Okul Öncesi Dönemde Yapay Zekâ Destekli Etkileşimli Dijital Hikâyelerin Çocukların Sosyal Problem Çözme Becerilerine Etkisi

Öz

Bu araştırmanın amacı, üretken yapay zekâ teknolojileri ile geliştirilen etkileşimli dijital hikâyelerin okul öncesi dönem çocuklarının sosyal problem çözme becerilerine etkisini incelemektir. Araştırmada kalıcılık ölçümlü, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubunu Bolu'da bir bağımsız anaokulunda eğitim gören 60-71 aylık 30 çocuk (deney = 16, kontrol = 14) oluşturmuştur. Deney grubuna altı hafta boyunca haftada iki kez olmak üzere, üretken yapay zekâ aracıyla yapılandırılmış istemler kullanılarak geliştirilen ve diyaloğa dayalı okumanın CROWD soru teknikleriyle zenginleştirilen 12 etkileşimli dijital hikâye sunulmuştur. Kontrol grubunda mevcut programa dayalı geleneksel hikâye etkinlikleri sürdürülmüştür. Veriler Wally Sosyal Problem Çözme Testi ile toplanmıştır. Gruplar arası karşılaştırmalarda ön test puanlarının ortak değişken olarak alındığı kovaryans analizi (ANCOVA), grup içi karşılaştırmalarda bağımlı örneklemler t testi kullanılmıştır. Ön test puanlarına göre düzeltilmiş son test puanlarında deney grubu lehine anlamlı ve geniş etki büyüklüğünde bir fark bulunmuştur. Deney grubunun sosyal problem çözme puanlarındaki grup içi artış da anlamlıdır. Kalıcılık ölçümünde kazanımlarda anlamlı bir gerileme gözlenmemiştir. Sonuçlar, eğitimci denetiminde üretilen yapay zekâ destekli etkileşimli dijital hikâyelerin sosyal problem çözme becerilerinin desteklenmesinde etkili bir öğretim materyali olarak kullanılabileceğine işaret etmektedir.

Anahtar Kelimeler

• sosyal problem çözme
• üretken yapay zekâ
• etkileşimli dijital hikâye
• diyaloğa dayalı okuma
• okul öncesi eğitim

Etik Beyan

Bu araştırma için Bolu Abant İzzet Baysal Üniversitesi Sosyal Bilimlerde İnsan Araştırmaları Etik Kurulundan onay alınmıştır (Toplantı Tarihi: 29.12.2025, Karar Sayısı: 2025/10, Protokol No: 2025/675).

The Effect of Artificial Intelligence-Supported Interactive Digital Stories on Preschool Children's Social Problem-Solving Skills

Öz

This study examined the effect of interactive digital stories developed with generative artificial intelligence on preschool children's social problem-solving skills. A quasi-experimental pretest-posttest control group design with a follow-up measurement was employed. The study group consisted of 30 children aged 60-71 months (experimental = 16, control = 14) in Bolu, Türkiye. For six weeks, twice a week, the experimental group received 12 interactive digital stories created with a generative artificial intelligence tool through structured prompts and enriched with the CROWD questioning techniques of dialogic reading, while the control group continued traditional story activities. Data were collected with the Wally Social Problem-Solving Test. Between-group comparisons were tested with analysis of covariance (ANCOVA) using pretest scores as the covariate, within-group comparisons with paired samples t tests. Posttest scores adjusted for pretest differed significantly in favor of the experimental group with a large effect size. The within-group gain of the experimental group was also significant. No significant decline was observed at follow-up. The results suggest that artificial intelligence-supported interactive digital stories produced under educator supervision can serve as an effective instructional material for supporting social problem-solving skills.

Anahtar Kelimeler

• social problem solving
• generative artificial intelligence
• interactive digital story
• dialogic reading
• preschool education

Etik Beyan

Ethical approval was obtained from the Bolu Abant Izzet Baysal University Ethics Committee for Human Research in Social Sciences (Date: 29.12.2025, Decision No: 2025/10, Protocol No: 2025/675).

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