YAPAY ZEKÂ DESTEKLİ ANINDA GERİ BİLDİRİMİN LİSE ÖĞRENCİLERİNİN BAŞARI MOTİVASYONUNA ETKİSİ

Yıl 2026, Cilt: 16 Sayı: 1, 131 - 158, 13.01.2026

Cansu Şahin Kölemen , Ersin Şahin

https://doi.org/10.17943/etku.1746065

Öz

Yapay zekâ teknolojilerinin eğitim ortamlarına entegrasyonu, özellikle geri bildirim süreçlerinde önemli bir dönüşüm yaratmakta ve öğrenci motivasyonunun desteklenmesine yönelik yeni olanaklar sunmaktadır. Bu araştırmanın amacı, yapay zekâ destekli anında geri bildirimin lise düzeyinde öğrenim gören öğrencilerin akademik başarı motivasyonuna etkisini incelemektir. Ön test-son test kontrol gruplu deneysel desenin kullanıldığı çalışmada, İstanbul'da öğrenim gören toplam 64 dokuzuncu sınıf öğrencisi rastgele yöntemle deney ve kontrol gruplarına atanmıştır. Deney grubundaki öğrenciler, dört hafta süresince kompozisyon yazma etkinliklerini yapay zekâ tabanlı bir platform (ChatGPT) aracılığıyla tamamlamış ve her etkinlik sonrası anında geri bildirim almıştır. Kontrol grubundaki öğrenciler ise aynı etkinlikleri öğretmenlerinden haftalık gecikmeli yazılı dönüt alarak gerçekleştirmiştir. Öğrencilerin motivasyon düzeyleri, Sarıtepeci (2018) tarafından geliştirilen Başarı Motivasyonu Ölçeği aracılığıyla ön test ve son test şeklinde ölçülmüştür. Bağımsız örneklem t-testi sonuçlarına göre, ön testte gruplar arasında anlamlı bir fark bulunmazken, son testte deney grubu lehine anlamlı bir artış gözlemlenmiştir. Bu bulgu, yapay zekâ destekli anında geri bildirimin öğrencilerin içsel motivasyonunu artırabileceğini ve bu etkinin Öz Belirleme Kuramı (Deci & Ryan, 1985) kapsamında tanımlanan özerklik, yeterlik ve ilişkisellik gibi temel psikolojik ihtiyaçların desteklenmesiyle ilişkili olduğunu göstermektedir. Ayrıca, K-means kümeleme analizi yoluyla elde edilen bulgular, yapay zekâ destekli uygulamanın farklı öğrenci profilleri üzerindeki etkisini daha ayrıntılı biçimde ortaya koymuştur. Deney grubundaki farklılaşmada, öğrencilerin daha önce yapay zekâ araçlarını kullanmış olmalarının belirleyici bir unsur olduğu anlaşılmıştır. Araştırma, yapay zekâ tabanlı dönüt sistemlerinin sadece bilişsel çıktılar değil, duyuşsal kazanımlar üzerinde de etkili olabileceğini deneysel olarak ortaya koyarak literatüre katkı sağlamaktadır.

Anahtar Kelimeler

yapay zeka , anında geribildirim , motivasyon.

THE EFFECT OF ARTIFICIAL INTELLIGENCE-SUPPORTED INSTANT FEEDBACK ON THE ACHIEVEMENT MOTIVATION OF HIGH SCHOOL STUDENTS

Öz

The integration of artificial intelligence (AI) technologies into educational environments has led to a transformation in how feedback is delivered and how student motivation is supported. This study aims to examine the effect of AI-supported instant feedback on the academic achievement motivation of high school students. Within the framework of the pretest-posttest control group experimental design, a total of 64 ninth-grade students were randomly assigned to experimental and control groups. While the experimental group received real-time feedback through an AI-based platform (ChatGPT) during weekly composition writing tasks, the control group received traditional delayed written feedback from their teacher. Data were collected using the Academic Achievement Motivation Scale developed by Sarıtepeci (2018), and both pre- and post-tests were administered to assess motivational change. The results of independent samples t-tests indicated no significant difference between the groups in the pretest phase. However, post-test results revealed a statistically significant increase in the motivation levels of the experimental group compared to the control group. These findings suggest that instant and personalized feedback provided by AI can significantly enhance students’ intrinsic motivation by supporting key psychological needs such as autonomy, competence, and relatedness, as defined in Self-Determination Theory (Deci & Ryan, 1985). Furthermore, the findings obtained through K-means clustering analysis have revealed the impact of the AI-supported application on different student profiles in greater detail. In the differentiation of the experimental group, it was understood that the students' previous experience with artificial intelligence tools was a decisive factor. The study contributes to the literature by experimentally validating the motivational impact of AI-based feedback systems and highlights the potential of such tools to enrich students' learning experiences beyond cognitive outcomes.

Anahtar Kelimeler

artificial intelligence , instant feedback , motivation

Kaynakça

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