet Jill Watson: Georgia Tech’s first AI teaching assistant. Retrieved January 18, 2023, from https://pe.gatech.edu/blog/meet-jill-watson-georgia-techs-first-ai-teaching-assistant.
• Liu, C. C., Liao, M. G., Chang, C. H., & Lin, H. M. (2022). An analysis of children’interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576. https://doi.org/10.1016/j.compedu.2022.104576   Meço, G., & Coştu, F. (2022). Eğitimde yapay zekânın kullanılması: Betimsel içerik analizi çalışması [Using Artificial Intelligence in Education: Descriptive Content Analysis Study]. Karadeniz Teknik Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Dergisi, 12(23), 171-193. https://dergipark.org.tr/en/pub/sbed/issue/70445/1092727
• Mikropoulos, T. A. & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Comput. Edu, 56(3), 769–780. https://doi.org/10.1016/j.compedu.2010.10.020
• Mokmin, N. A. M., & Ibrahim, N. A. (2021). The evaluation of chatbot as a tool for health literacy education among undergraduate students. Education and Information Technologies, 26(5), 6033-6049. https://doi.org/10.1007/s10639-021-10542-y
• Muramatsu, K., & Wangmo, S. (2020). Comparison of traditional and online education in bhutan. Kidmore End: Academic Conferences International Limited, 607-611. https://doi.org/10.34190/EEL.20.085.
• Nghi, T.T., Phuc, T.H. & Thang, N.T. (2019). Applying Al chatbot for teaching a foreign language: An empirical research. International Journal of Scientific & Technology Research, 8(12) 897-902.
• Osetskyi, V., Vitrenko, A., Tatomyr, I., Bilan, S., & Hirnyk, Y. (2020). Artificial intelligence application in education: Financial implications and prospects. Financial and Credit Activity Problems of Theory and Practice, 2(33), 574-584.
• Ottenbreit-Leftwich, A., Glazewski, K., Jeon, M., Hmelo-Silver, C., Mott, B., Lee, S., & Lester, J. (2021, March). How do Elementary Students Conceptualize Artificial Intelligence? In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 1261-1261).
• Özkol, İ., Doğan, K., & Köseali, G. (2019). EBYS Uygulamalarında Yapay Zekâ Destekli Chatbot (Sohbet Robotu) Kullanımı. In B. Yalçınkaya, M.A. Ünal, B. Yılmaz & F. Özdemirci (Eds.) Bilgi Yönetimi ve Bilgi Güvenliği [Information Management and Information Security] (pp. 229-250). E- Arşiv.
• Palasundram, K., Sharef, N. M., Nasharuddin, N., Kasmiran, K., & Azman, A. (2019). Sequence to sequence model performance for education chatbot. International Journal of Emerging Technologies in Learning (İJET), 14(24), 56-68. https://www.learntechlib.org/p/217029/.
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri [Qualitative Research and Evaluation Methods] (M. Butun & S.B. Demir, Trans eds.: 2th ed.). Pegem Akademi. (Original work published in 2014).
• Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. J. Lang Cultural Edu, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025
• Ryu, M., & Han, S. (2017). Image of artificial intelligence of elementary students by using semantic differential scale. Journal of The Korean Association of Information Education, 21(5), 527-535. https://doi.org/10.14352/jkaie.2017.21.5.527
• Saldana, J. (2019). Nitel araştırmalar için kodlama el kitabı. [Coding Handbook for Qualitative Research] (A. Tufekci & N. Sad, Trans eds.: 2th ed.). Pegem Akademi. (Original work published in 2015).
• Shin, W. S. (2020). A case study on application of artificial intelligence convergence education in elementary biological classification learning. Journal of Korean Elementary Science Education, 39(2), 284-295. http://dx.doi.org/10.15267/keses.2020.39.2.284
• Shin, W. S., & Shin, D. H. (2020). A study on the application of artificial intelligence in elementary science education. Journal of Korean elementary science education, 39(1), 117-132.
• Son, W. S. (2020). Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school. Journal of The Korean Association of Information Education, 24(5), 453-462. https://doi.org/10.14352/jkaie.2020.24.5.453
• Teng, X. (2019, April). Discussion about artificial intelligence’s advantages and disadvantages compete with natural intelligence. In Journal of Physics: Conference Series (Vol. 1187, No. 3, p. 032083). IOP Publishing.
• Uzun, Y., Tümtürk, A. Y., & Öztürk, H. (2021, Nowember 1-3). Günümüzde ve Gelecekte Eğitim Alanında Kullanılan Yapay Zekâ [Artificial Intelligence Used in Education Today and in the Future] [Conference session]. 1st International Conference on Applied Engineering and Natural Sciences. Konya, Turkey.
• Vincent-Lancrin, S. and R. van der Vlies (2020), "Trustworthy artificial intelligence (AI) in education: Promises and challenges", OECD Education Working Papers, No. 218, OECD Publishing. https://doi.org/10.1787/a6c90fa9-en.
• Yildiz, Y. (2022). An Examination of the Experiences of Turkish ELLs about the Chatbot Apps to Learn English. Canadian Journal of Language and Literature Studies, 2(5), 32-41. https://doi.org/10.53103/cjlls.v2i5.59
• Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation technology with micro-learning: The impact of chatbot-based learning on students’ learning motivation and performance. Journal of Educational Computing Research, 59(1), 154-177. https://doi.org/10.1177/0735633120952067
• Zhai, X. (2022). ChatGPT user experience: Implications for education. Department of Mathematics, Science, and Social Studies Education AI4STEM Education Center University of Georgia Athens, United States. Available at SSRN 4312418. http://dx.doi.org/10.2139/ssrn.4312418