Yapay Zekâ ve Eğitim İlişkisini İnceleyen Türkiye Adresli Çalışmaların Analizi: Bir Meta Sentez Çalışması

Yıl 2024, , 38 - 56, 31.10.2024

Zeynep Tunç , Özlem Baş

https://doi.org/10.33709/ictimaiyat.1532815

Öz

Artificial intelligence is defined as man-made systems that mimic the thinking, perceiving and learning abilities of the human brain.This paper aims to synthesize the existing literature on AI applications in the field of education within a specific time frame and to develop a holistic perspective. In the paper, 20 studies written in the last five years on AI and education were examined using the metasynthesis method. The research question was defined as: "What trends exist in academic research on AI and education conducted in Turkey over the past five years?" The data source for the research was determined using the criterion sampling method. In line with this goal, a detailed search was conducted in databases such as Google Scholar, Academia, TÜBİTAK ULAKBİM, and Dergipark using the keyword "artificial intelligence and education." The analyses revealed that while AI’s contribution to the field of education is emphasized, there are also concerns on the subject. AI's benefits, particularly in providing personalized learning experiences, saving time, and enhancing student performance, were highlighted, but issues such as data privacy and ethical principles in AI use raised concerns. Additionally, the need for education and development for AI users was identified.

Anahtar Kelimeler

Eğitim, eğitim teknolojileri, meta-sentez, yapay zekâ, teknoloji

Analysis of Studies Based on Türkiye Examining the Relationship between Artificial Intelligence and Education: A Meta Synthesis Study

Öz

Yapay zekâ; insan beyninin düşünme, algılama ve öğrenme becerilerini taklit eden insan ürünü sistemler olarak tanımlanmaktadır. Teknoloji alanında yaşanan değişimle birlikte yapay zekanın kullanım alanı da artmıştır. Yapay zekanın eğitim alanında popülerleşmesi bu konuda yapılan araştırmaları arttırmıştır. Bu makalede yapay zekanın eğitim alanıdaki uygulamalarına ilişkin belirli yıllar aralığındaki mevcut literatürün sentezlenmesi ve bütüncül bir bakış açısının geliştirilmesi amaçlanmaktadır. Makalede son beş yılda yapay zekâ ve eğitim konusunda yazılmış 20 çalışma meta-sentez yöntemiyle incelenmiştir. Araştırmanın problem cümlesi ‘‘Türkiye’de son beş yılda yapay zekâ ve eğitim konusunu ele alan akademik araştırmalarda nasıl bir eğilim vardır?’’ olarak belirlenmiştir. Araştırmanın veri kaynağı, ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Bu amaç doğrultusunda “yapay zekâ ve eğitim” anahtar kelimesi ile Google Akademik, Academia, TÜBİTAK ULAKBİM, Dergipark, veri tabanlarında detaylı bir tarama gerçekleştirilmiştir. Yapılan analizler sonucunda, çalışmada yapay zekanın eğitim alanına olan katkısı vurgulanmış fakat bu konuda bazı endişelerin de var olduğu tespit edimiştir. Yapay zekanın; kişiselleştirilmiş öğrenme deneyimi, zaman tasarrufu, öğrenci performansını arttırma konularında katkıları vurgulanırken veri gizliliğinin sağlanamaması ve yapay zekâ kullanımında etik ilkelere dikkat edilememesi gibi konularda ise endişelerin olduğu sonucuna ulaşılmıştır. Ayrıca yapay zekâ kullanıcılarına yönelik eğitim ve gelişim ihtiyaçlarının olduğu tespit edilmiştir.

Anahtar Kelimeler

Artificial intelligence, education, educational technologies, technology, meta synthesis

Kaynakça

• Akgün, M., & Kılınç, M. (2020). Artificial intelligence and personalized learning: Examples from Turkey. Journal of Educational Technology Research, 12(4), 29-47. https://doi.org/10.14527/etad.2020.003.
• Alkan, A. (2024). Artificial intelligence: Its role and potential in education. Journal of Human and Social Sciences Research, 13(1), 483-497. https://doi.org/10.15869/itobiad.1331201.
• Arslan, K. (2020). Artificial intelligence and its applications in education. Western Anatolia Journal of Educational Sciences, 11(1), 71-88.
• Aydın, Ş. E. (2017). Artificial intelligence technology (past, present, and future of AI). Master's Term Project, Çukurova University, Adana.
• Aydın, Z., & Kılıç, E. (2019). Ethical principles in AI applications: A conceptual review. Journal of Information and Documentation Research, 9(3), 87-102. https://doi.org/10.26650/BBAD.2019.19002.
• Aydın, S. (1991). Effective use of assessment and evaluation in modular education. Proceedings of the Symposium on Improving Quality in Education I (pp. 117-119). Istanbul: Culture College Publications.
• Babalık, A., & Güler, İ. (2007). Use of expert systems in diagnosing and treating throat infections. Selcuk University Journal of Engineering Sciences, 6(2), 109-119.
• Bader, V., & Kaiser, S. (2019). Algorithmic decision-making? The user interface and its role in human involvement in AI-supported decisions. Organization, 26(5), 655-672. https://doi.org/10.62441/nano-ntp.v20iS5.26.
• Brown, T. (2019). The impact of AI on automated assessment in higher education. Educational Technology Research and Development, 67(3), 595-611. https://doi.org/10.1007/s11423-019-09756-1.
• Chen, Y., Li, X., & Huang, X. (2020). Personalized learning using artificial intelligence: A systematic review of recent trends. Journal of Educational Technology Development and Exchange, 13(1), 1-22. https://doi.org/10.18785/jetde.1301.01.
• Çelebi, V., & İnal, A. (2019). Ethical problems in the context of artificial intelligence. Journal of International Social Research, 12(66). https://doi.org/10.17719/jisr.2019.3614.
• Çelik, H. C., Oduncu, P., Güdekli, İ. A., & Doğankaya, E. (2023). Higher Education in Turkey during the Covid-19 Pandemic: A study on communication problems experienced during online distance education. Vivat Academia, 50-71.
• Demir, M., & Yıldırım, B. (2019). The effects of artificial intelligence on education and the roles of teachers. Milli Eğitim Journal, 48(223), 51-69. https://doi.org/10.37669/milliegitim.2019.223.03.
• Demir, K., & Kaya, O. (2021). Artificial intelligence and ethics: Applications and ethical issues in Turkey. Journal of Human and Social Sciences Research, 10(2), 324-339. https://doi.org/10.15869/itbad.2021.324.
• Ersoy, A. (2021). AI education in Turkey: The roles and responsibilities of universities. Journal of Education and Human Sciences, 12(3), 112-129. https://doi.org/10.31797/etid.2021.112.
• Evans, C. (2023). Artificial intelligence in education: Recent developments and future perspectives. Educational Technology Review, 22(3), 150-172.
• Garcia, M., & Jones, R. (2021). Artificial intelligence in K-12 education: Opportunities and challenges. Journal of Educational Innovation, 23(2), 99-118.
• Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692.
• Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign.
• Ilıcak Aydınalp, Ş. G. (2020). Artificial intelligence from a public relations perspective. Turkish Studies - Social Sciences, 15(3), 1471-1490. https://doi.org/10.29228/TurkishStudies.41679.
• Johnson, D., Adams, S., & Cummins, M. (2019). The role of AI in teaching and learning: Exploring the pedagogical implications. Journal of Educational Change, 20(4), 245-259. https://doi.org/10.1007/s10833-019-09354-5.
• Kaya, H., & Şahin, D. (2021). The use of AI in education and data security: The case of Turkey. Journal of Information Security, 10(2), 110-126. https://doi.org/10.33958/bgd.2021.10.2.05.
• Kocabaş, A. (2017). Design and optimization of a fuzzy logic-based maximum power point tracker for PV panel (Doctoral dissertation, MS thesis, Dept. Elect. and Electron. Eng., Karadeniz Technical Univ., Trabzon).
• Köksal, M., & Yıldız, H. (2020). AI education in secondary schools: Students' perceptions and awareness levels. Turkish Journal of Educational Sciences, 18(1), 89-105. https://doi.org/10.37291/tebd.2020.89.
• Lee, S. M., Lee, D., & Kim, Y. S. (2019). The quality management ecosystem for predictive maintenance in the Industry 4.0 era. International Journal of Quality Innovation, 5(1), 1-11.
• Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410.
• Luckin, R., Holmes, W., Griffiths, D., & Forcier, L. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
• Martinez, P. (2021). Integrating AI into the classroom: Strategies and outcomes. International Journal of Educational Technology, 18(4), 112-135.
• Maqbool, F. (2021). The Role of Artificial Intelligence and Smart Classrooms during Covid-19 Pandemic and its impact on Education. Journal of Independent Studies and Research Computing, 19(1).
• Nabiyev, V. V., & Erümit, A. K. (2020). Fundamentals of artificial intelligence. In Artificial Intelligence in Education: From Theory to Practice (pp. 2-37). https://doi.org/10.14527/9786257052986.01.
• Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies. SAGE Publications. Nilsson, N. J. (2011). Artificial Intelligence: A new synthesis. Morgan Kauffman Publisher Inc.
• Obschonka, M., & Audretsch, D. B. (2019). Artificial intelligence and big data in entrepreneurship: A new era has begun. Small Business Economics, 55(3), 529-539. https://doi.org/10.1007/s11187-019-00202-4.
• Polat, S., & Ay, O. (2016). Meta-Synthesis: A conceptual analysis. Journal of Qualitative Research in Education, 4(2), 52-64.
• Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22.
• Raaflaub, K. A. (2021). Caesar and genocide: Confronting the dark side of Caesar’s Gallic Wars. New England Classical Journal, 48(1), 54-80.
• Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer Publishing Company.
• Sleeman, D., & Brown, J. S. (1982). Intelligent tutoring systems. New York: Academic Press.
• Smith, A. (2020). Data privacy concerns in AI-based educational tools. Journal of Information Security and Applications, 50, 102445. https://doi.org/10.1016/j.jisa.2020.102445.
• Taşçı, G., & Çelebi, M. (2020). A new paradigm in education: AI in higher education. OPUS International Journal of Society Researches, 16(29), 2346-2370. https://doi.org/10.26466/opus.747634.
• Thompson, J. (2022). Artificial intelligence in education: Trends, challenges, and future directions. Journal of Educational Technology and Innovation, 15(2), 45-67.
• Turan, Z., & Akdağ, E. (2020). AI applications in education: The current situation in Turkey and future projections. Education and Science, 45(203), 95-118. https://doi.org/10.15390/EB.2020.8994.
• Uğur, A., & Kınacı, A. C. (2006). Classification of web pages using artificial intelligence techniques and artificial neural networks. Proceedings of the XI. Internet Conference in Turkey (pp. 362-367), Ankara.
• Wang, B., Rau, P., & Yuan, T. (2023). Measuring user competence in using artificial intelligence: Validity and reliability of the artificial intelligence literacy scale. Behaviour & Information Technology, 42(9), 1324-1337. https://doi.org/10.1080/0144929x.2022.2072768.
• Willis, V. (2023). The role of artificial intelligence (AI) in personalizing online learning. Journal of Online and Distance Learning, 3(1), 1-13.
• Wilson, T. (2024). The impact of AI on learning environments: A comprehensive review. Journal of Modern Educational Research, 19(1), 30-55.
• Woolf, B. P. (2009). Building intelligent interactive tutors: Student-centered strategies for revolutionizing e-learning. San Francisco, CA: Morgan Kaufmann.
• Yeşilyurt, S., Dündar, R., & Aydın, M. (2024). Views of graduate students in social studies education on artificial intelligence. Asya Studies, 8(27), 1-14.
• Zhang, L., & Wang, Z. (2021). AI-driven accessibility tools for inclusive education: A review. Educational Review, 73(4), 501-519. https://doi.org/10.1080/00131911.2020.1786587.