A Qualitative Study on Doctoral Students’ Use of Artificial Intelligence

Year 2025, Volume: 8 Issue: 1, 36 - 53, 20.03.2025

Emine Aruğaslan

Abstract

Artificial intelligence is increasingly being integrated into the education sector, bringing about significant changes in teaching and learning processes. This growing influence underscores the need for a thorough investigation into the effective use, potential benefits, and possible challenges associated with Artificial intelligence tools in education. This study aimed to explore doctoral students’ experiences and perspectives on the use of Artificial intelligence tools in education. Adopting a qualitative research design, the study included 12 doctoral students selected through a purposive sampling method. Data were analyzed using content analysis, resulting in the identification of 6 main categories and 26 themes. These categories included “reasons for preference,” “general advantages,” “advantages in education,” “challenges in educational use,” “difficulties encountered,” and “contributions to personal and professional development.” The findings revealed that Artificial intelligence tools are primarily preferred for their accessibility, practicality, and speed, but concerns about information reliability, ethical issues, and plagiarism also emerged. This study provides a comprehensive insight into the role and impact of artificial intelligence in education from the perspective of students, highlighting the opportunities and risks it presents in learning processes.

Keywords

artificial intelligence tools, doctoral students, user experiences, online learning

Ethical Statement

The study was conducted with the ethics committee approval of Isparta University of Applied Sciences, Scientific Research and Publication Ethics Committee (Date 19.01.2024, Decision Number 178/4).

Doktora Öğrencilerinin Yapay Zeka Kullanımı Üzerine Nitel Bir Çalışma

Abstract

Yapay zekâ, eğitim sektöründe giderek daha yaygın bir şekilde kullanılmakta ve öğretme-öğrenme süreçlerinde köklü değişiklikler yaratmaktadır. Bu durum, yapay zekâ araçlarının hem eğitimdeki potansiyel avantajlarını hem de olası sakıncalarını inceleme ihtiyacını ortaya çıkarmaktadır. Bu çalışma, doktora öğrencilerinin yapay zekâ araçlarını eğitimde nasıl kullandıklarını, bu araçlara yönelik deneyim ve görüşlerini derinlemesine ele almak amacıyla tasarlanmıştır. Araştırma, nitel araştırma deseniyle gerçekleştirilmiş, uygun örnekleme yöntemiyle belirlenen 12 doktora öğrencisi de araştırmanın katılımcıları olarak belirlenmiştir. Veriler içerik analizi yöntemiyle incelenmiş ve sonuç olarak 6 kategori ve 26 tema oluşturulmuştur. Bu kategoriler yapay zekâ kullanımına yönelik olarak, “tercih nedenler,” “genel avantajlar,” “eğitimdeki avantajlar,” “eğitimde kullanımına yönelik sakıncalar,” “karşılaşılan zorluklar” ve “kişisel-mesleki gelişime katkılar” şeklinde belirlenmiştir. Bulgular, yapay zekâ araçlarının kolay erişilebilirlik, pratiklik ve hız gibi nedenlerle tercih edildiğini, ancak bilgi güvenilirliği, etik sorunlar ve intihal gibi sakıncalarının da bulunduğunu göstermiştir. Bu kapsamda, yapay zekânın eğitimdeki rolü ve etkisi öğrencilerin gözünden değerlendirilmiş ve bu teknolojinin öğrenme süreçlerine getirdiği fırsatlar ve riskler detaylı bir şekilde ortaya konulmuştur.

Keywords

yapay zeka araçları, doktora öğrencileri, kullanıcı deneyimleri, çevrimiçi öğrenme

Ethical Statement

Çalışma, Isparta Uygulamalı Bilimler Üniversitesi, Bilimsel Araştırma ve Yayın Etiği Kurulundan, etik kurul izni (19.01.2024 Tarih, 178/4 Karar Numaralı) alınarak yapılmıştır.

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