Artificial Intelligence Chatbot Integration in IT Entrepreneurship Education

Margrit Yeşiltepe; Zeynep Cömert; Meltem Ozmutlu

Article Details

Artificial Intelligence Chatbot Integration in IT Entrepreneurship Education

Authors:

Margrit Yeşiltepe | Zeynep Cömert | Meltem Ozmutlu

Publisher:

Dokuz Eylul University

Main Topics:

Bilim | Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2942-2961

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001346727

pISSN:

1308-8971

Keywords:

Abstract:

 This research, structured as a case study in response to advancements in generative artificial intelligence, sought to analyse students perceptions of their experiences following the integration of generative artificial intelligence chatbots, particularly ChatGPT, into educational processes. The participants statements indicated that ChatGPTs rapid response capability expedited the process and enhanced information accessibility. Furthermore, it was asserted that artificial intelligences ability to deliver systematic and comprehensive knowledge inside a certain domain positively enhances the learning process. The study revealed that students found ChatGPT to offer an interactive learning experience; however, it was not considered a substitute for human interaction. Concerns have been raised that prolonged utilisation may potentially diminish social interactions. However, it was determined that the ability to pose inquiries to ChatGPT without the concern of being evaluated during interaction had a self-confidence-enhancing effect on students. These findings suggest that AI chatbots have the potential to reduce anxiety in learning processes and support individual learning. These findings are consistent with the role of artificial intelligence in the entrepreneurship ecosystem. In conclusion, the integration of ChatGPT into educational processes indicates that it offers significant opportunities in terms of facilitating access to information, individualised learning and the learning process itself. However, it is important to acknowledge that it cannot fully substitute for human interaction and carries the risk of weakening social ties. To ensure the effective integration of artificial intelligence in educational settings, experimental studies must be encouraged, and strategic approaches must be developed under the guidance of educators.

 This research, structured as a case study in response to advancements in generative artificial intelligence, sought to analyse students perceptions of their experiences following the integration of generative artificial intelligence chatbots, particularly ChatGPT, into educational processes. The participants statements indicated that ChatGPTs rapid response capability expedited the process and enhanced information accessibility. Furthermore, it was asserted that artificial intelligences ability to deliver systematic and comprehensive knowledge inside a certain domain positively enhances the learning process. The study revealed that students found ChatGPT to offer an interactive learning experience; however, it was not considered a substitute for human interaction. Concerns have been raised that prolonged utilisation may potentially diminish social interactions. However, it was determined that the ability to pose inquiries to ChatGPT without the concern of being evaluated during interaction had a self-confidence-enhancing effect on students. These findings suggest that AI chatbots have the potential to reduce anxiety in learning processes and support individual learning. These findings are consistent with the role of artificial intelligence in the entrepreneurship ecosystem. In conclusion, the integration of ChatGPT into educational processes indicates that it offers significant opportunities in terms of facilitating access to information, individualised learning and the learning process itself. However, it is important to acknowledge that it cannot fully substitute for human interaction and carries the risk of weakening social ties. To ensure the effective integration of artificial intelligence in educational settings, experimental studies must be encouraged, and strategic approaches must be developed under the guidance of educators.

 This research, structured as a case study in response to advancements in generative artificial intelligence, sought to analyse students perceptions of their experiences following the integration of generative artificial intelligence chatbots, particularly ChatGPT, into educational processes. The participants statements indicated that ChatGPTs rapid response capability expedited the process and enhanced information accessibility. Furthermore, it was asserted that artificial intelligences ability to deliver systematic and comprehensive knowledge inside a certain domain positively enhances the learning process. The study revealed that students found ChatGPT to offer an interactive learning experience; however, it was not considered a substitute for human interaction. Concerns have been raised that prolonged utilisation may potentially diminish social interactions. However, it was determined that the ability to pose inquiries to ChatGPT without the concern of being evaluated during interaction had a self-confidence-enhancing effect on students. These findings suggest that AI chatbots have the potential to reduce anxiety in learning processes and support individual learning. These findings are consistent with the role of artificial intelligence in the entrepreneurship ecosystem. In conclusion, the integration of ChatGPT into educational processes indicates that it offers significant opportunities in terms of facilitating access to information, individualised learning and the learning process itself. However, it is important to acknowledge that it cannot fully substitute for human interaction and carries the risk of weakening social ties. To ensure the effective integration of artificial intelligence in educational settings, experimental studies must be encouraged, and strategic approaches must be developed under the guidance of educators.

 Üretken yapay zeka alanında kaydedilen ilerlemeler ışığında bir durum çalışması olarak desenlenmiş olan bu araştırma, üretken yapay zekâ sohbet robotlarının özellikle ChatGPT eğitim süreçlerine entegrasyonu sonrasında öğrencilerin bu deneyime yönelik görüşlerini analiz etmeyi amaçlanmıştır. Katılımcıların ifadelerine göre ChatGPTnin hızlı yanıt verme kapasitesinin süreci hızlandırdığını ve bilgiye erişimi kolaylaştırdı tespit edilmiştir. Ayrıca, yapay zekanın belirli bir alanda odaklanarak sistematik ve kapsamlı bilgi sunmasının öğrenme sürecine olumlu katkılar sunduğu belirtilmiştir. Araştırmada, öğrenciler ChatGPTnin interaktif bir öğrenme deneyimi sunduğunu, ancak insan etkileşiminin tam anlamıyla yerine geçemediği tespit edilmiştir. Özellikle uzun süreli kullanımın sosyal etkileşimleri zayıflatabileceğine dair endişeler dile getirilmiştir. Bununla birlikte, ChatGPT ile yazışırken yargılanma kaygısı olmadan soru sorabilmenin öğrencilerde özgüven artırıcı bir etki yarattığı belirlenmiştir. Bu bulgular, YZ sohbet robotlarının öğrenme süreçlerinde kaygıyı azaltma ve bireysel öğrenmeyi destekleme potansiyeline sahip olduğunu göstermektedir. Elde edilen bulgular, yapay zekanın girişimcilik ekosistemindeki rolüyle de paralellik göstermektedir. Sonuç olarak, ChatGPTnin eğitim süreçlerine entegrasyonu bilgiye erişim, bireyselleştirilebilir öğrenme ve öğrenme sürecini kolaylaştırma açısından önemli fırsatlar sunduğunu işaret etmektedir. Ancak, insan etkileşiminin yerini tam anlamıyla alamadığı ve sosyal bağları zayıflatma riski taşıdığı da göz önünde bulundurulmalıdır. Yapay zekanın eğitimdeki rolünü daha etkili kılmak için deneysel çalışmaların artırılması ve öğretmenlerin rehberliğinde stratejik yaklaşımlar geliştirilmesi gerekmektedir.

Article Details

Artificial Intelligence Chatbot Integration in IT Entrepreneurship Education

Authors:

Margrit Yeşiltepe | Zeynep Cömert | Meltem Ozmutlu

Publisher:

Dokuz Eylul University

Main Topics:

Bilim | Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2942-2961

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001346727

pISSN:

1308-8971

ChatGPT

case study

generative artificial intelligence

artificial intelligence chatbots: ChatGPT

durum çalışması

üretken yapay zeka

yapay zeka sohbet robotları

Issues

Article Details

Authors: Margrit Yeşiltepe | Zeynep Cömert | Meltem Ozmutlu

Publisher: Dokuz Eylul University

Main Topics: Bilim | Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi

Journal: Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2942-2961

Document Type: Article

Publication Date: 8/2025

Document Language: Turkish

Document ID (Org No.): 2001346727

pISSN: 1308-8971

Issues

Authors:

Margrit Yeşiltepe | Zeynep Cömert | Meltem Ozmutlu

Publisher:

Dokuz Eylul University

Main Topics:

Bilim | Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi

Journal:

Batı Anadolu Eğitim Bilimleri Dergisi Vol.16 Issue 2, pp.2942-2961

Document Type:

Article

Publication Date:

8/2025

Document Language:

Turkish

Document ID (Org No.):

2001346727

pISSN:

1308-8971