METAPHORICAL PERCEPTIONS OF MIDDLE SCHOOL STUDENTS TOWARD CHATGPT

Mustafa Abeş; Sevtap  Kutluca; Tamer  Kutluca

doi:10.46662/jass.v13i1.540

Mustafa Abeş Master Scholar, Institute of Educational Sciences, Dicle University, Diyarbakır, Turkey
Sevtap Kutluca Mathematics Teacher, Kucukkadi Middle School, Sur, Diyarbakır
Tamer Kutluca rofessor, Faculty of Education, Dicle University, Ziya Gokalp, Diyarbakır, Turkey

DOI: https://doi.org/10.46662/jass.v13i1.540

Keywords: ChatGPT, metaphor analysis, middle school students, artificial intelligence in education, qualitative research, content analysis, student perceptions

Abstract

This qualitative study explores the metaphorical perceptions of middle school students regarding ChatGPT, a natural language processing-based artificial intelligence tool increasingly integrated into educational contexts. Conducted with 90 students from grades 6 to 8 in Diyarbakır, Turkey, the research employs a phenomenological design to examine students’ cognitive and emotional interpretations of ChatGPT. Participants completed the prompt “ChatGPT is like ... because ...,” allowing them to articulate their insights through metaphors. The data were analyzed using content analysis and grouped under five themes: Knowledge and Guidance, Connection and Communication, Emotion and Meaning, Exploration and Journey, and Change and Transformation. The results reveal that students perceive ChatGPT not only as a functional educational tool but also as a reliable guide, emotional companion, and dynamic learning partner. These findings highlight the importance of understanding students' metaphorical constructions in integrating AI tools into pedagogy and underscore the need for emotionally responsive and pedagogically sound implementations of educational technology.