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dc.contributor.authorYılmaz, Ramazan
dc.contributor.authorYılmaz, Fatma Gizem Karaoğlan
dc.date.accessioned2023-07-19T12:05:10Z
dc.date.available2023-07-19T12:05:10Z
dc.date.issued2023
dc.identifier.citationRamazan Yilmaz, Fatma Gizem Karaoglan Yilmaz (2023). The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence,4tr_TR
dc.identifier.urihttp://hdl.handle.net/11772/16183
dc.description.abstractChatGPT (generative pre-trained transformer) is one of the artificial intelligence (AI) technologies that have started to be used in programming education. However, the effect of using ChatGPT in programming education on learning processes and outcomes is not yet known. This study investigated the effect of programming education using the ChatGPT on students' computational thinking skills, programming self-efficacy, and motivation toward the lesson. The research was conducted on 45 undergraduate students who took a university-level programming course. The research was carried out according to the experimental design with the pretest-posttest control group. Students were randomly divided into experimental (n = 21) and control (n = 24) groups. While the experimental group students benefited from the ChatGPT during the weekly programming practices, the control group students did not use this tool. Research data were obtained through the computational thinking scale, computer programming self-efficacy scale, and learning motivation in computer programming courses scale. Research findings revealed that the experimental group students' computational thinking skills, programming self-efficacy, and motivation for the lesson were significantly higher than the control group students. In line with this result, it can be said that it may be useful to benefit from AI technologies such as ChatGPT in programming trainings. The research findings, it was emphasized how the most effective use of AI support in the lessons could be made, and various suggestions were made for researchers and educators in this regard.tr_TR
dc.language.isoengtr_TR
dc.publisherElseviertr_TR
dc.relation.isversionofhttps://doi.org/10.1016/j.caeai.2023.100147tr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectgenerative artificial intelligencetr_TR
dc.subjectgenerative AItr_TR
dc.subjectcomputational thinkingtr_TR
dc.subjectcomputational thinking skillstr_TR
dc.subjectprogrammingtr_TR
dc.subjectprogramming self-efficacytr_TR
dc.subjectself-efficacytr_TR
dc.subjectmotivationtr_TR
dc.subjectlearning outcomestr_TR
dc.subjectChatGPTtr_TR
dc.titleThe effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivationtr_TR
dc.typearticletr_TR
dc.relation.journalComputers and Education: Artificial Intelligencetr_TR
dc.contributor.departmentBartın Üniversitesi, Fen Fakültesi, Bilgisayar Teknolojisi ve Bilişim Sistemleri Bölümütr_TR
dc.contributor.authorID0000-0002-2041-1750tr_TR
dc.identifier.volume4tr_TR
dc.identifier.startpage1tr_TR
dc.identifier.endpage14tr_TR


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