The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students

Abstract

This study examines the impact of the artificial intelligence tool ChatGPT on middle school students' attitudes and reading habits during a brief intervention. Twenty-six students from a middle school in Türkiye—13 in the experimental group and 13 in the control group—took part in an eight-session, four-week quasi-experimental study. Both quantitative and qualitative data were collected using a sequential explanatory mixed-methods approach. Data was gathered and analyzed using the Attitudes and Habits towards Reading Scale, the Digital Literacy Scale, and focus group interviews. Preliminary results indicate that students in the experimental group had better reading habits and attitudes than those in the control group. After the ChatGPT intervention was implemented, the experimental group's students showed a significant improvement in their positive attitudes toward reading. However, the experimental group also showed an unexpected increase in negative reading attitudes, warranting further investigation. Three primary themes, covering both the advantages and disadvantages of the application, were identified from the student interview data. These results highlight how artificial intelligence (AI) technologies present a potentially novel way to boost reading motivation in educational settings. However, to use these technologies effectively, educators and students must acquire more knowledge and skills. Longer-term studies with larger sample sizes are also required to validate these initial findings.

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