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Dergiler / Ordu Üniversitesi Bilim ve Teknoloji Dergisi / 2026 / Cilt: 16

Okul Öncesi Dönemde Yapay Zekâ Destekli Etkileşimli Dijital Hikâyelerin Çocukların Sosyal Problem Çözme Becerilerine Etkisi

The Effect of Artificial Intelligence-Supported Interactive Digital Stories on Preschool Children's Social Problem-Solving Skills

Muhammed Fatih Küçükkara(BOLU ABANT İZZET BAYSAL ÜNİVERSİTESİ)0000-0001-5993-0622
Sayfa
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Yayın Tarihi
2026-09-28
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Sonuçlar, eğitimci denetiminde üretilen yapay zekâ destekli etkileşimli dijital hikâyelerin sosyal problem çözme becerilerinin desteklenmesinde etkili bir öğretim materyali olarak kullanılabileceğine işaret etmektedir.

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Amaç & Hipotez:Bu araştırmanın amacı, üretken yapay zekâ teknolojileri ile geliştirilen etkileşimli dijital hikâyelerin okul öncesi dönem çocuklarının sosyal problem çözme becerilerine etkisini incelemektir.
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Temel Bulgular & Veri:Çalışma grubunu Bolu'da bir bağımsız anaokulunda eğitim gören 60-71 aylık 30 çocuk (deney = 16, kontrol = 14) oluşturmuştur.
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Sonuç & Katkı:Sonuçlar, eğitimci denetiminde üretilen yapay zekâ destekli etkileşimli dijital hikâyelerin sosyal problem çözme becerilerinin desteklenmesinde etkili bir öğretim materyali olarak kullanılabileceğine işaret etmektedir.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:sosyal problem çözme · üretken yapay zekâ · etkileşimli dijital hikâye

Özet

Bu araştırmanın amacı, üretken yapay zekâ teknolojileri ile geliştirilen etkileşimli dijital hikâyelerin okul öncesi dönem çocuklarının sosyal problem çözme becerilerine etkisini incelemektir. Araştırmada kalıcılık ölçümlü, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma grubunu Bolu'da bir bağımsız anaokulunda eğitim gören 60-71 aylık 30 çocuk (deney = 16, kontrol = 14) oluşturmuştur. Deney grubuna altı hafta boyunca haftada iki kez olmak üzere, üretken yapay zekâ aracıyla yapılandırılmış istemler kullanılarak geliştirilen ve diyaloğa dayalı okumanın CROWD soru teknikleriyle zenginleştirilen 12 etkileşimli dijital hikâye sunulmuştur. Kontrol grubunda mevcut programa dayalı geleneksel hikâye etkinlikleri sürdürülmüştür. Veriler Wally Sosyal Problem Çözme Testi ile toplanmıştır. Gruplar arası karşılaştırmalarda ön test puanlarının ortak değişken olarak alındığı kovaryans analizi (ANCOVA), grup içi karşılaştırmalarda bağımlı örneklemler t testi kullanılmıştır. Ön test puanlarına göre düzeltilmiş son test puanlarında deney grubu lehine anlamlı ve geniş etki büyüklüğünde bir fark bulunmuştur. Deney grubunun sosyal problem çözme puanlarındaki grup içi artış da anlamlıdır. Kalıcılık ölçümünde kazanımlarda anlamlı bir gerileme gözlenmemiştir. Sonuçlar, eğitimci denetiminde üretilen yapay zekâ destekli etkileşimli dijital hikâyelerin sosyal problem çözme becerilerinin desteklenmesinde etkili bir öğretim materyali olarak kullanılabileceğine işaret etmektedir.

Abstract

This study examined the effect of interactive digital stories developed with generative artificial intelligence on preschool children's social problem-solving skills. A quasi-experimental pretest-posttest control group design with a follow-up measurement was employed. The study group consisted of 30 children aged 60-71 months (experimental = 16, control = 14) in Bolu, Türkiye. For six weeks, twice a week, the experimental group received 12 interactive digital stories created with a generative artificial intelligence tool through structured prompts and enriched with the CROWD questioning techniques of dialogic reading, while the control group continued traditional story activities. Data were collected with the Wally Social Problem-Solving Test. Between-group comparisons were tested with analysis of covariance (ANCOVA) using pretest scores as the covariate, within-group comparisons with paired samples t tests. Posttest scores adjusted for pretest differed significantly in favor of the experimental group with a large effect size. The within-group gain of the experimental group was also significant. No significant decline was observed at follow-up. The results suggest that artificial intelligence-supported interactive digital stories produced under educator supervision can serve as an effective instructional material for supporting social problem-solving skills.

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Bu Makaleye Atıf Yap

Küçükkara, M. F. (2026). Okul Öncesi Dönemde Yapay Zekâ Destekli Etkileşimli Dijital Hikâyelerin Çocukların Sosyal Problem Çözme Becerilerine Etkisi. Ordu Üniversitesi Bilim ve Teknoloji Dergisi, Cilt: 16. https://doi.org/10.54370/ordubtd.1965654

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