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Journals / Yönetim ve Ekonomi Araştırmaları Dergisi / 2026 / Cilt: 24 Sayı: 2

FOCUS GROUP ANALYSIS ON INFORMATION PERCEPTION WITH ARTIFICIAL INTELLIGENCE-ASSISTED SUMMARIZATION

Nur Kuban Torun(Bilecik Şeyh Edebali Üniversitesi)0000-0002-9115-5838
Tolga Torun(BİLECİK ŞEYH EDEBALİ ÜNİVERSİTESİ)0000-0003-4215-406X
Pages
231–251
Publication Date
2026-06-24
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicated no disparity between the reading and listening groups about their comprehension of the constitutional article examined, the data source, and the nation in which the research was done.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The influence of artificial intelligence in facilitating daily living has led to its growing adoption across all sectors.
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Key Findings & Data:In the study, to assess information perception, a chosen article was read to 12 individuals from a focus group of 24 via the AI-assisted summarizing tool NotebookLM, while the remaining 12 individuals listened to the article.
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Conclusion & Impact:The findings indicated no disparity between the reading and listening groups about their comprehension of the constitutional article examined, the data source, and the nation in which the research was done.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Yapay zeka · Bilgi farkındalığı · parametrik olmayan

Abstract

The influence of artificial intelligence in facilitating daily living has led to its growing adoption across all sectors. In academic writing and education, the significance of artificial intelligence is growing as it rapidly analyzes data, enhances information accessibility, and possesses the capability to summarize, clarify, and elucidate concepts, hence improving understanding for non-experts. This study was conducted in the realm of education, specifically focusing on adaptive learning, with the research issue addressing the extent of material comprehension facilitated by AI summarization. In the study, to assess information perception, a chosen article was read to 12 individuals from a focus group of 24 via the AI-assisted summarizing tool NotebookLM, while the remaining 12 individuals listened to the article. The participants were inquired about the article's title, central theme, subject of the academic investigation, pertinent constitutional provision, data source, volume of data, analytical methodology, findings, and prospective research inquiries. The provided responses were classified as correct or wrong. The K Independent Samples analysis, a non-parametric test, was employed in the data analysis. The findings indicated no disparity between the reading and listening groups about their comprehension of the constitutional article examined, the data source, and the nation in which the research was done. Nonetheless, disparities arise between the reading and listening groups regarding the article title, the emphasis of the academic study, the topic matter, the volume of data, the analytical methodology, the findings, and the prospective research objectives. Consequently, it has been noted that there is no distinction between readers and listeners regarding the acquisition of fundamental and superficial knowledge in the study. Nonetheless, the study's significance lies in the observation that listeners demonstrated a disparity in accurately responding to queries necessitating greater detail in comparison to readers. In this context, AI-assisted summarization not only enhances information accessibility but also offers significant insights into how various learning methodologies influence the information perception process.

Özet

Yapay zekanın günlük yaşamı kolaylaştırmadaki etkisi, tüm sektörlerde giderek artan bir şekilde benimsenmesine yol açmaktadır. Akademik yazımda ve eğitimde, yapay zekânın önemi, verileri hızla analiz etmesi, bilgiye erişilebilirliği artırması ve kavramları özetleme, açıklama ve aydınlatma yeteneğine sahip olması nedeniyle artmaktadır. Bu da uzman olmayanlar için de anlaşılabilir olmayı geliştirmektedir. Bu çalışma, eğitim alanında, özellikle uyarlanabilir öğrenmeye odaklanarak yürütülmüştür. Araştırma konusu ise yapay zekâ özetlemesinin, makaleleri anlama düzeyini ne ölçüde kolaylaştırdığının araştırılmasıdır. Çalışmada, bilgi algısını değerlendirmek amacıyla, 24 kişilik bir odak grup içinden seçilen bir makale, NotebookLM yapay zekâ destekli özetleme aracı aracılığıyla 12 kişiye okunurken, kalan 12 kişi makaleyi dinlemiştir. Katılımcılara makalenin başlığı, ana teması, akademik araştırmanın konusu, ilgili anayasal hüküm, veri kaynağı, veri hacmi, analitik metodolojisi, bulguları ve olası araştırma soruları hakkında bilgi sorulmuştur. Verilen yanıtlar doğru veya yanlış olarak sınıflandırılmıştır. Veri analizinde parametrik olmayan bir test olan K Bağımsız Örneklem analizi kullanılmıştır. Bulgular, okuma ve dinleme grupları arasında incelenen anayasa maddesini, veri kaynağını ve araştırmanın yapıldığı ülkeyi anlama konusunda bir farklılık olmadığını göstermiştir. Bununla birlikte, makale başlığı, akademik çalışmanın vurgusu, konu, veri hacmi, analitik metodoloji, bulgular ve olası araştırma hedefleri açısından okuma ve dinleme grupları arasında farklılıklar ortaya çıkmaktadır. Sonuç olarak, çalışmada okuyucular ve dinleyiciler arasında temel ve yüzeysel bilgi edinimi açısından bir ayrım olmadığı belirtilmiştir. Bununla birlikte, çalışmanın önemi, dinleyicilerin daha fazla ayrıntı gerektiren sorulara doğru yanıt verme konusunda okuyuculara kıyasla farklılık gösterdiğinin gözlemlenmesinde yatmaktadır. Bu bağlamda, yapay zekâ destekli özetleme yalnızca bilgiye erişilebilirliği artırmakla kalmamakta, aynı zamanda çeşitli öğrenme yöntemlerinin bilgi algılama sürecini nasıl etkilediğine dair önemli içgörüler de sunmaktadır.

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Cite This Article

Torun, N. K., Torun, T. (2026). FOCUS GROUP ANALYSIS ON INFORMATION PERCEPTION WITH ARTIFICIAL INTELLIGENCE-ASSISTED SUMMARIZATION. Yönetim ve Ekonomi Araştırmaları Dergisi, Cilt: 24 Sayı: 2, 231–251. https://doi.org/10.11611/yead.1868570

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