The impact of AI-powered web tools on critical media literacy

In this study, the effect of AI-supported web tools on the critical media literacy skills of 3rd and 4th grade primary school students was examined. Within this context, an educational plan was developed. The plan aimed to teach students proper media use by addressing topics such as the positive and negative aspects of media, cybersecurity rules, and ethical principles in media. Additionally, the study discussed the extent to which our education system, including the curriculum, school facilities, and teacher and parent training, can support AI-supported critical media literacy education, as well as the challenges encountered in this process and possible ways to overcome them. The research was designed using an explanatory sequential mixed-methods model. Quantitative data were collected through a pretest-posttest control group quasi-experimental design. Qualitative data were obtained via semi-structured interviews and researcher observations. As a quantitative data collection tool, a critical media literacy scale appropriate for primary school students was developed by the researchers. During the scale development process, a literature review was conducted, expert opinions were consulted, pilot applications were performed, and construct validity was ensured through exploratory and confirmatory factor analyses. A semi-structured interview form was developed as the qualitative data collection instrument. Quantitative data were analyzed using paired-sample t-tests for within-group comparisons and independent-sample t-tests for between-group comparisons. Content analysis was applied to the qualitative data. According to the pretest and posttest results, significant differences were observed in the media literacy, media authorship, and overall achievement scores of the experimental group students. In contrast, while significant differences were found in the media literacy and overall achievement scores of the control group students, no significant difference was observed in their media authorship scores. This indicates the need for greater integration of technology in education. Furthermore, interviews and researcher observations revealed that AI-supported web tools positively influenced primary school students' critical media literacy skills and increased their media awareness. To advance technological transformation in education, several recommendations were proposed within the scope of this study. Critical media literacy training can be provided at different educational levels, and its outcomes can be investigated. AI-based training programs can be organized for teachers. Additionally, incentive-based activities, such as establishing critical media literacy clubs and corners in schools, can be implemented to promote students' engagement in this area. Greater emphasis can be placed on artificial intelligence and critical media literacy in the curriculum.