Abstract

This study aimed to investigate the effects of artificial intelligence (AI)-supported visualization applications on students’ writing disposition during the creative writing process. An explanatory sequential design, a type of mixed methods approach, was adopted. In the quantitative phase, a quasi-experimental design with a pretest-posttest control group was employed, while the qualitative phase involved semi-structured interviews. The study group comprised 29 fourth-grade primary school students enrolled in the 2023–2024 academic year. Quantitative data were collected using the Writing Disposition Scale, and qualitative data were gathered through semi-structured interview forms. The findings indicated that AI-supported visualization applications had a positive impact on students' writing dispositions during the creative writing process. Students in the experimental group demonstrated significant improvements in the confidence, continuity, and passion dimensions of writing disposition, whereas the control group exhibited significant decreases in the confidence and passion dimensions. Qualitative results revealed that students experienced positive emotional engagement, enhanced cognitive development, and benefited from collaborative learning experiences. Furthermore, the use of visualization tools was found to stimulate creative thinking and enrich the writing process. These findings suggest that AI-supported visualization applications can serve as effective tools in writing instruction.

Keywords

References

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