The Analysis of Sports Science Students Metaphorical Perceptions of Artificial Intelligence

Yıl 2025, Cilt: 13 Sayı: 3, 417 - 428, 30.09.2025

Uğur İnce , Fatih Harun Turhan

Öz

The purpose of this study is to reveal the perceptions of sports sciences students regarding artificial intelligence (AI) through metaphors and to conduct a categorical analysis of these metaphors in order to gain an in-depth understanding of how AI is perceived by the students. A qualitative research design, specifically the "Metaphor Analysis" method, was employed. Data were collected by asking sports sciences students to complete the sentence: "Artificial intelligence is like ______ to me because ______." A total of 222 students participated in the study. The findings were grouped under five themes: facilitator, source of information, threat and risk, human entity, and redundancy. As a result, the majority of sports sciences students perceive AI as a valuable assistant that facilitates their lives and as a resource that provides rapid access to information. However, there is also significant awareness regarding the risks associated with AI and its human-related dimensions. The broad spectrum of students' perceptions of AI offers important implications for the integration of technology into educational processes. It is anticipated that the study’s findings will contribute to both academic and practical levels in the design of instructional activities and the pedagogical integration of AI-based tools.

Anahtar Kelimeler

Artificial Intelligence , Metaphor , Technology , Physical Education , Sports Sciences

Spor Bilimleri Öğrencilerinin Yapay Zekâya Yönelik Metaforik Algılarının Analizi

Öz

Bu çalışmanın amacı, spor bilimleri öğrencilerinin yapay zekâya (YZ) yönelik algılarını metaforlar aracılığıyla ortaya koymak ve bu metaforların kategorik analizini gerçekleştirerek öğrencilerin YZ’yi nasıl algıladıklarına dair derinlemesine bir anlayış elde etmektir. Araştırmada nitel araştırma deseni, özel olarak "Metafor Analizi" yöntemi kullanılmıştır. Veriler, spor bilimleri öğrencilerine “Yapay zekâ ... gibidir; çünkü ...” cümlesini tamamlamaları istenerek toplanmıştır. Araştırmaya toplam 222 öğrenci katılmıştır. Bulgular beş tema altında gruplanmıştır: kolaylaştırıcı, bilgi kaynağı, tehdit ve risk, insan unsuru ve gereksizlik. Sonuç olarak, spor bilimleri öğrencilerinin çoğunluğu YZ’yi hayatlarını kolaylaştıran değerli bir yardımcı ve bilgiye hızlı erişim sağlayan bir kaynak olarak algılamaktadır. Ancak YZ ile ilgili riskler ve insanla ilişkili boyutlar konusunda da kayda değer bir farkındalık bulunmaktadır. Öğrencilerin YZ’ye ilişkin algılarının geniş bir yelpazeye yayılması, teknolojinin eğitim süreçlerine entegrasyonu açısından önemli çıkarımlar sunmaktadır. Çalışmanın bulgularının, yapay zekâ tabanlı araçların pedagojik entegrasyonu ve öğretim faaliyetlerinin tasarımı konusunda hem akademik hem de pratik düzeyde katkı sağlaması beklenmektedir.

Anahtar Kelimeler

Yapay Zeka , Metafor , Teknoloji , Beden Eğitimi , Spor Bilimleri

Kaynakça

• Aggarwal, D. (2023). Exploring the scope of artificial intelligence (AI) for lifelong education through personalised & adaptive learning. Journal of Artificial Intelligence, Machine Learning and Neural Network. https://doi.org/10.55529/jaimlnn.41.21.26
• Altınay, F., Karaatmaca, C., Altınay, Z., & Dagli, G. (2019). Developing at a great pace: Studies on artificial intelligence in higher education. eLearning and Software for Education. https://doi.org/10.12753/2066-026x-19-116
• Arıkan, G., & Culha, A. (2023). Üniversite Öğrencilerinin Yüzme Kavramına İlişkin Metaforik Algıları. Spor ve Performans Araştırmaları Dergisi, 14(1), 43-58. https://doi.org/10.17155/omuspd.1198433
• Azeem, S., & Abbas, M. (2025). Personality correlates of academic use of generative artificial intelligence and its outcomes: Does fairness matter? Education and Information Technologies. https://doi.org/10.1007/s10639-025-13489-6
• Brey, P. (2020). The strategic role of technology in moral action. Ethics and Information Technology, 22(3), 243–254. https://doi.org/10.1007/s10676-020-09535-5
• Burrell, J. (2016). How the machine “thinks”: Understanding opacity in machine learning algorithms.Big Data & Society, 3(1), 1–12. https://doi.org/10.1177/2053951715622512
• Cheng, M., Lee, A. Y., Rapuano, K., Niederhoffer, K., Liebscher, A., & Hancock, J. (2025). From tools to thieves: Measuring and understanding public perceptions of AI through crowdsourced metaphors. arXiv preprint. https://doi.org/10.48550/arXiv.2501.18045 Coeckelbergh, M. (2022). The political philosophy of AI: An introduction. Polity Press.
• Ermağan, E., & Ermağan, İ. (2022). Innovative technology and education: Artificial intelligence and language learning in Turkey. Shanlax International Journal of Education. https://doi.org/10.34293/education.v11is1-dec.6085
• Gómez Cano, C. A., & Colala Troya, A. L. (2023). Artificial intelligence applied to teaching and learning processes. LatIA. https://doi.org/10.62486/latia20232
• Gupta, A., Atef, Y., Mills, A., & Bali, M. (2024). Assistant, parrot, or colonizing loudspeaker? ChatGPT metaphors for developing critical AI literacies. arXiv preprint. https://doi.org/10.48550/arXiv.2401.12345
• Haseski, H. İ. (2019). What do Turkish pre-service teachers think about artificial intelligence? International Journal of Computer Science Education in Schools, 3(2), 3–23. https://doi.org/10.21585/ijcses.v3i2.5
• Hoşver, P. U., & Sarikol, E. (2022). Investigation of the metaphorical perceptions of sports sciences faculty students regarding the conceptions of play and physical activity. Revista on line de Política e Gestão Educacional, e022157-e022157. https://doi.org/10.22633/rpge.v26i00.17458
• Katsantonis, A., & Katsantonis, I. G. (2024). University students’ attitudes toward artificial intelligence: An exploratory study of the cognitive, emotional, and behavioural dimensions of AI attitudes. Education Sciences. https://doi.org/10.3390/educsci14090988
• Krouska, A., Troussas, C., Sgouropoulou, C., & Virvou, M. (2022). University students’ acceptance of artificial intelligence–based educational tools: A TAM‑based study. Computers and Education: Artificial Intelligence, 3, Article 100066. https://doi.org/10.1016/j.caeai.2022.100066