Artificial Intelligence in Education: A Content Analysis on Trends in Research from Türkiye

Öz

Artificial intelligence (AI) assists both teachers and students in offering new ways in the educational researches. Although its positive and negative aspects are currently being discussed, studies reviewing research on its effects and implementations in education are still very limited. In this study, research articles and postgraduate theses on AI in education in Turkey were investigated and the educational outcomes of this rapidly developing field were presented. The data were obtained as a result of the systematic review according to the principles of PRISMA. Descriptive content analysis was used to analyze the data. Using the ULAKBİM TR Index and Council of Higher Education (CHE) National Thesis Center databases, 39 articles and theses related to AI were selected from 1146 sources in total. The analysis was carried out according to the publication years, research methods, study group, learning domain and the role of AI in the studies. According to the determined criteria, the studies were carried out between 2004-2023 and more than half of them were carried out in the last five years. The most quantitative and qualitative research methods was used, the studies carried out with undergraduate students and pre-service teachers were predominant, the focus was on all learning domains. In addition, AI has been used in the roles in educational process, educational environment/content, student and testing the AI system in studies. The results of the AI studies in the education held in Türkiye in the last 20 years have been discussed.

Anahtar Kelimeler

• artificial intelligence
• artificial intelligence in education
• content analysis
• research article
• postgraduate thesis

Eğitimde Yapay Zekâ: Türkiye Kaynaklı Araştırmaların Eğilimleri Üzerine Bir İçerik Analizi

Öz

Yapay zekâ (YZ) eğitim alanında hem öğretmenlere hem de öğrencilere yeni yollar sunma konusunda destek olmaktadır. Olumlu ve olumsuz yönleri güncel olarak tartışılmakla birlikte, eğitimde etkileri ve uygulamaları ile ilgili araştırmaları özetleyen çalışmalar henüz oldukça kısıtlıdır. Bu çalışmada Türkiye’de gerçekleştirilen eğitimde yapay zekâ (EYZ) ile ilgili araştırma makaleleri ve lisansüstü tezlerin eğilimi araştırılarak, hızlı gelişen bu alanın eğitimsel çıktıları sunulmuştur. Verilere PRISMA prensiplerine göre sistematik derlemeye dayalı tarama sonucunda ulaşılmıştır. Verilerin analizinde betimsel içerik analizi kullanılmıştır. ULAKBİM TR Dizin ve YÖK Ulusal Tez Merkezi veri tabanları kullanılarak YZ ile ilgili toplamda 1146 kaynaktan belirlenen kriterlere göre seçilen 39 makale ve tez çalışmaya dâhil edilmiştir. Ulaşılan kaynakların yayın yılları, araştırma yöntemleri, çalışma grubu, öğrenme alanları ve YZ’nin rolüne göre analiz gerçekleştirilmiştir. Belirlenen kriterlere göre çalışmaların 2004-2023 yılları arasında ve yarısından fazlasının son beş yılda gerçekleştirildiği görülmektedir. Araştırma yöntemlerinden en çok nicel ve nitel yaklaşımın benimsendiği, lisans öğrencileri ve öğretmen adayları ile gerçekleştirilen çalışmaların ağırlıkta olduğu, tüm öğrenim alanlarına odaklanıldığı sonucuna ulaşılmıştır. Ayrıca YZ çalışmalarda eğitim süreci, eğitim ortamı/içeriği, öğrenci ve YZ sisteminin denenmesine yönelik rollerde kullanılmıştır. Son 20 yılda Türkiye’de gerçekleştirilen EYZ çalışmalarına dair sonuçlar tartışılmıştır.

Anahtar Kelimeler

• yapay zeka
• eğitimde yapay zeka
• içerik analizi
• araştırma makalesi
• lisansüstü tez

Kaynakça

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