Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review

Hüseyin Sıhat; Mehmet Akif Ocak

doi:10.24106/kefdergi.1878127

EN TR

Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review

Öz

Purpose: The purpose of this systematic review is to methodically investigate the pedagogical effects of visual and block-based programming tools used in K–12 artificial intelligence (AI) education. Method: A systematic review was conducted following the PRISMA 2020 guidelines, analyzing 91 articles published between 2019 and 2024 that met the inclusion criteria. The studies were evaluated considering the block-based tools used at various educational levels (elementary, middle, high school, K–12), the AI topics taught, their pedagogical effects, and recommendations for future research. Results: The results show that visual and block-based programming tools are useful for improving students' comprehension of AI principles, problem-solving ability, computational thinking skills, and ethical awareness. The use of these technologies varies across different countries and educational levels; specifically, more advanced applications are observed in OECD member countries due to their superior infrastructure and resources. Highlights: To increase the efficacy of AI education, the study emphasizes the need to strengthen teacher preparation, integrate ethical and social concerns into the curriculum, and develop real-world learning environments. It concludes that block-based and visual programming tools are essential components of K–12 AI instruction, holding significant potential to enhance students' cognitive, affective, and psychomotor skills.

Anahtar Kelimeler

Artificial Intelligence Education, Block-Based Programming, K-12 Education, Pedagogical Impact, Computational Thinking

Blok Tabanlı Yapay Zekâ Uygulamalarının Pedagojik Etkileri: Sistematik Bir Derleme

Öz

Amaç: Bu çalışmanın amacı, K–12 düzeyinde yapay zekâ (YZ) öğretiminde kullanılan görsel ve blok tabanlı programlama araçlarının pedagojik etkilerini sistematik biçimde incelemektir. Yöntem: PRISMA 2020 standartlarına uygun olarak yürütülen sistematik derleme kapsamında, 2019–2024 yılları arasında yayımlanan ve belirlenen ölçütleri karşılayan 91 makale analiz edilmiştir. İnceleme sürecinde farklı eğitim kademelerinde (ilkokul, ortaokul, lise, K–12) kullanılan araçlar, YZ ile öğretilen konular, pedagojik etkiler ve gelecekteki araştırmalara yönelik öneriler dikkate alınmıştır. Bulgular: Bulgular, görsel ve blok tabanlı programlama araçlarının öğrencilerin YZ kavramlarına yönelik anlayışlarını, problem çözme becerilerini, hesaplamalı düşünme yetilerini ve etik farkındalıklarını geliştirmede etkili olduğunu göstermektedir. Bu teknolojilerin kullanım düzeyi ülkeler arasında ve eğitim kademelerine göre değişiklik göstermekte; özellikle OECD üyesi ülkelerde daha gelişmiş altyapı ve kaynaklar nedeniyle daha ileri düzeyde kullanılmaktadır. Önemli Vurgular: Çalışma, YZ eğitimini daha etkili hâle getirmek için öğretmen eğitimlerinin güçlendirilmesi, müfredata etik ve sosyal boyutların dâhil edilmesi ve uygulamaya dayalı öğrenme ortamlarının geliştirilmesi gerektiğini vurgulamaktadır. Sonuç olarak, blok tabanlı ve görsel programlama araçlarının K–12 YZ öğretiminin önemli bileşenleri olduğu ve öğrencilerin bilişsel, duyuşsal ve psikomotor becerilerini geliştirmeye katkı sağlayabileceği belirtilmektedir.

Anahtar Kelimeler

Yapay zekâ eğitimi, Blok tabanlı programlama, K-12 eğitimi, Pedagojik etki, Hesaplamalı Düşünme

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Alan Eğitimleri (Diğer)

Bölüm

Sistematik Derlemeler ve Meta Analiz

Yazarlar

Hüseyin Sıhat ^*
Türkiye

Mehmet Akif Ocak
Türkiye

Yayımlanma Tarihi

31 Ocak 2026

Gönderilme Tarihi

20 Kasım 2024

Kabul Tarihi

21 Kasım 2025

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 1

DOI

https://doi.org/10.24106/kefdergi.1878127

IZ

https://izlik.org/JA58JG54CA

APA

Sıhat, H., & Ocak, M. A. (2026). Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review. Kastamonu Education Journal, 34(1), 186-206. https://doi.org/10.24106/kefdergi.1878127

AMA

1.Sıhat H, Ocak MA. Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review. Kastamonu Eğitim Dergisi. 2026;34(1):186-206. doi:10.24106/kefdergi.1878127

Chicago

Sıhat, Hüseyin, ve Mehmet Akif Ocak. 2026. “Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review”. Kastamonu Education Journal 34 (1): 186-206. https://doi.org/10.24106/kefdergi.1878127.

EndNote

Sıhat H, Ocak MA (01 Ocak 2026) Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review. Kastamonu Education Journal 34 1 186–206.

IEEE

[1]H. Sıhat ve M. A. Ocak, “Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review”, Kastamonu Eğitim Dergisi, c. 34, sy 1, ss. 186–206, Oca. 2026, doi: 10.24106/kefdergi.1878127.

ISNAD

Sıhat, Hüseyin - Ocak, Mehmet Akif. “Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review”. Kastamonu Education Journal 34/1 (01 Ocak 2026): 186-206. https://doi.org/10.24106/kefdergi.1878127.

JAMA

1.Sıhat H, Ocak MA. Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review. Kastamonu Eğitim Dergisi. 2026;34:186–206.

MLA

Sıhat, Hüseyin, ve Mehmet Akif Ocak. “Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review”. Kastamonu Education Journal, c. 34, sy 1, Ocak 2026, ss. 186-0, doi:10.24106/kefdergi.1878127.

Vancouver

1.Hüseyin Sıhat, Mehmet Akif Ocak. Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review. Kastamonu Eğitim Dergisi. 01 Ocak 2026;34(1):186-20. doi:10.24106/kefdergi.1878127

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

Pedagogical Impacts of Block-Based Artificial Intelligence Applications: A Systematic Review

Öz

Anahtar Kelimeler

Blok Tabanlı Yapay Zekâ Uygulamalarının Pedagojik Etkileri: Sistematik Bir Derleme

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster