The use of chatbots as an example of artificial intelligence application in social studies teaching

This research aims to examine the educational potential of AI-powered chatbots in Social Studies learning-teaching processes. Within the scope of the study carried out according to the embedded design evaluated within the mixed research approach, the practitioner teacher taught the 6th Grades Culture and Heritage learning area in the experimental group with the support of an AI-powered Social Studies teacher named "SosyalciBot" while the lessons were taught in accordance with the constructivist approach in two different control groups. At the end of the process, it was found that the experimental group students' posttest and retention test scores were significantly higher than the control group students' posttest and retention test scores. In the semi-structured interviews, the students described SocialciBot as a technology that contributes to learning performance in various ways, improves the attitude towards the course, can be applied to different learning areas, and evaluated the technology positively in terms of features such as the constructive language it uses, 24/7 accessibility, hinting, and instant feedback. However, the students suggested improvement by stating that SosyalciBot had limitations in terms of the absence of physical presence, the inadequacies of artificial intelligence, and the need for the internet. On the other hand, the teacher stated that he developed cooperation with technology in the process, noted that technology contributed to the learning-teaching processes in various ways, observed positive reactions from the students, and evaluated the time limitation as an important problem in terms of the process. As a result of the research, it was determined that chatbots are a technology with a high potential to contribute to Social Studies education but are in a position open to development.