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

Yıl 2026, Cilt: 34 Sayı: 1, 186 - 206, 31.01.2026

Hüseyin Sıhat , Mehmet Akif Ocak

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

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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