ARTIFICIAL INTELLIGENCE (AI) LITERACY LEVELS OF UNIVERSITY STUDENTS AND THE CRITICAL ROLE OF EDUCATION IN THE PROCESS

Öz

At the time of the study, there was no quantitative research on AI literacy in Turkey. With this study, it is aimed to contribute to the field of AI literacy and to create a reference for future studies. A total of 342 university students participated in the study, including 234 women (68.4%) and 108 men (31.6%). In the study, 'Artificial Intelligence Literacy Scale' developed by Wang et al. (2022) and Turkish validity and reliability study conducted by Çelebi et al. (2023) was used. Kaiser- Meyer- Olkin (KMO) value was calculated as .85 in the study in which survey model was used among quantitative research methods. According to this result, it can be said that the factor loading value is sufficient and there is sufficient relationship between the variables for factor analysis. The result of Barlett sphericity test (x²(66)= 1283,756; p<.05) shows that the chi-square value is significant. According to the findings of the study, the mean score of AI literacy of university students was calculated as (x̄=61,517). This result shows that the AI literacy level of the students is good. In addition, it was found that there was a significant relationship (p<.05) between AI literacy and university. It is important for children to learn the possibilities of AI at an early age, but it is important for adults to have a basic understanding of AI so that they can interact effectively with technology at university and beyond. The introduction of an AI literacy course in the undergraduate programmes of universities can pave the way for a faster interaction with the increasing prevalence of AI technologies in society.

Anahtar Kelimeler

• Artificial intelligence (AI) literacy
• Türkiye
• Ondokuz Mayıs University
• Iğdır University

ÜNİVERSİTE ÖĞRENCİLERİNİN YAPAY ZEKA (AI) OKURYAZARLIK DÜZEYLERİ VE BU SÜREÇTE EĞİTİMİN ÖNEMLİ ROLÜ

Öz

Araştırmanın yapıldığı tarihte Türkiye’de yapay zeka okuryazarlığı konusunda yapılmış nicel herhangi bir araştırmaya rastlanmamıştır. Çalışma ile yapay zeka okuryazarlığı konusunda alana katkı koymak ve yapılacak çalışmalara referans oluşturmak hedeflenmektedir. Çalışmaya 234 kadın (%68.4) ve 108 erkek (%31.6) toplam 342 üniversite öğrenci katılmıştır. Çalışmada Wang ve ark. (2022) tarafından geliştirilmiş, geçerlik ve güvenirlik çalışması Çelebi ve diğ. (2023) tarafından yapılan ‘Yapay Zekâ Okuryazarlık Ölçeği’ kullanılmıştır. Nicel araştırma yöntemlerinden tarama modelinin kullanıldığı araştırmada Kaiser- Meyer- Olkin (KMO) değeri .85 olarak hesaplanmıştır. Bu sonuca göre faktör yük değerinin yeterli olduğu ve değişkenler arasında faktör analizi yapmaya yeterli ilişkinin olduğu söylenebilir. Barlett küresellik testi sonucu ise (x²(66)= 1283,756; p<.05) ki-kare değerinin anlamlı olduğunu göstermektedir. Çalışma bulgularına göre üniversite öğrencilerinin yapay zeka okuryazarlığı puan ortalaması (x̄=61,517) olarak hesaplanmıştır. Bu sonuç, öğrencilerin yapay zeka okuryazarlığı düzeylerinin iyi olduğu göstermektedir. Ayrıca yapay zeka okur yazarlığı ile üniversite arasında anlamlı bir ilişkinin (p<.05) olduğu bulunmuştur. Çocukların yapay zekanın olanaklarını erken yaşta öğrenmesi önemlidir ancak üniversite ve sonrası süreçte yetişkinlerin de teknolojiyle etkin bir şekilde etkileşime girebilmeleri için temel düzeyde bir yapay zeka anlayışına sahip olmaları önemlidir. Üniversitelerin lisans programlarına yapay zeka okur yazarlığı dersinin konması, yapay zeka teknolojilerinin toplumda artan yaygınlığıyla daha hızlı bir şekilde etkileşime geçmesinin önünü açabilir.

Anahtar Kelimeler

• Yapay zeka okuryazarlığı
• Türkiye
• Ondokuz Mayıs Üniversitesi
• Iğdır Üniversitesi

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