İletişim Becerileri Eğitimi ve Yapay Zekâ Okuryazarlığı: Üniversite Öğrencileri Üzerine Nicel Bir Araştırma

Yıl 2025, Cilt: 13 Sayı: 3, 1904 - 1952, 30.12.2025

Ayşe Amine Tuğ Kızıltoprak

https://doi.org/10.18506/anemon.1802689

Öz

Günümüzde yükseköğretim kurumları, öğrencilerini yalnızca akademik bilgiyle donatmakla kalmayıp, eleştirel düşünme, teknolojik okuryazarlık ve etkili iletişim becerileri gibi çok yönlü yetkinliklerle geliştirmeyi hedeflemektedir. Bu bağlamda iletişim eğitimi, öğrencilerin akademik, sosyal ve mesleki gelişimlerine katkı sağlayan temel bir alan olarak öne çıkmaktadır. Yapay zekâ teknolojilerinin eğitimde artan kullanımı, öğrencilerin dijital araçlarla etkileşimlerinde belirli bir yapay zekâ okuryazarlığı düzeyine sahip olmalarını zorunlu kılmaktadır. Bu araştırma, üniversite öğrencilerinin iletişim eğitimi bağlamındaki yapay zekâ okuryazarlığı düzeylerini inceleyerek, yapay zekâ okuryazarlığı ile iletişim eğitimi arasındaki ilişkiyi hem kuramsal hem de ampirik düzeyde tartışmayı amaçlamaktadır. Kütahya Dumlupınar Üniversitesi görsel iletişim tasarımı ve grafik tasarım öğrencileri üzerinde yürütülen çalışmada, geçerli ve güvenilir bir ölçek aracılığıyla veri toplanmış ve Daft ve Lengel’in (1986) medya zenginliği kuramı çerçevesinde öğrencilerin yapay zekâ ile iletişimde anlama, analiz ve etik karar verme yeterlilikleri analiz edilmiştir. Bulgular, iletişim eğitiminin teknolojik gelişmeler doğrultusunda yeniden yapılandırılmasına yönelik öneriler sunmaktadır.

Anahtar Kelimeler

Yapay zekâ okuryazarlığı , iletişim becerileri eğitimi , üniversite öğrencileri , dijital okuryazarlık , eğitim teknolojileri , medya zenginliği teorisi.

Communication Skills Education and Artifıcial Intelligence Literacy: A Quantitative Study On University Students

Öz

In today’s digitalized world, higher education institutions aim not only to equip students with academic knowledge but also to develop multifaceted competencies such as critical thinking, technological literacy, and effective communication skills. Within this context, communication education emerges as a fundamental domain supporting students’ academic, social, and professional development. The increasing integration of artificial intelligence (AI) technologies in education necessitates that students possess a certain level of AI literacy in their interactions with digital tools. This study examines university students’ AI literacy within the scope of communication education and explores the relationship between AI literacy and communication education at both theoretical and empirical levels. Conducted with visual communication and graphic design students at Kütahya Dumlupınar University, the research collected data through a valid and reliable scale and analyzed students’ comprehension, analytical, and ethical decision-making skills in AI-mediated communication within the framework of Daft and Lengel’s (1986) media richness theory. The findings offer valuable insights for restructuring communication education in line with technological developments.

Anahtar Kelimeler

Artificial intelligence literacy , communication skills education , university students , digital literacy , educational technologies , media richness theory.

Kaynakça

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