İlgi alanları

Sürdürülebilir Kalkınma Amaçları

• 14
• 2
• 1
• 1
• 1

• MakaleAçık Erişim2026/r/bayburt/16025
  Investigating the Relationship Between Technology-Related Variables and Middle School Students’ Self-Regulation and Self-Directed Learning with Technology

  Akeren, İhsan; Yetişensoy, Okan

  Self-regulation and self-directedness have recently become closely associated with technology. The aim of this study is to examine middle school students’ levels of self-regulation skills and self-directed learning (SDL) with technology in terms of technology-related variables. The study was conducted using the cross-sectional correlational survey design, and the participant group consisted of 468 middle school students. The study revealed that middle school students' self-regulation skills and their levels of SDL with technology significantly varied based on how frequently they used e-learning platforms outside of school, in favor of those who used them more frequently. It was also determined that students' self- regulation skills and their SDL with technology significantly differed based on their purpose of technology use, and students who used technology for educational purposes had significantly higher self-regulation skills and SDL with technology compared to those who used it primarily for communication or entertainment. The study also revealed that middle school students' self-regulation skills did not significantly differ based on their AI usage competence. However, their self-directed learning with technology levels significantly varied by this variable, with higher competence corresponding to higher SDL with technology. Additionally, the analysis showed that there was no statistically significant difference in self-regulation skills or SDL with technology based on levels of access to technology. At this point, it is recommended that students be trained to use e-learning platforms outside of school and to employ technologies for educational purposes in order to enhance their levels of self-regulation and self-directedness. Furthermore, educating children on how to use GenAI tools such as ChatGPT more effectively in their self-regulated learning processes can also be presented as an important recommendation. At this point, it can be argued that, in addition to computer science courses, subjects like social studies that incorporate technology-related content may also serve these purposes.

  • 
  • 
  İncele
• DüzeltmeAçık Erişim2026Scopus SJRQ1/r/bayburt/12752
  Correction to: Exploring the transformative power of GenAI in education: an exploratory journey from social studies classes (Education and Information Technologies, (2025), 10.1007/s10639-025-13814-z)

  Yetişensoy, Okan

  The original online version of this article has been corrected. Figure 3 is removed upon the author’s request.

  • 
  İncele
• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/11382
  AI-Assisted formative assessment in social studies education: development of an NLU-integrated smart diagnostic branched tree platform and testing its effect

  Yetisensoy, Okan

  Formative assessment practices have been a significant focus in Social Studies education for many years. One commonly used technique in these practices is the diagnostic branched tree, which is designed to assess students’ understanding through a branching structure based on their responses. While this technique shows promise for identifying students' learning status and gaps throughout the ongoing process, it presents several structural limitations. This research aims to address these limitations by integrating diagnostic branched trees with natural language understanding, a key AI technique in educational assessment, thereby enhancing their diagnostic capabilities and making them smarter tools in educational settings. Furthermore, this research seeks to evaluate the impact of this revised system in middle schools within a practical setting. Following the development phase, the results of the experimental study demonstrated that the revised system had a significantly positive impact on students' learning performance. Qualitative data, meanwhile, suggested that this success was largely due to the system's ability to provide formative feedback and personalized guidance, which fostered metacognition and self-regulated learning. At this point, considering the positive transformations brought about by technology, it is recommended that innovative technologies be developed to enhance formative assessment across various levels of K–12 education.

  • 
  İncele
• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/11099
  AI-enhanced disaster education in middle schools: A mixed study from social studies classes

  Yetişensoy, Okan

  This research aims to examine the educational potential of AI-assisted chatbots, the popular AI technology of recent years, in middle school disaster education. In this regard, six chatbot characters in human form, each with fictional stories, were developed for various disasters taught within the scope of 5th-grade Social Studies in Türkiye. While the practitioner teacher instructed on disaster-related curricular outcomes in the experimental group through activities that included the use of the relevant chatbots, the same curricular outcomes in the control group were taught using conventional pedagogical methods. The experimental results showed that the disaster knowledge of the experimental group students was significantly higher than that of the control group students. However, no significant difference was observed in students’ disaster awareness levels. In the semi-structured interviews, students expressed that chatbots promoted a more effective, interesting, and student-centered disaster education with their distinctive design and pedagogical features. However, they noted that chatbots had certain inadequacies in developing concrete experiences, as well as psychomotor skills necessary to address disaster risks. Findings from the study indicate that the relevant AI technology is effective in promoting disaster education processes, particularly in facilitating more effective learning. Nevertheless, achieving more complex competencies for mitigating risks requires a higher level of technological advancement. At this point, it is suggested that undertaking initiatives to combine chatbots with extended reality environments will be beneficial in making them a more effective tools in disaster education processes.

  • 
  AtıfScopus2

  İncele
• Kitap BölümüAçık Erişim2025/r/bayburt/11792
  Beyond Algorithms: Unveiling the Intersection of AI Ethics, Citizenship Education, and Social Studies

  Yetişensoy, Okan

  The rapid rise of artificial intelligence (AI) in recent years has led to various positive transformations in everyday life. However, this rise has also brought about the emergence of some ethical issues that raise concerns in society. Examples of these ethical issues include the manipulative or harmful use of AI, privacy concerns, bias, discrimination, and lack of transparency and accountability. AI ethics, on the other hand, represent a set of guiding principles that stakeholders should adopt to ensure the responsible development and utilization of AI technologies. Considering that young people are potential users and developers of AI, teaching them these principles from an early age can be seen as a natural part of citizenship education. Thus, incorporating AI ethics-related content into the curriculum of various K-12 courses can be regarded as an effective approach. This chapter argued that social studies, with its focus on fostering effective citizens for the future, will emerge as a crucial application area for this approach. At this point, the relevant study aims to explore the intersections between AI ethics, citizenship education, and social studies. It is believed that the study will make a significant contribution to the literature by revealing the new dynamics created by AI in citizenship education and demonstrating the potential role that the social studies curriculum can play in this regard.

  • 
  AtıfScopus2·WoS2·OpenAlex2

  İncele
• MakaleAçık Erişim2025Scopus SJRQ2/r/bayburt/11474
  Validity challenge in GenAI models: Evaluating the validity of content generated by text-to-image models in the context of social studies education

  Yetişensoy, Okan

  Generative artificial intelligence (GenAI) models have led to many positive changes in educational settings; however, the validity of the content they produce remains a significant topic of academic discussion. This research aims to determine the validity of content produced by text-to-image models within the context of social studies education. For this purpose, different curricular outcomes from the social studies curriculum implemented in Türkiye were identified, and image content related to them was generated using DALL-E 3. The validity of this content was assessed within a panel consisting of social studies teachers. Quantitative analyses revealed inconsistencies, showing that some images are sufficient in terms of scientific accuracy as well as socio-cultural and geographical relevance, while others are not. Intraclass correlation coefficient analyses demonstrated that there was significantly moderate agreement among the panelists regarding these evaluations, indicating that the assessments are reliable. Qualitative analysis, on the other hand, revealed that panelists evaluated some images positively in terms of validity, noting that the content produced by these models has significant potential to enhance the learning of relevant outcomes of social studies. However, it was indicated that certain images exhibit prominent algorithmic biases, provide misleading or incorrect information, include details that could be characterized as hallucinations, and could potentially negatively impact the learning process. Additionally, it was determined that some images, in an attempt to highlight a particular cultural element, displays representations that are either disconnected from reality or overemphasized, which could be termed “Socio-cultural algorithmic exaggerations”. At this point, it is considered essential for all educators, including social studies teachers, to develop a critical perspective on the content created by GenAI models and to use this content only after thorough evaluation.

  • 
  AtıfScopus3·OpenAlex3

  İncele
• MakaleYalnız künye2025Scopus SJRQ1/r/bayburt/11414
  Exploring the transformative power of GenAI in education: an exploratory journey from social studies classes

  Yetişensoy, Okan

  The potential of GenAI in educational settings has attracted considerable attention, yet practical explorations of its use in K-12 classrooms are still scarce. This research aims to explore the role of GenAI models in social studies, focusing on their influence on learning-teaching processes and understanding of AI. While exploring the influence of GenAI on pedagogical aspects from the perspective of the teacher and students, this qualitative study also embraces AI as a cross-curricular theme and seeks to understand how GenAI-supported teaching activities shape students’ AI understanding. The study group of this research, conducted according to the basic qualitative research design, consisted of 21 middle school students studying in one class and a social studies teacher who implemented the practices. The primary data collection tool for the research was semi-structured interview forms. In the relevant research, a teaching framework supported by GenAI, combining “Teaching with AI” and “Teaching about AI” was developed. During the four-week process, the practitioner teacher covered the curricular outcomes using lesson plans designed in alignment with this framework. In the semi-structured interviews, students stated that engaging in activities supported by GenAI not only made the learning process more effective and interesting but also enhanced their understanding regarding AI. The teacher highlighted that GenAI models encouraged constructivist learning environments, ensured the active involvement of all students, including those in inclusive education, and contributed to AI learning through their engaging structure. Additionally, the teacher highlighted technology’s drawbacks, including encouraging dependence on convenience and potentially providing inaccurate information. The relevant findings of the study, serving as first observations, are expected to provide valuable insights for future research. At this point, it is recommended that further studies be conducted to explore the transformative potential of GenAI in education, especially by employing experimental designs. An additional suggestion, on the other hand, is to disseminate AI throughout the entire curriculum of all subjects within a specific educational level as a cross-curricular theme, as opposed to limiting its teaching to merely a singular, isolated subject area.

  • 
  AtıfScopus2·WoS1·OpenAlex2

  İncele
• MakaleAçık Erişim2024/r/bayburt/16444
  İkinci dil öğretiminde Chatbot teknolojisinin kullanımına yönelik çalışmalardaki genel eğilimler

  Maden, Sedat; Yetişensoy, Okan

  Bu araştırmanın amacı, ikinci dil öğretiminde “Chatbot” teknolojisinin kullanımına yönelik araştırma makalesi türündeki çalışmaların incelenerek bu konuda var olan eğilimlerin ortaya koyulmasıdır. Nitel araştırma yaklaşımına uygun olarak yürütülen bu çalışma, doküman incelemesi yöntemi ile yürütülmüştür. İkinci dil öğretiminde Chatbot kullanımını ele alan araştırma makalesi türündeki 40 çalışma ise bu araştırmanın temel veri kaynağını oluşturmuştur. Analizler sonucunda ikinci dil eğitiminde Chatbot kullanımına yönelik çalışmaların önemli bir kısmının önce deneysel bir sürecin yürütüldüğü, ardından katılımcılardan görüş alınan karma yöntem araştırmaları şeklinde kurgulandığı belirlenmiştir. Karma yöntem araştırmalarından sonra en sık olarak kullanılan yaklaşımların ise sırasıyla nicel ve nitel yaklaşımlar olduğu görülmüştür. Ayrıca araştırmaların büyük oranda İngilizcenin öğretimine odaklandığı görülmüş, Çince ve Almanca dillerine yönelik birer çalışma dışında farklı bir hedef dillere yönelik çalışmalara rastlanılmamıştır. Çalışmalardaki genel eğilimin hâlihazırda var olan chatbotları kullanma yönünde olduğu belirlenmiş, bu anlamda Replika, Andy, Alexa, Elbot, Mitsiku ve Google Asistan’ın yaygın olarak kullanıldığı görülmüştür. Araştırmacıların kendi Chatbot’unu geliştirdiği çalışma örneklerine de rastlanmıştır. Araştırmalardaki katılımcı gruplarını büyük oranda üniversite öğrencilerinin oluşturduğu görülmüş, lise, ortaokul ve ilkokul öğrencileri ile öğretmenlerin çalışma grubu olduğu çalışmaların nadir olduğu belirlenmiştir. Çalışmaların sıklıkla konuşma ve gramer becerileri etrafındaki akademik başarı faktörüne odaklandığı görülmüştür. Ayrıca katılımcıların görüş ve algılarını belirlemeye yönelik çalışmaların da bulunduğu, bu noktada en az çalışmanın motivasyon, ilgi, tutum gibi duyuşsal özellikler etrafında gerçekleştirildiği belirlenmiştir.

  • 
  AtıfOpenAlex6·TR Dizin4

  İncele
• MakaleAçık Erişim2024/r/bayburt/16424
  Yapay zekâ korkusu ölçeğinin Türkçe’ye uyarlanması

  Kaya, Feridun; Demir, Meva; Yetişensoy, Okan; Aydin, Fatih

  Bu araştırmanın amacı Yapay Zekâ Korkusu Ölçeğinin (YZKÖ) Türkçe’ ye uyarlanmasıdır. Araştırmanın çalışma grubunu yaşları 18 ile 45 arasında (Ort.= 22.84, SS = 6.55) olan 175’i (% 61.4) kadın, 110’u (% 38.6) erkek toplam 285 yetişkin bireyden meydana gelmektedir. Kişisel Bilgi Formu, Yapay Zekâ Korkusu Ölçeği ve Yapay Zekâ Kaygısı Ölçeği veri toplama aracı olarak kullanılmıştır. Faktör yapısını inceleme amacıyla Doğrulayıcı Faktör Analizi (DFA) kullanılmıştır. Ayrıca, ölçüt bağıntılı geçerliği test etmek amacıyla Pearson korelasyon analizlerinden yararlanılmıştır. DFA sonuçları, Türk örneklemi üzerinde Yapay Zekâ Korkusu Ölçeğinin dört boyutlu yapısının uyum iyiliğine dair yeterli kanıtlar sunduğunu ortaya çıkarmıştır (χ2 = 71.04, Sd = 48, χ²/Sd = 1.48, NFI = .997, CFI = .998, RMSEA = .041 ve SRMR = .039). Ölçüt bağıntılı geçerlik için sonuçlar yapay zekâ kaygısı ile YZKÖ’nün Tanımlama alt boyutu arasında (r = .13, p < .05), Tahmin alt boyutu arasında (r = .20, p < .01), Tavsiye alt boyutu arasında (r = .19, p < .01) ve Karar Verme alt boyutu arasında (r = .19, p < .01) pozitif yönde anlamlı ilişkilerin olduğunu göstermiştir. Son olarak, güvenirlik analizleri iç tutarlık katsayısını Tanımlama alt boyutu için α = .76, Tahmin alt boyutu için α = .83, Tavsiye alt boyutu için α = .81 ve Karar Verme alt boyutu için α = .74 olarak ortaya çıkarmıştır. Elde edilen bulgular alanyazın ışığında tartışılmıştır.

  AtıfOpenAlex4·TR Dizin3

  İncele
• MakaleYalnız künye2024/r/bayburt/16278
  Ortaokul Öğrencilerine Yönelik Yeniden Kazanım Tutum Ölçeğinin Geliştirilmesi

  Yetişensoy, Okan; Aydoğdu, Cansu Çetinkaya; Bayram, Fatma Ozge; Gökçe, Nazlı; Arslan, Esma; Kilci, Zülal

  Bu araştırmada, ortaokul öğrencilerinin yeniden kazanım tutum düzeylerini belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmek amaçlanmıştır. Bu amaçla çalışmada, karma araştırma modellerinden keşfedici sıralı desen kullanılmıştır. Araştırmanın nitel verileri orta sosyo-ekonomik düzey bir ortaokulda öğrenim gören 560 öğrenciden toplanmış ve içerik analizi ile çözümlenmiştir. Ölçekteki kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuştur. Yapı geçerliğini belirlemede araştırmanın nicel verileri; Açımlayıcı Faktör Analizi (AFA) için 412, Doğrulayıcı Faktör Analizi (DFA) için 430 öğrenciden elde edilmiştir. Gerçekleştirilen AFA sonucunda 6,238 öz değere sahip, toplam varyansın %44,55’ini açıklayan, 14 maddelik tek boyutlu bir yapıya ulaşılmıştır. Bu yapı gerçekleştirilen DFA ile doğrulanmıştır. Ölçüt bağıntılı geçerlik çalışması sonuçları da ölçeğin geçerliğini desteklenmiştir. Ölçeğin Cronbach Alfa katsayısı ,90; split half güvenirlik katsayısı ise ,89 olarak bulunmuştur. Yapılan analizler ve değerlendirmeler neticesinde geliştirilen ölçeğin ortaokul öğrencilerinin yeniden kazanıma yönelik tutumlarını belirlemede alanyazına katkı sağlayabilecek geçerli ve güvenilir bir ölçek olduğu sonucuna ulaşılmıştır. Araştırmadan elde edilen sonuçlara dayalı olarak ortaokul öğrencilerine yönelik yeniden kazanım tutum ölçeğinin kullanıldığı yeni bilimsel çalışmaların gerçekleştirilebileceği önerilmiştir.

  • 
  AtıfTR Dizin1

  İncele