THE ROLE OF TECHNO-ETHICAL CLASSROOM BEHAVIOR AND METACOGNITIVE EXPERIENCES OVER TIME IN STUDENTS' ARTIFICIAL INTELLIGENCE ADDICTIONS

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dc.contributor.authorDurmus, Ibrahim
dc.date.accessioned2026-02-28T12:18:22Z
dc.date.available2026-02-28T12:18:22Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThe study aims to identify the factors that may influence university students' artificial intelligence addiction in educational activities. The study sample consists of 415 students currently studying at Bayburt University. The snowball sampling method was used in the research. In the study, an electronic survey was conducted with university students. The research surveys were distributed to students attending face-to-face education at various departments of Bayburt University by academic staff (or educators). Students participated in the study voluntarily. In the research application, statistical analysis programs such as SPSS, SPSS Process Macro, and AMOS were utilized. The study was designed using Structural Equation Modeling (SEM). The analyses revealed relational outcomes of the research variables, along with the demographic information of the students. In the analyses, results for both direct effect hypotheses and moderator effect hypotheses were also presented. The study explores the relationships between negative classroom behavior from a technoethical perspective, positive and negative metacognitive experiences related to the passage of time, and artificial intelligence addiction. The results of the study indicate that negative classroom behavior from a techno-ethical perspective increases students' artificial intelligence addiction. The students' negative techno-ethical classroom behavior reduced their positive metacognitive experiences related to the passage of time. At the same time, increased their negative metacognitive experiences related to the passage of time. Students' positive and negative metacognitive experiences associated with time also increased their artificial intelligence addiction. It was observed that many students dedicated more than two hours, or between two and one hour, to artificial intelligence and its applications in their daily activities. In the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction, the daily usage time of artificial intelligence played a moderating role. The daily usage time of artificial intelligence strengthened the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. There was also a moderating effect of positive metacognitive experiences related to the passage of time in the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction. The student's educational status and gender were found to have moderating effects on the relationship between negative techno-ethical classroom behavior and artificial intelligence addiction.
dc.identifier.endpage54
dc.identifier.issn1302-6488
dc.identifier.issue4
dc.identifier.startpage36
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6229
dc.identifier.volume26
dc.identifier.wosWOS:001589592500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.language.isoen
dc.publisherAnadolu Univ
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260218
dc.subjectArtificial intelligence addiction
dc.subjecttechno-ethical classroom behavior
dc.subjectmetacognitive level related to the passage of time
dc.subjectuniversity students
dc.titleTHE ROLE OF TECHNO-ETHICAL CLASSROOM BEHAVIOR AND METACOGNITIVE EXPERIENCES OVER TIME IN STUDENTS' ARTIFICIAL INTELLIGENCE ADDICTIONS
dc.typeArticle

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