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    Investigation of student experiences with ChatGPT-supported online learning applications in higher education
    (Australasian Soc Computers Learning Tertiary Education-Ascilite, 2023) Kayali, Bunyami; Yavuz, Mehmet; Balat, Sener; Calisan, Mucahit
    The purpose of this study was to determine university students' experiences with the use of ChatGPT in online courses. The sample consisted of 84 associate degree students from a state university in Turkey. A multi-method approach was used in the study. Although quantitative data were collected using the Chatbot Usability Scale, qualitative data were collected using a semi-structured interview form that we developed. The data were analysed using descriptive and content analysis methods. According to the findings, ChatGPT exhibits advantages such as a user-friendly interface and fast, concise, relevant responses. Moreover, emphasizing its contribution to the learning process, the information provided was sufficient and topic-oriented. The understandability of the chatbot's functions and the clarity of their communication were emphasized. However, there are disadvantages such as performance issues, frequency of errors and the risk of providing misleading information. Concerns have also been raised about the potential difficulties chatbots may face in ambiguous conversations and providing insufficient information on privacy issues. In conclusion, ChatGPT is recognised as a potentially valuable tool in education based on positive usability impressions; however, more research is needed for its safe use.Implications for practice or policy center dot Based on positive usability impressions, students and instructors can use ChatGPT to support educational activities.center dot ChatGPT can promote and enhance students' personalised learning experiences.center dot ChatGPT can be used in all higher education courses.center dot Users should be cautious about the accuracy and reliability of the answers provided by ChatGPT.center dot Decision-makers should take precautions against risks such as privacy, ethics, confidentiality and security that may arise from using artificial intelligence in education.
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    The Effects of Artificial Intelligence Supported Flipped Classroom Applications on Learning Experience, Perception, and Artificial Intelligence Literacy in Higher Education
    (Int Council Open & Distance Education, 2025) Yavuz, Mehmet; Balat, Sener; Kayali, Bunyami
    Rapid changes in the field of technology have greatly affected learning and teaching styles as in every field. Artificial intelligence (AI), which is increasingly used in the field of education for different purposes such as improving learning outcomes or solving teaching problems, is one of the important technologies that contribute to this change. It is thought that there is a need for applications based on AI technology that can meet these needs in terms of sustainability of learning, especially in ODE environments where individual learning and instant feedback are important. Accordingly, the study aims to determine the impact of AI-supported flipped classroom applications on students' AI literacy and to evaluate their experiences and perceptions towards these applications. Explanatory sequential mixed design was used as the method in the study. In this context, in the quantitative phase of the study, a one-group pretest-posttest design from the weak experimental design was used to determine students' perceptions of flipped learning and AI literacy levels. In the qualitative phase of the study, a case study was used to determine students' views on learning experiences. The sample comprised 33 university students enrolled in a Web Design and Coding associate degree program. Data were collected through a flipped learning perception scale, an AI literacy scale, and semi-structured interviews. Quantitative findings revealed a statistically significant improvement in students' AI literacy levels from pre-test to post-test. Qualitative analyses indicated that AI-supported flipped classroom practices positively influenced students' motivation, interest in the course, and personalized learning experiences. Furthermore, the model fostered collaboration by promoting interactive learning environments and enhanced critical thinking and problem-solving skills. However, students also reported challenges related to managing their time effectively within this instructional model. The study concludes that AI-supported flipped classroom applications hold promise for improving AI literacy and fostering active, student-centered learning in higher education. Nevertheless, challenges such as time management warrant further attention. It is recommended that future research explore the implementation of this model across diverse courses and educational contexts, investigate strategies to mitigate time management issues, and conduct comparative studies between AI-supported and traditional flipped classroom models to further elucidate the sources of observed positive perceptions.