Figure 1
Example LMS screen.
Table 1
AI tools used in the study.
| AI TOOLS | EVENT/TASK | PURPOSE OF USE | BLOOM’S TAXONOMY | IN-CLASS | OUT OF CLASS |
|---|---|---|---|---|---|
| Assemblyai | Reporting audio data | Motivation, Interaction | Apply | x | |
| Bard | Research, Summarize | Individualized learning | Understand, Remember | x | x |
| Canva | Content creation (video, poster) | Motivation, Cooperation | Create | x | |
| ChatGPT | Research, Summarize | Individualized learning | Understand, Remember | x | x |
| Deepl | Translate | Interaction, Feedback | Understand, Remember | x | x |
| Gamma | Content creation (Presentation) | Motivation, Interaction | Create | x | |
| Notion | Content creation | Motivation, Cooperation | Create | x | |
| Rawgraphs | Visualization | Motivation, Interaction | Create | x | |
| Scholarcy | Literature review, synthesizing | Interaction, Feedback | Analyse, Evaluate | x | x |
| Synthesia | Content creation (Video) | Motivation, Interaction | Create | x | |
| Typeset | Literature review | Interaction, Feedback | Understand, Remember | x | x |
Figure 2
Research process.
Table 2
AI literacy scale results.
| AWARENESS | PRE-TEST | POST-TEST | ||||
|---|---|---|---|---|---|---|
| N | MEAN | Sd | MEAN | Sd | ||
| 1. | I can distinguish between smart devices and non-smart devices. | 33 | 6.09 | 0.91 | 6.54 | 0.66 |
| 2. | I do not know how AI technology can help me. R | 33 | 2.72 | 2.12 | 4.45 | 2.18 |
| 3. | I can identify the AI technology employed in my applications and products. | 33 | 3.45 | 1.90 | 4.36 | 1.69 |
| Mean | 4.09 | 1.64 | 5.12 | 1.51 | ||
| Usage | ||||||
| 4. | I can skillfully use AI applications or products to help with my daily work. | 33 | 3.09 | 2.09 | 4.90 | 1.70 |
| 5. | Learning to use a new AI application or product is usually hard for me. R | 33 | 3.27 | 2.25 | 5.27 | 1.56 |
| 6. | I can use AI applications or products to improve my work efficiency. | 33 | 3.72 | 2.16 | 4.81 | 1.92 |
| Mean | 3.36 | 2.17 | 4.99 | 1.73 | ||
| Evaluation | ||||||
| 7. | After using it for a while, I can evaluate the capabilities and limitations of an AI application or product. | 33 | 5.36 | 0.99 | 5.00 | 1.43 |
| 8. | I can choose a proper solution from various solutions provided by a smart agent. | 33 | 4.81 | 2.11 | 4.81 | 1.60 |
| 9. | I can choose the most appropriate AI application or product from a variety for a particular task | 33 | 4.63 | 1.63 | 4.54 | 1.52 |
| Mean | 4.93 | 1.58 | 4.78 | 1.52 | ||
| Ethics | ||||||
| 10. | I always comply with ethical principles when using AI applications or products. | 33 | 4.54 | 1.75 | 5.27 | 1.56 |
| 11. | I am never alert to privacy and information security issues when using AI applications or products. R | 33 | 3.27 | 2.25 | 4.63 | 2.17 |
| 12. | I am always alert to the abuse of AI technology. | 33 | 5.90 | 0.91 | 5.36 | 1.63 |
| Mean | 4.57 | 1.64 | 5.09 | 1.79 | ||
| Overall Mean | 4.24 | .66 | 5.00 | .89 | ||
[i] R Indicates that item is in reverse form.
Table 3
Students’ AI literacy normality test results.
| SHAPIRO-WILK | |||
|---|---|---|---|
| STATISTIC | df | SIG. | |
| Pre-Test | .10 | 33 | .20 |
| Post-Test | .13 | 33 | .10 |
Table 4
Students’ AI literacy dependent groups t test results.
| N | PRE-TEST | POST-TEST | |||||||
|---|---|---|---|---|---|---|---|---|---|
| MEAN | Sd | MEAN | Sd | df | t | p | d | ||
| Awareness | 33 | 4.09 | 1.64 | 5.12 | 1.51 | 32 | –3.34 | .00 | 0.58 |
| Usage | 33 | 3.36 | 2.17 | 4.99 | 1.73 | 32 | –5.01 | .00 | 0.87 |
| Evaluation | 33 | 4.93 | 1.58 | 4.78 | 1.52 | 32 | .37 | .71 | - |
| Ethics | 33 | 4.57 | 1.64 | 5.09 | 1.79 | 32 | –1.37 | .17 | - |
| Overall | 33 | 4.24 | .66 | 5.00 | .89 | 32 | –3.60 | .00 | 0.63 |
Table 5
Flipped learning model perception scale test results.
| LEARNING READINESS, | N | MEAN | Sd | |
|---|---|---|---|---|
| 1. | Ready-made tutorial videos on the related topics make my study easier. | 33 | 3.87 | .59 |
| 2. | Pre-class watched tutorial videos help me to learn at the class session. | 33 | 4.12 | .33 |
| 3. | Pre-shared tutorial videos motivate me to participate in the planned learning activities at the class. | 33 | 3.87 | .59 |
| 4. | Pre-shared tutorial videos motivate me to read and research more about the related topics. | 33 | 3.75 | .66 |
| 5. | Pre-shared handouts and tutorial videos allow me to be prepared for the class. | 33 | 4.24 | .43 |
| Mean | 3.97 | 0.52 | ||
| Learning support, | ||||
| 6. | Every activity is designed to have a purpose. | 33 | 3.84 | .61 |
| 7. | Necessary information (course structure, grading system, etc.) is given to complete the course successfully. | 33 | 3.63 | .99 |
| 8. | To complete the course successfully, necessary resources (presentation, document, video, etc.) are provided. | 33 | 4.27 | .67 |
| 9. | A learner-centered environment is provided. | 33 | 3.90 | .80 |
| 10. | In-class activities support the learning process. | 33 | 3.63 | .69 |
| 11. | The general structure of the course facilitates learning. | 33 | 4.12 | .59 |
| 12. | Lecturer meets my learning needs. | 33 | 4.15 | .93 |
| 13. | Given feedback gives me direction on how to improve myself. | 33 | 4.00 | .70 |
| 14. | My expectations from a university-level course are met. | 33 | 3.03 | .72 |
| Mean | 3.84 | 0.74 | ||
| Motivational interaction, | ||||
| 15. | Contributes to my creative thinking skills. | 33 | 3.87 | .78 |
| 16. | Makes me feel more confident. | 33 | 3.36 | .48 |
| 17. | Provides a better learning experience than traditional courses. | 33 | 3.51 | .50 |
| 18. | Makes me more active in class. | 33 | 3.87 | .33 |
| 19. | Increases my interaction with the instructor. | 33 | 4.39 | .49 |
| 20. | Increases my interaction with my friends. | 33 | 3.63 | 1.11 |
| 21. | Makes the course more enjoyable. | 33 | 4.00 | .70 |
| 22. | Encourages me to enroll in other flipped courses. | 33 | 3.21 | .85 |
| Mean | 3,73 | 0,66 | ||
| Overall Mean | 3.84 | 0.66 | ||
Table 6
Analysis of students’ experiences on AI-supported flipped classroom.
| THEMES | CATEGORIES | CODES |
|---|---|---|
| Affective | Increased Motivation and Interest in Learning | Increased individual control of learning Increased in-class interaction Increased attractiveness of the courses Being ready and motivated for the lesson Taking an active role |
| Teacher-Student Interaction | Classroom interactive activities Teacher guidance Student active participation Impact of pre-prepared materials | |
| Cooperation and Interaction | Collaboration and interaction between students Impact of course materials and activities The role of online platforms | |
| Cognitive | Individualized Learning Experience | Materials can be used according to personal needs More focus on personal interests Progress at own learning pace |
| Development of Critical Thinking and Problem-Solving Skills | Impact of course materials Impact of teacher collaboration and interaction The impact of individual development and participation | |
| Time Management Challenges | Time management challenges related to pre-prepared materials Time management challenges related to classroom activities General time management challenges | |
| Development of AI Literacy Skills | Learning basic concepts and raising awareness Developing AI literacy skills Increased motivation and interest Access to resources and development of research skills |
