AI-enhanced disaster education in middle schools: A mixed study from social studies classes

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dc.contributor.authorYetisensoy, Okan
dc.date.accessioned2026-09-01T15:52:34Z
dc.date.available2026-09-01T15:52:34Z
dc.date.issued2026
dc.departmentBayburt Üniversitesi
dc.description.abstractThis research aims to examine the educational potential of AI-assisted chatbots, the popular AI technology of recent years, in middle school disaster education. In this regard, six chatbot characters in human form, each with fictional stories, were developed for various disasters taught within the scope of 5th-grade Social Studies in T & uuml;rkiye. While the practitioner teacher instructed on disaster-related curricular outcomes in the experimental group through activities that included the use of the relevant chatbots, the same curricular outcomes in the control group were taught using conventional pedagogical methods. The experimental results showed that the disaster knowledge of the experimental group students was significantly higher than that of the control group students. However, no significant difference was observed in students' disaster awareness levels. In the semi-structured interviews, students expressed that chatbots promoted a more effective, interesting, and student-centered disaster education with their distinctive design and pedagogical features. However, they noted that chatbots had certain inadequacies in developing concrete experiences, as well as psychomotor skills necessary to address disaster risks. Findings from the study indicate that the relevant AI technology is effective in promoting disaster education processes, particularly in facilitating more effective learning. Nevertheless, achieving more complex competencies for mitigating risks requires a higher level of technological advancement. At this point, it is suggested that undertaking initiatives to combine chatbots with extended reality environments will be beneficial in making them a more effective tools in disaster education processes.
dc.identifier.doi10.30191/ETS.202601_29(1).RP12
dc.identifier.endpage222
dc.identifier.issn1176-3647
dc.identifier.issn1436-4522
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105029553941
dc.identifier.scopusqualityQ1
dc.identifier.startpage205
dc.identifier.urihttp://dx.doi.org/10.30191/ETS.202601_29(1).RP12
dc.identifier.urihttps://hdl.handle.net/20.500.12403/8464
dc.identifier.volume29
dc.identifier.wosWOS:001694697500012
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorYetisensoy, Okan
dc.language.isoen
dc.publisherInt Forum Educational Technology & Soc, Natl Taiwan Normal Univ
dc.relation.ispartofEducational Technology & Society
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260820
dc.subjectArtificial Intelligence
dc.subjectChatbots
dc.subjectDisaster Education
dc.subjectMiddle Schools
dc.subjectSocial Studies
dc.titleAI-enhanced disaster education in middle schools: A mixed study from social studies classes
dc.typeArticle

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