Investigating the Effects of AI-Supported Digital Storytelling Activities on Fourth Grade Students’ Creative Thinking Dispositions, Academic Achievement, and Metacognitive Awareness Levels

Authors : Hikmet Esra Güney, Recep Çakır

Pages : 70-99

View : 217 | Download : 389

Publication Date : 2025-12-07

Article Type : Research Paper

Abstract :This study aims to investigate the effects of artificial intelligence (AI)-supported digital storytelling on primary school students’ creative thinking dispositions, academic achievement, and metacognitive awareness in the context of science education. Utilizing a quasi-experimental design with pre-test and post-test control groups, the study was conducted with a sample of 40 fourth-grade students, who were assigned to experimental and control groups. To assess the targeted skills, the Creative Thinking Disposition Scale and the Metacognitive Awareness Scale were employed. In addition, an Academic Achievement Test on the \\\"Light and Sound Technologies\\\" theme, developed by the researchers, was used to measure students’ performance in science. Since the data showed normal distribution, parametric statistical analyses were applied. The results indicated that AI-supported digital stories significantly improved students’ academic achievement compared to traditional teaching methods, as evidenced by the progress in the experimental group’s test scores. However, the intervention did not yield a statistically significant effect on students’ creative thinking dispositions or metacognitive awareness. Based on these findings, it is recommended that science teachers be encouraged to integrate AI-supported digital storytelling into their instructional practices.
Keywords : Yapay zeka destekli dijital hikaye, fen bilimleri öğretimi, yaratıcı düşünme, üst bilişsel farkındalık

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