Adequacy of the Scales Developed for the Use of Artificial Intelligence in Education

Nursen Yılmaz; Özgen Korkmaz

Makale detayları

Adequacy of the Scales Developed for the Use of Artificial Intelligence in Education

Yazarlar:

Nursen Yılmaz | Özgen Korkmaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1567-1585

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357476

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 The study aims to examine the scales for the use of artificial intelligence in education in terms of validity and reliability. The 24 scales in the study were analyzed by considering the types of scales, the purposes of their development, the validity and reliability analyses used, and the study groups. One third of the scales were adapted from different languages into Turkish and two thirds were developed independently. Most of the scales focus on artificial intelligence literacy and attitudes. University students were generally preferred as the study group, and the number of scales for teachers and K12 students is limited. In the study, four themes regarding artificial intelligence in education were created; the purpose, sampling, validity and reliability analyses of the scales were determined. The most used method in validity analyses is construct validity, and especially exploratory EFA and confirmatory factor analyses CFA are used together. However, in these analyses, it was found that studies with different samples were not conducted, and discriminant validity was not paid enough attention. In reliability analyses, Cronbachs alpha coefficient was calculated for the majority of the scales and high reliability rates were obtained. However, the test-retest method was used less frequently. As a result, although the scales developed for the use of artificial intelligence in education are generally considered sufficient in terms of validity and reliability, it is recommended that the study groups be diversified, and the missing analyzes be completed. There is a need for scale development studies especially for K12 level students and teachers.

 The study aims to examine the scales for the use of artificial intelligence in education in terms of validity and reliability. The 24 scales in the study were analyzed by considering the types of scales, the purposes of their development, the validity and reliability analyses used, and the study groups. One third of the scales were adapted from different languages into Turkish and two thirds were developed independently. Most of the scales focus on artificial intelligence literacy and attitudes. University students were generally preferred as the study group, and the number of scales for teachers and K12 students is limited. In the study, four themes regarding artificial intelligence in education were created; the purpose, sampling, validity and reliability analyses of the scales were determined. The most used method in validity analyses is construct validity, and especially exploratory EFA and confirmatory factor analyses CFA are used together. However, in these analyses, it was found that studies with different samples were not conducted, and discriminant validity was not paid enough attention. In reliability analyses, Cronbachs alpha coefficient was calculated for the majority of the scales and high reliability rates were obtained. However, the test-retest method was used less frequently. As a result, although the scales developed for the use of artificial intelligence in education are generally considered sufficient in terms of validity and reliability, it is recommended that the study groups be diversified, and the missing analyzes be completed. There is a need for scale development studies especially for K12 level students and teachers.

 The study aims to examine the scales for the use of artificial intelligence in education in terms of validity and reliability. The 24 scales in the study were analyzed by considering the types of scales, the purposes of their development, the validity and reliability analyses used, and the study groups. One third of the scales were adapted from different languages into Turkish and two thirds were developed independently. Most of the scales focus on artificial intelligence literacy and attitudes. University students were generally preferred as the study group, and the number of scales for teachers and K12 students is limited. In the study, four themes regarding artificial intelligence in education were created; the purpose, sampling, validity and reliability analyses of the scales were determined. The most used method in validity analyses is construct validity, and especially exploratory EFA and confirmatory factor analyses CFA are used together. However, in these analyses, it was found that studies with different samples were not conducted, and discriminant validity was not paid enough attention. In reliability analyses, Cronbachs alpha coefficient was calculated for the majority of the scales and high reliability rates were obtained. However, the test-retest method was used less frequently. As a result, although the scales developed for the use of artificial intelligence in education are generally considered sufficient in terms of validity and reliability, it is recommended that the study groups be diversified, and the missing analyzes be completed. There is a need for scale development studies especially for K12 level students and teachers.

 Bu çalışmada, eğitimde yapay zekâ kullanımına yönelik ölçeklerin geçerlik ve güvenirlik açısından incelenmesi amaçlanmıştır. Çalışmada yer alan 24 ölçek, ölçeklerin türleri, geliştirilme amaçları, kullanılan geçerlik ve güvenirlik analizleri ile çalışma grupları dikkate alınarak analiz edilmiştir. Ölçeklerin üçte biri farklı dillerden Türk kültürüne uyarlanmış, üçte ikisi ise bağımsız olarak geliştirilmiştir. Ölçeklerin büyük kısmı yapay zekâ okuryazarlığı ve tutum konularına odaklanmaktadır. Çalışma grubu olarak genellikle üniversite öğrencileri tercih edilmiş olup öğretmenler ve K12 öğrencilerine yönelik ölçeklerin sayısı sınırlıdır. Araştırmada eğitimde yapay zekâya dair dört tema oluşturulmuş; ölçeklerin amacı, örneklem, geçerlik ve güvenirlik analizleri belirlenmiştir. Geçerlik analizlerinde en yaygın kullanılan yöntem yapı geçerliği olup, özellikle açımlayıcı AFA ve doğrulayıcı faktör analizlerinin DFA birlikte kullanıldığı görülmektedir. Ancak, bu analizlerde farklı örneklemlerle çalışma yapılmadığı ve ayırt edicilik özelliğinin yeterince araştırılmadığı tespit edilmiştir. Güvenirlik analizlerinde, ölçeklerin büyük çoğunluğunda Cronbach alfa katsayısı hesaplanmış ve yüksek güvenirlik oranları elde edilmiştir. Ancak test tekrar test yöntemine daha az başvurulmuştur. Sonuç olarak, eğitimde yapay zekâ kullanımına yönelik geliştirilen ölçekler genel olarak geçerlik ve güvenirlik açısından yeterli görülmektedir. Ancak, çalışma gruplarının çeşitlendirilmesi ve eksik analizlerin tamamlanması önerilmektedir. Özellikle K12 düzeyindeki öğrenciler ve öğretmenler için ölçek geliştirme çalışmalarına ihtiyaç duyulmaktadır.

Makale detayları

Adequacy of the Scales Developed for the Use of Artificial Intelligence in Education

Yazarlar:

Nursen Yılmaz | Özgen Korkmaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1567-1585

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357476

pISSN:

1303-0493

Use of artificial intelligence in education

Ccale development

Content analysis.Eğitimde yapay zekâ kullanım

Ölçek geliştirme

Betimsel analiz.

Sayı

Makale detayları

Adequacy of the Scales Developed for the Use of Artificial Intelligence in Education

Yazarlar: Nursen Yılmaz | Özgen Korkmaz

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Öğretim Teknolojileri

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1567-1585

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001357476

pISSN: 1303-0493

Use of artificial intelligence in education

Ccale development

Content analysis.Eğitimde yapay zekâ kullanım

Ölçek geliştirme

Betimsel analiz.

Sayı

Yazarlar:

Nursen Yılmaz | Özgen Korkmaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Öğretim Teknolojileri

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.25 Issue 3, pp.1567-1585

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001357476

pISSN:

1303-0493