The process of students' internalization of core values in the our tales and epic course course through generative artificial intelligence–supported activities

The purpose of this study is to improve students' processes of internalizing core values through generative artificial intelligence–supported activities in the Our Tales and Epic course. The study was planned and conducted as an action research. The implementation process of the research lasted seven weeks with 28 seventh-grade students, and throughout the process, a seven-week generative artificial intelligence–supported implementation plan developed by the researcher was used. In the qualitative dimension of the study, the researcher's lesson observation forms and diaries, student diaries, generative artificial intelligence–supported implementation activities, and student pre-interview and post-interview forms were utilized. In the quantitative dimension of the study, the Inventory for Determining Middle School Students' Levels of Internalization of Core Values and the Attitude Scale developed by the researcher for the course were used as pre-tests and post-tests. Content analysis and thematic analysis were used in the examination of qualitative data. In addition, the NVivo software package was used. The SPSS was used for the analysis of quantitative data. The findings obtained from the qualitative data analysis revealed that, as a result of the implemented instructional process, students in the action group developed positive attitudes toward the course and that their perceptions of core values were meaningfully supported. According to the quantitative findings obtained, generative artificial intelligence–supported implementation activities created a significant difference in the internalization of core values and attitudes toward the course among students in the action group.