Akademik Veri Yönetim Sistemi
II. International Dede Korkut Educational Research Congress, Bayburt, Türkiye, 3 - 05 Ekim 2024, ss.197, (Özet Bildiri)
The adoption of technologies such as ChatGPT, one of the powerful chatbots supported by artificial intelligence, in higher education institutions can positively affect various academic activities as it will make it easier to respond to individual student needs (Dempere et al., 2023). The purpose of this study is to examine the effect of ChatGPT on the achievement of pre-service teachers in mathematics education. Discussions of new technologies such as ChatGPT from an educational perspective are common as they often disrupt traditional practices and require teachers to adapt to their potential benefits and drawbacks (Qadir, 2022). Hwang and Tu (2021) stated that the application of AI in mathematics education is still in its infancy, with researchers focusing on using AI technologies to solve basic problems in mathematics courses. It is thought that the results of the study will contribute to the expanding literature on whether ChatGPT can be used in mathematics education. The study was conducted with 65 pre-service primary school teachers studying at a state university within the framework of a pre-test/post-test design with a control group. ChatGPT 3.5 was used because it was free of charge and easy to access. An Achievement Test consisting of two open-ended questions and screenshots of all interactions of pre-service teachers in the learning process with ChatGPT were used as data collection tools. In the implementation phase of the study, while the teacher provided the instruction in the control group, ChatGPT alone assumed the role of the teacher in the experimental group. The data obtained were analyzed using the SPSS 18.0 program and interpreted by the researchers. According to the results of the study, it was concluded that teaching by the teacher increased the achievement of pre-service teachers more than teaching with ChatGPT. It is thought that this situation may be due to the quality of ChatGPT's answers to mathematics questions, the fact that most of the pre-service teachers encountered ChatGPT for the first time and had little experience in using it, the pre-service teachers' lack of confidence in ChatGPT's answers, and the unsatisfactory ChatGPT answers. For this reason, it is necessary to emphasize that assigning a teacher role to ChatGPT in the education and training process and conducting this process only with ChatGPT is not effective. Keywords: ChatGPT, mathematics education, AIEd, artificial intelligence