Akademik Veri Yönetim Sistemi
KAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİ, cilt.13, ss.253-275, 2026 (TRDizin)
The popularity of artificial intelligence (AI), as a product of rapid technological advancement, continues to grow, accompanied by diverse expectations regarding its future impact. While AI is sometimes perceived as a solution and at other times as a potential threat, understanding the perspectives of children—future users of these technologies—is crucial. This study aims to explore the metaphorical perceptions of primary school students living in rural areas regarding the concept of AI and to examine their views in depth. The research was conducted using a phenomenological design within qualitative methodology. Convenience sampling, a type of purposive sampling, was employed. The study group consisted of 71 students attending a primary school in a rural neighborhood of the Terme district in Samsun. Data were collected through a semi-structured interview form with open-ended questions addressing students’ awareness of AI, sources of information, metaphors, familiarity with AI tools, and perceptions of its effects on daily life. The data were analyzed using content analysis. Findings indicated that students’ awareness of AI was relatively high and increased with grade level. Most students reported learning about AI through mobile phones, television (including advertisements and cartoons), and family members. A total of 20 metaphors were produced, with “robot,” “phone,” “friend,” and “human” being the most frequent. Siri emerged as the most recognized AI tool, particularly among fourth-grade students. While third-grade students tended to associate AI with digital devices, fourth-grade students more often linked it to search engines. Overall, students expressed predominantly positive perceptions of AI. The study recommends developing age-appropriate educational content, such as animated materials, and improving technological access for students in rural areas.