Research Article
BibTex RIS Cite

Communication Faculty Students' Metaphorical Perceptions of Algorithms and Artificial Intelligence (AI)

Year 2025, Volume: 12 Issue: 2, 361 - 381, 30.07.2025

Yunus Ergen

https://doi.org/10.17680/erciyesiletisim.1631086

Abstract

Algorithms and artificial intelligence (AI) are among the core areas of interest in media and communication research. In an era in which content creation is continuous, the media and communication sectors benefit significantly from these technologies. Within this framework, the perspectives of students in communication faculties, which also provide vocational education to train qualified professionals, are particularly important for understanding their attitudes toward algorithms and AI. This study aimed to identify the general perceptions of communication faculty students regarding AI and the algorithms that form its foundation. To achieve this, a phenomenological research design within the qualitative paradigm was employed, and a structured “algorithms and AI metaphor form” was administered to 63 communication faculty students. The collected data were analyzed using content analysis. As a result, 33 metaphors for algorithms and 32 for AI were identified, indicating a predominantly positive attitude toward both phenomena. The metaphors were categorized into five themes: “systematization,” “humanization,” “functionalization,” “abstraction,” and “other.” The findings suggest that, while algorithms are perceived with a more systematic approach, AI is more strongly associated with human-like qualities, reflecting diverse metaphorical perceptions of both phenomena.

Keywords

Algorithms Artificial Intelligence (AI) Metaphor Analysis Metaphorical Perception Faculty of Communication

References

  • Abate, Y., & Ado, D. (2024). Metaphorical conceptualization of Happiness and Anger in the Amharic azmari Lyrics. COGENT ARTS & HUMANITIES, 11(1), 2425154. https://doi.org/10.1080/23311983.2024.2425154
  • Akduman, G., & Hatipoğlu, Z. (2021). Kim bu Z kuşağı? International Journal of Entrepreneurship and Management Inquiries, 5(9), Article 9.
  • Aktan, E., Koçyiğit, M., & Çakmak, V. (2020). Yönetim bilişim sistemleri öğrencilerinin “halkla ilişkiler” kavramına ilişkin metaforik algılarının incelenmesi. Akdeniz Üniversitesi İletişim Fakültesi Dergisi, 33, Article 33. https://doi.org/10.31123/akil.696640
  • Altuntaş, H., & Karabay, E. (2024). Üniversite öğrencileri ve öğretim üyelerinin yapay zekâya ilişkin metaforik algıları. Yönetim Bilişim Sistemleri Dergisi, 10(2), Article 2.
  • Arslantaş, H. İ., & Ataş, M. (2024). Lise öğrencilerinin yapay zekâ, robot teknolojisi, metaverse ve uzaktan eğitim ile ilgili metaforik algıları. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 8(2), Article 2.
  • Ayyıldız, T. (2016). Üniversite öğrencilerinin dans kavramına yönelik metaforik algılarının analizi. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 1(2), Article 2.
  • Bakhtiar, M. (2017). The role of context in the formation of hejab “veiling” metaphors in hejab billboards and posters in Iran. METAPHOR AND THE SOCIAL WORLD, 7(2), 159-189. https://doi.org/10.1075/msw.7.2.01bak
  • Bartczak, M., & Bokus, B. (2015). Cognitive Representations (Metaphorical Conceptualizations) of PAST, FUTURE, JOY, SADNESS and HAPPINESS in Depressive and Non-depressive Subjects: Cognitive Distortions in Depression at the Level of Notion. Journal of Psycholinguistic Research, 44(2), 159-185. Scopus. https://doi.org/10.1007/s10936-014-9286-6
  • Bencsik, A., Horvath-Csikos, G., & Juhasz, T. (2016). Y and Z generations at workplaces. Journal of Competitiveness, 8(3), 90-106. https://doi.org/10.7441/joc.2016.03.06
  • Benczes, R., & Ságvári, B. (2018). Where metaphors really come from: Social factors as contextual influence in Hungarian teenagers’ metaphorical conceptualizations of life. Cognitive Linguistics, 29(1), 121-154. Scopus. https://doi.org/10.1515/cog-2016-0139
  • Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1). Scopus. https://doi.org/10.1186/s40561-023-00269-3
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal Kitabevi.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir, Çev.). Eğiten Kitap.
  • Çoğaltay, N., & Aras, Z. N. (2018). Öğretmen adaylarının öğretmen atamalarında kullanılan sözlü sınava ilişkin algıları: Metefor analizi örneği. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), Article 1.
  • Dralega, C. A. (2023). Digitization, AI and algorithms in African journalism and media contexts: Practice, policy and critical literacies (s. 201). Scopus.
  • Drisko, J., Maschi, T., Drisko, J., & Maschi, T. (2015). Content analysis. Oxford University Press.
  • Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., Galanos, V., Ilavarasan, P. V., Janssen, M., Jones, P., Kar, A. K., Kizgin, H., Kronemann, B., Lal, B., Lucini, B., … Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57. Scopus. https://doi.org/10.1016/j.ijinfomgt.2019.08.002
  • Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71. Scopus. https://doi.org/10.1016/j.ijinfomgt.2023.102642
  • Erdoğan, Ş., & Bozkurt, E. (2023). Fizik öğretmen adaylarının “yapay zekâ” kavramına ilişkin algılarının incelenmesi: Bir metafor çalışması. Medeniyet ve Toplum Dergisi, 7(2), Article 2.
  • Ganji, M. (2011). The best way to teach phrasal verbs: Translation, sentential contextualization or metaphorical conceptualization? Theory and Practice in Language Studies, 1(11), 1497-1506. Scopus. https://doi.org/10.4304/tpls.1.11.1497-1506
  • Huh, J., Nelson, M. R., & Russell, C. A. (2023). ChatGPT, AI advertising, and advertising research and education. Journal of Advertising, 52(4), 477-482. Scopus. https://doi.org/10.1080/00913367.2023.2227013
  • Hülür, H., & Ölçer, H. (2025). Yapay zekâ ve algoritma diktatörlüğü. İçinde H. Hülür & C. Yaşın (Ed.), Yapay zekâ, toplum ve kültür (ss. 135-152). Ütopya Yayınevi.
  • Jarrahi, M. H. (2018). Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making. Business Horizons, 61(4), 577-586. Scopus. https://doi.org/10.1016/j.bushor.2018.03.007
  • Jha, A. (2024). AI-Driven algorithms for optimizing social media advertising: Prospects and challenges. İçinde Cases on Social Media and Entrepreneurship (ss. 63-84). Scopus. https://doi.org/10.4018/979-8-3693-1781-5.ch004
  • Karabulut, B. (2015). Bilgi toplumu çağında dijital yerliler, göçmenler ve melezler. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, Article 21.
  • Koebe, P. (2025). How digital technologies and AI contribute to achieving the health-related SDGs. International Journal of Information Management Data Insights, 5(1). Scopus. https://doi.org/10.1016/j.jjimei.2024.100298
  • Kreps, S., McCain, R. M., & Brundage, M. (2022). All the news that’s fit to fabricate: AI-generated text as a tool of media misinformation. Journal of Experimental Political Science, 9(1), 104-117. Scopus. https://doi.org/10.1017/XPS.2020.37
  • Krippendorff, K. (2019). Content analysis: An introduction to its methodology. SAGE Publications, Inc. https://doi.org/10.4135/9781071878781
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by (W. a new Afterword, Ed.). University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/M/bo3637992.html
  • Leung, J. S. C., Chan, K. K. H., & He, T. C. (2021). Student teachers’ metaphorical conceptualisations of the experience of watching themselves and their peers on video. Educational Studies, 47(3), 257-274. Scopus. https://doi.org/10.1080/03055698.2019.1691505
  • Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60. Scopus. https://doi.org/10.1016/j.futures.2017.03.006
  • Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Çev.). Nobel Akademik Yayıncılık.
  • Neuman, W. L. (2020). Toplumsal araştırma yöntemleri -Nicel ve nitel yaklaşımlar- (8. bs, C. 2). Siyasal Kitabevi.
  • Nguyen, D. (2023). How news media frame data risks in their coverage of big data and AI. Internet Policy Review, 12(2). Scopus. https://doi.org/10.14763/2023.2.1708
  • Ouchchy, L., Coin, A., & Dubljević, V. (2020). AI in the headlines: The portrayal of the ethical issues of artificial intelligence in the media. AI and Society, 35(4), 927-936. Scopus. https://doi.org/10.1007/s00146-020-00965-5
  • Porlezza, C. (2023). Promoting responsible AI: A European perspective on the governance of artificial intelligence in media and journalism. Communications, 48(3), 370-394. Scopus. https://doi.org/10.1515/commun-2022-0091
  • Prensky, M. (2001a). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Prensky, M. (2001b). Digital natives, digital immigrants part 2: Do they teally think differently? On the Horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Reali, F., & Arciniegas, C. (2015). Metaphorical conceptualization of emotion in Spanish: Two studies on the role of framing. Metaphor and the Social World, 5(1), 20-41. Scopus. https://doi.org/10.1075/msw.5.1.02rea
  • Reiss, M. V., Festic, N., Latzer, M., & Rüedy, T. (2021). The relevance ınternet users assign to algorithmic-selection applications in everyday life. Studies in Communication Sciences, 21(1), 71-90. Scopus. https://doi.org/10.24434/J.SCOMS.2021.01.005
  • Roe, J., & Perkins, M. (2023). ‘What they’re not telling you about ChatGPT’: Exploring the discourse of AI in UK news media headlines. Humanities and Social Sciences Communications, 10(1). Scopus. https://doi.org/10.1057/s41599-023-02282-w
  • Roy, B., Ghosh, S., Roy, P., Sarkar, S. K., & Choudhury, N. R. (2025). Digital technologies in education: AI, robotics, and generational challenges or opportunities. İçinde Impacts of Digital Technologies Across Generations (ss. 41-64). Scopus. https://doi.org/10.4018/979-8-3693-6366-9.ch003
  • Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305. Scopus. https://doi.org/10.1016/j.tate.2009.03.017
  • Saçan, S., Yaralı, K. T., & Kavruk, S. Z. (2022). Çocukların “yapay zeka” kavramına ilişkin metaforik algılarının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 64, Article 64. https://doi.org/10.21764/maeuefd.1074024
  • Schröder, U. A. (2009). Preferential metaphorical conceptualizations in everyday discourse about love in the Brazilian and German speech communities. Metaphor and Symbol, 24(2), 105-120. Scopus. https://doi.org/10.1080/10926480902830862
  • Sözer, Y. (2021). “Ztudents” on X and Y Lenses in Turkey: Views of X and Y Generation Teachers about Certain Class Properties of Gen Z High-School Students. Shanlax International Journal of Education, 10(1), 26-44.
  • Sudmann, A., & Schröter, J. (2023). Media and the transformative potential of AI in the scientific field: Theses on the media conditions of knowledge production in the era of learning algorithms. İçinde Beyond Quantity: Research with Subsymbolic AI (ss. 235-254). Scopus.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65. Scopus. https://doi.org/10.1016/j.techsoc.2021.101565
  • Twenge, J. M. (2018). i-Nesli: Bugünün “süper bağlantılı gençleri” neden bu kadar duyarsız, hoşgörülü ama daha mutsuz ve erişkin olmaya hiç hazır değil? (O. Gündüz, Çev.). Kaknüs Yayınları.
  • Uçkun, C., & Konak, O. (2023). Meslek yüksekokulu öğrencilerinin yapay zekâ kavramına ilişkin metaforik algıları. TuranSAM, 15(60). https://avesis.kocaeli.edu.tr/yayin/f65ab401-0931-4f76-b454-6348d89905a7/meslek-yuksekokulu-ogrencilerinin-yapay-zeka-kavramina-iliskin-metaforik-algilari
  • Uslu, B. (2019). Preschool teachers’/principals’ feelings matter: Their metaphoric perceptions on academicians. European Early Childhood Education Research Journal, 27(5), 722-735. https://doi.org/10.1080/1350293X.2019.1651973
  • Valenzuela, S. (2024). When algorithms are editors: How social media, AI, and misinformation alter news consumption. Comunicacion y Medios, 33(49), 186-191. Scopus. https://doi.org/10.5354/0719-1529.2024.74976
  • Xu, W., & Tan, X. (2024). Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning. JOURNAL OF SECOND LANGUAGE WRITING, 64, 101110. https://doi.org/10.1016/j.jslw.2024.101110
  • Yan, Y., Sun, W., & Zhao, X. (2024). Metaphorical conceptualizations of generative artificial intelligence use by Chinese university EFL learners. Frontiers in Education, 9. Scopus. https://doi.org/10.3389/feduc.2024.1430494

İletişim Fakültesi Öğrencilerinin Algoritmalar ve Yapay Zekaya Yönelik Metaforik Algıları

Year 2025, Volume: 12 Issue: 2, 361 - 381, 30.07.2025

Yunus Ergen

https://doi.org/10.17680/erciyesiletisim.1631086

Abstract

Algoritmalar ve yapay zekâ, medya ve iletişim disiplininin temel ilgi alanlarından biridir. Özellikle içerik üretim sürecinin daimî olduğu bir dönemde medya ve iletişim sektörü algoritmalardan ve yapay zekadan ciddi ölçüde istifade etmektedir. Sektöre nitelikli eleman yetiştirmek amacıyla mesleki eğitim de veren iletişim fakültelerindeki öğrencilerin algoritmalar ve yapay zekayla ilgili görüşleri bu kapsamda önem arz etmektedir. Bu itibarla çalışmada, yapay zekâ ve onun temelini oluşturan algoritmalarla ilgili iletişim fakültesi öğrencilerinin genel kanaatlerinin tespit edilmesi hedeflenmiştir. Söz konusu hedefe ulaşmak için nitel paradigmadan fenomenolojik araştırma deseni tercih edilmiş ve yapılandırılmış bir şekilde oluşturulan “algoritmalar ve yapay zekâ metafor formu” 63 iletişim fakültesi öğrencisine doldurtulmuştur. Verilerin analizi için içerik analizi tekniğinden istifade edilmiştir. Araştırma sonucunda algoritmalara yönelik 33 metafor, yapay zekaya yönelik ise 32 metafor elde edilmiştir. Üretilen metaforlardan hareketle her iki fenomene yönelik büyük ölçüde olumlu bir tutuma sahip olunduğu tespit edilmiştir. Metaforların anlamsal içeriği 5 farklı temada kategorize edilerek analiz gerçekleştirilmiştir. Bu temalar “sistematikleştirme”, “insanlaştırma”, “işlevselleştirme”, “soyutlaştırma” ve “diğer” şeklinde belirlenmiştir. Sonuçlar her iki fenomene yönelik metaforik algıların çeşitlilik arz ettiğini, algoritmalar için daha sistematik bir yaklaşım söz konusuyken yapay zekanın insansı yönüne vurgunun daha yoğun olduğunu göstermektedir.

Keywords

Algoritmalar Yapay Zekâ (YZ) Metafor Analizi Metaforik Algı İletişim Fakültesi

References

  • Abate, Y., & Ado, D. (2024). Metaphorical conceptualization of Happiness and Anger in the Amharic azmari Lyrics. COGENT ARTS & HUMANITIES, 11(1), 2425154. https://doi.org/10.1080/23311983.2024.2425154
  • Akduman, G., & Hatipoğlu, Z. (2021). Kim bu Z kuşağı? International Journal of Entrepreneurship and Management Inquiries, 5(9), Article 9.
  • Aktan, E., Koçyiğit, M., & Çakmak, V. (2020). Yönetim bilişim sistemleri öğrencilerinin “halkla ilişkiler” kavramına ilişkin metaforik algılarının incelenmesi. Akdeniz Üniversitesi İletişim Fakültesi Dergisi, 33, Article 33. https://doi.org/10.31123/akil.696640
  • Altuntaş, H., & Karabay, E. (2024). Üniversite öğrencileri ve öğretim üyelerinin yapay zekâya ilişkin metaforik algıları. Yönetim Bilişim Sistemleri Dergisi, 10(2), Article 2.
  • Arslantaş, H. İ., & Ataş, M. (2024). Lise öğrencilerinin yapay zekâ, robot teknolojisi, metaverse ve uzaktan eğitim ile ilgili metaforik algıları. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 8(2), Article 2.
  • Ayyıldız, T. (2016). Üniversite öğrencilerinin dans kavramına yönelik metaforik algılarının analizi. Gaziantep Üniversitesi Spor Bilimleri Dergisi, 1(2), Article 2.
  • Bakhtiar, M. (2017). The role of context in the formation of hejab “veiling” metaphors in hejab billboards and posters in Iran. METAPHOR AND THE SOCIAL WORLD, 7(2), 159-189. https://doi.org/10.1075/msw.7.2.01bak
  • Bartczak, M., & Bokus, B. (2015). Cognitive Representations (Metaphorical Conceptualizations) of PAST, FUTURE, JOY, SADNESS and HAPPINESS in Depressive and Non-depressive Subjects: Cognitive Distortions in Depression at the Level of Notion. Journal of Psycholinguistic Research, 44(2), 159-185. Scopus. https://doi.org/10.1007/s10936-014-9286-6
  • Bencsik, A., Horvath-Csikos, G., & Juhasz, T. (2016). Y and Z generations at workplaces. Journal of Competitiveness, 8(3), 90-106. https://doi.org/10.7441/joc.2016.03.06
  • Benczes, R., & Ságvári, B. (2018). Where metaphors really come from: Social factors as contextual influence in Hungarian teenagers’ metaphorical conceptualizations of life. Cognitive Linguistics, 29(1), 121-154. Scopus. https://doi.org/10.1515/cog-2016-0139
  • Chan, C. K. Y., & Lee, K. K. W. (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10(1). Scopus. https://doi.org/10.1186/s40561-023-00269-3
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni. Siyasal Kitabevi.
  • Creswell, J. W. (2017). Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (S. B. Demir, Çev.). Eğiten Kitap.
  • Çoğaltay, N., & Aras, Z. N. (2018). Öğretmen adaylarının öğretmen atamalarında kullanılan sözlü sınava ilişkin algıları: Metefor analizi örneği. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), Article 1.
  • Dralega, C. A. (2023). Digitization, AI and algorithms in African journalism and media contexts: Practice, policy and critical literacies (s. 201). Scopus.
  • Drisko, J., Maschi, T., Drisko, J., & Maschi, T. (2015). Content analysis. Oxford University Press.
  • Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., Galanos, V., Ilavarasan, P. V., Janssen, M., Jones, P., Kar, A. K., Kizgin, H., Kronemann, B., Lal, B., Lucini, B., … Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 57. Scopus. https://doi.org/10.1016/j.ijinfomgt.2019.08.002
  • Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., … Wright, R. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71. Scopus. https://doi.org/10.1016/j.ijinfomgt.2023.102642
  • Erdoğan, Ş., & Bozkurt, E. (2023). Fizik öğretmen adaylarının “yapay zekâ” kavramına ilişkin algılarının incelenmesi: Bir metafor çalışması. Medeniyet ve Toplum Dergisi, 7(2), Article 2.
  • Ganji, M. (2011). The best way to teach phrasal verbs: Translation, sentential contextualization or metaphorical conceptualization? Theory and Practice in Language Studies, 1(11), 1497-1506. Scopus. https://doi.org/10.4304/tpls.1.11.1497-1506
  • Huh, J., Nelson, M. R., & Russell, C. A. (2023). ChatGPT, AI advertising, and advertising research and education. Journal of Advertising, 52(4), 477-482. Scopus. https://doi.org/10.1080/00913367.2023.2227013
  • Hülür, H., & Ölçer, H. (2025). Yapay zekâ ve algoritma diktatörlüğü. İçinde H. Hülür & C. Yaşın (Ed.), Yapay zekâ, toplum ve kültür (ss. 135-152). Ütopya Yayınevi.
  • Jarrahi, M. H. (2018). Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making. Business Horizons, 61(4), 577-586. Scopus. https://doi.org/10.1016/j.bushor.2018.03.007
  • Jha, A. (2024). AI-Driven algorithms for optimizing social media advertising: Prospects and challenges. İçinde Cases on Social Media and Entrepreneurship (ss. 63-84). Scopus. https://doi.org/10.4018/979-8-3693-1781-5.ch004
  • Karabulut, B. (2015). Bilgi toplumu çağında dijital yerliler, göçmenler ve melezler. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, Article 21.
  • Koebe, P. (2025). How digital technologies and AI contribute to achieving the health-related SDGs. International Journal of Information Management Data Insights, 5(1). Scopus. https://doi.org/10.1016/j.jjimei.2024.100298
  • Kreps, S., McCain, R. M., & Brundage, M. (2022). All the news that’s fit to fabricate: AI-generated text as a tool of media misinformation. Journal of Experimental Political Science, 9(1), 104-117. Scopus. https://doi.org/10.1017/XPS.2020.37
  • Krippendorff, K. (2019). Content analysis: An introduction to its methodology. SAGE Publications, Inc. https://doi.org/10.4135/9781071878781
  • Lakoff, G., & Johnson, M. (2003). Metaphors we live by (W. a new Afterword, Ed.). University of Chicago Press. https://press.uchicago.edu/ucp/books/book/chicago/M/bo3637992.html
  • Leung, J. S. C., Chan, K. K. H., & He, T. C. (2021). Student teachers’ metaphorical conceptualisations of the experience of watching themselves and their peers on video. Educational Studies, 47(3), 257-274. Scopus. https://doi.org/10.1080/03055698.2019.1691505
  • Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, 90, 46-60. Scopus. https://doi.org/10.1016/j.futures.2017.03.006
  • Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Çev.). Nobel Akademik Yayıncılık.
  • Neuman, W. L. (2020). Toplumsal araştırma yöntemleri -Nicel ve nitel yaklaşımlar- (8. bs, C. 2). Siyasal Kitabevi.
  • Nguyen, D. (2023). How news media frame data risks in their coverage of big data and AI. Internet Policy Review, 12(2). Scopus. https://doi.org/10.14763/2023.2.1708
  • Ouchchy, L., Coin, A., & Dubljević, V. (2020). AI in the headlines: The portrayal of the ethical issues of artificial intelligence in the media. AI and Society, 35(4), 927-936. Scopus. https://doi.org/10.1007/s00146-020-00965-5
  • Porlezza, C. (2023). Promoting responsible AI: A European perspective on the governance of artificial intelligence in media and journalism. Communications, 48(3), 370-394. Scopus. https://doi.org/10.1515/commun-2022-0091
  • Prensky, M. (2001a). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
  • Prensky, M. (2001b). Digital natives, digital immigrants part 2: Do they teally think differently? On the Horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Reali, F., & Arciniegas, C. (2015). Metaphorical conceptualization of emotion in Spanish: Two studies on the role of framing. Metaphor and the Social World, 5(1), 20-41. Scopus. https://doi.org/10.1075/msw.5.1.02rea
  • Reiss, M. V., Festic, N., Latzer, M., & Rüedy, T. (2021). The relevance ınternet users assign to algorithmic-selection applications in everyday life. Studies in Communication Sciences, 21(1), 71-90. Scopus. https://doi.org/10.24434/J.SCOMS.2021.01.005
  • Roe, J., & Perkins, M. (2023). ‘What they’re not telling you about ChatGPT’: Exploring the discourse of AI in UK news media headlines. Humanities and Social Sciences Communications, 10(1). Scopus. https://doi.org/10.1057/s41599-023-02282-w
  • Roy, B., Ghosh, S., Roy, P., Sarkar, S. K., & Choudhury, N. R. (2025). Digital technologies in education: AI, robotics, and generational challenges or opportunities. İçinde Impacts of Digital Technologies Across Generations (ss. 41-64). Scopus. https://doi.org/10.4018/979-8-3693-6366-9.ch003
  • Saban, A. (2010). Prospective teachers’ metaphorical conceptualizations of learner. Teaching and Teacher Education, 26(2), 290-305. Scopus. https://doi.org/10.1016/j.tate.2009.03.017
  • Saçan, S., Yaralı, K. T., & Kavruk, S. Z. (2022). Çocukların “yapay zeka” kavramına ilişkin metaforik algılarının incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 64, Article 64. https://doi.org/10.21764/maeuefd.1074024
  • Schröder, U. A. (2009). Preferential metaphorical conceptualizations in everyday discourse about love in the Brazilian and German speech communities. Metaphor and Symbol, 24(2), 105-120. Scopus. https://doi.org/10.1080/10926480902830862
  • Sözer, Y. (2021). “Ztudents” on X and Y Lenses in Turkey: Views of X and Y Generation Teachers about Certain Class Properties of Gen Z High-School Students. Shanlax International Journal of Education, 10(1), 26-44.
  • Sudmann, A., & Schröter, J. (2023). Media and the transformative potential of AI in the scientific field: Theses on the media conditions of knowledge production in the era of learning algorithms. İçinde Beyond Quantity: Research with Subsymbolic AI (ss. 235-254). Scopus.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65. Scopus. https://doi.org/10.1016/j.techsoc.2021.101565
  • Twenge, J. M. (2018). i-Nesli: Bugünün “süper bağlantılı gençleri” neden bu kadar duyarsız, hoşgörülü ama daha mutsuz ve erişkin olmaya hiç hazır değil? (O. Gündüz, Çev.). Kaknüs Yayınları.
  • Uçkun, C., & Konak, O. (2023). Meslek yüksekokulu öğrencilerinin yapay zekâ kavramına ilişkin metaforik algıları. TuranSAM, 15(60). https://avesis.kocaeli.edu.tr/yayin/f65ab401-0931-4f76-b454-6348d89905a7/meslek-yuksekokulu-ogrencilerinin-yapay-zeka-kavramina-iliskin-metaforik-algilari
  • Uslu, B. (2019). Preschool teachers’/principals’ feelings matter: Their metaphoric perceptions on academicians. European Early Childhood Education Research Journal, 27(5), 722-735. https://doi.org/10.1080/1350293X.2019.1651973
  • Valenzuela, S. (2024). When algorithms are editors: How social media, AI, and misinformation alter news consumption. Comunicacion y Medios, 33(49), 186-191. Scopus. https://doi.org/10.5354/0719-1529.2024.74976
  • Xu, W., & Tan, X. (2024). Beyond words: L2 writing teachers’ visual conceptualizations of ChatGPT in teaching and learning. JOURNAL OF SECOND LANGUAGE WRITING, 64, 101110. https://doi.org/10.1016/j.jslw.2024.101110
  • Yan, Y., Sun, W., & Zhao, X. (2024). Metaphorical conceptualizations of generative artificial intelligence use by Chinese university EFL learners. Frontiers in Education, 9. Scopus. https://doi.org/10.3389/feduc.2024.1430494
There are 54 citations in total.

Details

Primary Language English
Subjects Communication Studies, Communication Technology and Digital Media Studies, New Media
Journal Section Research Articles
Authors

Yunus Ergen 0000-0002-9906-5714

Publication Date July 30, 2025
Submission Date February 1, 2025
Acceptance Date April 19, 2025
Published in Issue Year 2025 Volume: 12 Issue: 2

Cite

APA Ergen, Y. (2025). Communication Faculty Students’ Metaphorical Perceptions of Algorithms and Artificial Intelligence (AI). Erciyes İletişim Dergisi, 12(2), 361-381. https://doi.org/10.17680/erciyesiletisim.1631086
 Download Cover Image
Creative Commons Lisansı  Bu dergi Creative Commons Alıntı-GayriTicari-Türetilemez 4.0 Uluslararası Lisansı ile lisanslanmıştır.