YAPAY ZEKÂYLA HAZIRLANMIŞ ÇOK BİÇİMLİ ANLATILARA İLİŞKİN ÖĞRENCİ GÖRÜŞLERİ: BİR UYGULAMA ÇALIŞMASI

Öz

Bu araştırma, yapay zekâyla hazırlanmış çok biçimli (multimodal) anlatıların sınıf içi uygulama sürecinde öğrencilerin duyuşsal, bilişsel ve davranışsal deneyimlerine nasıl yansıdığını öğrenci görüşleri temelinde ortaya koymayı amaçlamaktadır. Araştırma, temel nitel araştırma deseni çerçevesinde yürütülmüş olup çalışma grubunu Siirt ilinde yer alan bir ortaokulda öğrenim gören 5. sınıf düzeyindeki 31 öğrenci oluşturmaktadır. Araştırma sürecinde yapay zekâ araçları kullanılarak metin, görsel, ses ve video bileşenlerinden oluşan çok biçimli anlatılar hazırlanmış, ardından bu çok biçimli anlatılar beş hafta boyunca sınıf ortamında uygulanmıştır. Veriler öğrenci günlükleri, gözlem formları ve yarı yapılandırılmış görüşmeler aracılığıyla toplanmış, elde edilen veriler içerik analizi yöntemiyle çözümlenmiştir. Bulgular, yapay zekâyla hazırlanmış çok biçimli anlatıların öğrenme sürecini çok boyutlu biçimde etkilediğini göstermektedir. Öğrenciler, bu anlatıları ilgi çekici ve motive edici bulduklarını; süreç boyunca heyecan, merak ve mutluluk gibi olumlu duygular yaşadıklarını ifade etmişlerdir. Ayrıca çok biçimli ögelerin bütünleşik biçimde sunulmasının öğrenmeyi kolaylaştırdığı, anlama düzeyini artırdığı ve konuların daha kalıcı hâle gelmesini sağladığı belirtilmiştir. Öğrenciler, anlatıları daha kolay takip edebildiklerini, zihinde canlandırabildiklerini ve öğrenme sürecine daha aktif katıldıklarını dile getirmiştir. Bununla birlikte bazı öğrenciler, yapay zekâ temelli içeriklerde zaman zaman teknik uyumsuzluklar olduğunu ifade etmiş ve insan tarafından üretilen içerikleri tercih ettiklerini belirtmiştir. Bu durum, öğrencilerin sürece eleştirel bir bakış açısıyla yaklaştıklarını göstermektedir. Araştırma sonuçları, öğrenci görüşleri doğrultusunda yapay zekâyla hazırlanmış çok biçimli anlatıların dikkat, motivasyon ve anlama becerilerini destekleyen etkili pedagojik araçlar olduğunu ortaya koymaktadır. Ancak bu araçların eğitim ortamlarında etkili biçimde kullanılabilmesi için öğretmen rehberliğinin sağlanması ve pedagojik ilkeler doğrultusunda yapılandırılması gerektiği sonucuna ulaşılmıştır.

Anahtar Kelimeler

• yapay zekâ
• multimodal anlatı
• multimodal pedagoji
• eğitsel tasarım

Etik Beyan

Yasal İzinler: Van Yüzüncü Yıl Üniversitesi Sosyal ve Beşerî Bilimler Etik Kurulu, Tarih: 22.09.2025, Oturum Sayısı: 2025/20. Siirt İl Millî Eğitim Müdürlüğü, Başvuru No: MEB.TT.2025.032183.01.

STUDENTS’ PERSPECTİVES ON AI-GENERATED MULTİMODAL NARRATİVES: AN APPLİED STUDY

Öz

This study aims to explore how multimodal narratives generated through artificial intelligence are reflected in students’ affective, cognitive, and behavioral experiences during classroom implementation, based on students’ perspectives. The study was conducted within the framework of a basic qualitative research design, and the study group consisted of 31 fifth-grade students attending a secondary school in Siirt. During the research process, multimodal narratives composed of text, visual, audio, and video components were developed using artificial intelligence tools and subsequently implemented in the classroom over a five-week period. Data were collected through student journals, observation forms, and semi-structured interviews, and the data obtained were analyzed using content analysis. The findings indicate that AI-generated multimodal narratives influence the learning process in a multidimensional manner. Students reported that they found these narratives engaging and motivating and experienced positive emotions such as excitement, curiosity, and happiness throughout the process. In addition, it was stated that the integrated presentation of multimodal elements facilitated learning, enhanced comprehension, and contributed to the retention of knowledge. Students also expressed that they were able to follow the narratives more easily, visualize them mentally, and participate more actively in the learning process. However, some students noted occasional technical inconsistencies in AI-based content and expressed a preference for human-generated materials. This suggests that students approached the process with a critical perspective. The results of the study, based on students’ perspectives, demonstrate that AI-generated multimodal narratives function as effective pedagogical tools that support attention, motivation, and comprehension skills. However, for these tools to be used effectively in educational settings, it is essential to ensure teacher guidance and to structure their use in accordance with pedagogical principles.

Anahtar Kelimeler

• artificial intelligence
• multimodal narrative
• multimodal pedagogy
• educational design

Etik Beyan

Legal Permissions: Van Yüzüncü Yıl University Social and Human Sciences Ethics Committee, Date: 22.09.2025, Session No: 2025/20. Siirt Provincial Directorate of National Education, Application No: MEB.TT.2025.032183.01.

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