Development of the generative artificial intelligence awareness scale for secondary school students in Türkiye

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dc.contributor.authorSemerci Şahin, Remziye
dc.contributor.authorÖzbay, Özkan
dc.contributor.authorÇınar Özbay, Sevil
dc.contributor.authorDurmuş Sarıkahya, Selma
dc.date.accessioned2025-10-02T10:33:49Z
dc.date.available2025-10-02T10:33:49Z
dc.date.issued2025
dc.departmentAÇÜ, Rektörlük, Uzaktan Eğitim Uygulama ve Araştırma Merkezi
dc.departmentAÇÜ, Sağlık Bilimleri Fakültesi, Acil Yardım ve Afet Yönetimi Bölümü
dc.departmentAÇÜ, Sağlık Bilimleri Fakültesi, Hemşirelik Bölümü
dc.description.abstractThe widespread adoption of generative artificial intelligence (AI) in education and daily life necessitates a deeper understanding of students’ awareness and attitudes. However, there is a lack of appropriate and psychometrically validated tools to assess these constructs reliably. This study aimed to examine the validity and reliability of a newly developed scale measuring secondary school students' awareness of generative artificial intelligence in the Turkish context. This methodological study employed a cross-sectional, descriptive, and correlational design. The research was conducted with 444 secondary school students aged 14–18. Data were collected using a Demographic Information Form and the Generative Artificial Intelligence Awareness Scale. The study followed a three-stage process in line with the STROBE checklist: (1) item development, (2) expert evaluation for content validity, and (3) construct validity and reliability testing. Construct validity was assessed using Exploratory and Confirmatory Factor Analyses. Reliability was examined through Cronbach’s alpha, corrected item-total correlations, and split-half reliability analysis. EFA revealed a three-factor structure: Basic Knowledge of Generative Artificial Intelligence, Positive Attitudes Toward Generative Artificial Intelligence, and Concerns About the Impacts of Generative Artificial Intelligence, explaining 54.29% of the total variance. CFA supported the model, yielding acceptable fit indices (χ2/df = 3.792, RMSEA = 0.056, GFI = 0.905, CFI = 0.927, TLI = 0.919), indicating good model fit. The Cronbach’s alpha for the total scale was 0.946, with subscale coefficients ranging from 0.822 to 0.925. Corrected item-total correlations ranged from 0.512 to 0.733. Split-half reliability for the first factor showed strong consistency (Spearman-Brown = 0.891, Guttman = 0.887, correlation between halves = 0.804). The findings demonstrate that the Turkish version of the generative artificial intelligenceawareness scale is a valid and reliable instrument for assessing students’ knowledge, attitudes, and concerns about generative AI.
dc.identifier.doi10.1007/s00431-025-06435-8
dc.identifier.issn03406199
dc.identifier.issue9
dc.identifier.pmid40883578 40883578
dc.identifier.scopus2-s2.0-105014899067
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://hdl.handle.net/11494/5957
dc.identifier.volume184
dc.identifier.wosWOS:001560319000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakScopus
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakPubMed
dc.institutionauthorÖzbay, Özkan
dc.institutionauthorÇınar Özbay, Sevil
dc.institutionauthorDurmuş Sarıkahya, Selma
dc.language.isoen
dc.publisherSpringer Science and Business Media Deutschland GmbH
dc.relation.ispartofEuropean Journal of Pediatrics
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectAwareness
dc.subjectGenerative artificial intelligence
dc.subjectReliability
dc.subjectScale development
dc.subjectSecondary school students
dc.subjectValidity
dc.titleDevelopment of the generative artificial intelligence awareness scale for secondary school students in Türkiye
dc.typeArticle

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