Yapay Zekâ Destekli Sohbet Robotlarının Eğitimde Kullanımının İncelenmesi

Abstract

Purpose: Understanding the perspectives of pre-service teachers on the use of chatbots in education, while balancing the opportunities and risks these technologies offer, can provide a more comprehensive understanding of their future potential uses. This study aims to explore the opinions of pre-service teachers about AI-powered chatbots. Design/Methodology/Approach: In this study, a case study method was adopted, enabling the analysis of educational, socio-cultural, and individual interactions. An open-ended questionnaire was administered to 34 pre-service teachers. The data were analyzed using descriptive analysis and categorized under four main themes. Findings: The analysis revealed that pre-service teachers generally hold positive views about the use of AI-powered educational technologies in various areas. However, some participants expressed concerns about the systems' insufficiencies in fostering motivation and enhancing teacher-student interaction. Highlights: The findings indicate that participants were particularly satisfied with the ability of AI-powered chatbots to provide clear and concise information. They identified quick and organized access to information as the most significant advantage of chatbots. The study also suggests experimental applications to enhance the potential of chatbots in providing motivation and emotional support, enabling them to play a more complementary role in classroom interactions.

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