The effect of AI-powered chatbots in social studies education

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dc.authoridKaraduman, Hidir/0000-0003-4385-2476
dc.contributor.authorYetisensoy, Okan
dc.contributor.authorKaraduman, Hidir
dc.date.accessioned2024-10-04T18:53:51Z
dc.date.available2024-10-04T18:53:51Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe aim of this research is to investigate the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. The study was conducted using embedded design, evaluated within the framework of mixed methods research. The study group consists of 78 6th-grade students studying in three different classes, along with one teacher who implemented the practices and guided the process. During the experimental phase of the study, lessons in the experimental group were taught by the practitioner teacher using an AI-powered chatbot named SosyalciBot. Meanwhile, lessons in two control groups were taught following the constructivist approach. At the end of the process, it was determined that the experimental group students' post-test and permanency test scores were significantly higher than the control group students' scores in both post-test and permanency test. In the semi-structured interviews, both students and the practitioner teacher provided positive evaluations of the pedagogical and design features of the chatbot, indicating that these features positively impacted the learning-teaching process. They also identified some shortcomings while offering suggestions for improvement. Based on the study findings, it is evident that chatbots have a high potential to contribute to Social Studies education. However, to fully harness this potential and achieve optimal effectiveness, further advancements and refinements in chatbot technology are required. At this point, it is recommended to conduct theoretical or applied studies focusing on developing chatbots with high communication capacity and explore innovative and constructive ideas regarding the integration of chatbots into educational environments.en_US
dc.description.sponsorshipBayburt Universityen_US
dc.description.sponsorshipThis study was produced from the doctoral thesis prepared by the first author under the supervision of the second author.en_US
dc.identifier.doi10.1007/s10639-024-12485-6
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.scopus2-s2.0-85185288861en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-024-12485-6
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3751
dc.identifier.wosWOS:001164306000002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectArtificial Intelligenceen_US
dc.subjectChatbotsen_US
dc.subjectLearningen_US
dc.subjectSocial studiesen_US
dc.subjectTeachingen_US
dc.titleThe effect of AI-powered chatbots in social studies educationen_US
dc.typeArticleen_US

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