Get started
Work

Üretken Yapay Zekâ İle Desteklenen Geri̇ Bi̇ldi̇ri̇m İçi̇n Kavramsal Bi̇r Çerçeveni̇n Tasarimi Ve Değerlendi̇ri̇lmesi̇: Li̇sans Programlama Dersi̇nde Deneysel Bi̇r Çalişma

Year: 2025
Type: dissertation
Study design: Clinical Trial
Abstract: Despite the growing integration of artificial intelligence (AI) in education, research on pedagogically grounded AI chatbots remains limited, constraining their instructional potential. To address this gap, a human–AI collaboration feedback model was developed by synthesizing established feedback frameworks. Based on this model, a theory-grounded AI (TGAI) chatbot was designed and compared with a general-purpose AI (GPAI) chatbot. Its impact on student learning was investigated through three pretest–posttest experimental studies in university-level Python and Java programming courses, complemented by a questionnaire and a survey with open-ended responses. Within-group analyses revealed significant improvements for both groups (TGAI and GPAI) in experiment 1. In experiment 2, no significant within-group effects were observed, although the TGAI group approached significance. In experiment 3, only the TGAI group demonstrated a significant gain. Between-group comparisons showed that students interacting with the TGAI chatbot outperformed those using the GPAI chatbot, though this difference was statistically significant only in experiment 2. Questionnaire results indicated no significant group differences. However, qualitative analysis of students’ responses revealed that the TGAI chatbot provided support more closely aligned with pedagogical principles than the GPAI chatbot. In particular, it exhibited a clear advantage in fostering guided discovery learning. Overall, the findings highlight the instructional benefits of aligning AI chatbot design with established feedback principles. The study underscores the potential of the human–AI collaboration feedback model to enhance the educational value of AI-driven tools and recommends further research to validate its effectiveness across diverse learning contexts and disciplines.
Author: Coşkun, Atakan
Language: English
Open Access status: green
OpenAlex ID: W7110578759
Cites:
Cited by:
Related to: 10