Journal of Pedagogical Sociology and Psychology
The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students
Kadir Kaplan 1 * , Nesime Ertan Özen 2, Halil Ziya Özcan 2
More Detail
1 Bayburt University, Bayburt, Türkiye
2 Uşak Provincial Directorate of National Education, Uşak, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2026 - Volume 8 Issue 1, Article No: e41122
https://doi.org/10.33902/JPSP.202641122

Article Type: Research Article

Published Online: 27 Feb 2026

Views: 6 | Downloads: 4

ABSTRACT
This study examines the impact of the artificial intelligence tool ChatGPT on middle school students' attitudes and reading habits during a brief intervention. Twenty-six students from a middle school in Türkiye—13 in the experimental group and 13 in the control group—took part in an eight-session, four-week quasi-experimental study. Both quantitative and qualitative data were collected using a sequential explanatory mixed-methods approach. Data was gathered and analyzed using the Attitudes and Habits towards Reading Scale, the Digital Literacy Scale, and focus group interviews. Preliminary results indicate that students in the experimental group had better reading habits and attitudes than those in the control group. After the ChatGPT intervention was implemented, the experimental group's students showed a significant improvement in their positive attitudes toward reading. However, the experimental group also showed an unexpected increase in negative reading attitudes, warranting further investigation. Three primary themes, covering both the advantages and disadvantages of the application, were identified from the student interview data. These results highlight how artificial intelligence (AI) technologies present a potentially novel way to boost reading motivation in educational settings. However, to use these technologies effectively, educators and students must acquire more knowledge and skills. Longer-term studies with larger sample sizes are also required to validate these initial findings.
KEYWORDS
artificial intelligence attitude ChatGPT habit mixed methods reading
In-text citation: (Kaplan et al., 2026)
Reference: Kaplan, K., Ertan Özen, N., & Özcan, H. Z. (2026). The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students. Journal of Pedagogical Sociology and Psychology, 8(1), e41122. https://doi.org/10.33902/JPSP.202641122
In-text citation: (1), (2), (3), etc.
Reference: Kaplan K, Ertan Özen N, Özcan HZ. The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students. Journal of Pedagogical Sociology and Psychology. 2026;8(1), e41122. https://doi.org/10.33902/JPSP.202641122
In-text citation: (1), (2), (3), etc.
Reference: Kaplan K, Ertan Özen N, Özcan HZ. The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students. Journal of Pedagogical Sociology and Psychology. 2026;8(1):e41122. https://doi.org/10.33902/JPSP.202641122
In-text citation: (Kaplan et al., 2026)
Reference: Kaplan, Kadir, Nesime Ertan Özen, and Halil Ziya Özcan. "The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students". Journal of Pedagogical Sociology and Psychology 2026 8 no. 1 (2026): e41122. https://doi.org/10.33902/JPSP.202641122
In-text citation: (Kaplan et al., 2026)
Reference: Kaplan, K., Ertan Özen, N., and Özcan, H. Z. (2026). The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students. Journal of Pedagogical Sociology and Psychology, 8(1), e41122. https://doi.org/10.33902/JPSP.202641122
In-text citation: (Kaplan et al., 2026)
Reference: Kaplan, Kadir et al. "The impact of ChatGPT-integrated reading activities on the reading attitudes and habits of middle school students". Journal of Pedagogical Sociology and Psychology, vol. 8, no. 1, 2026, e41122. https://doi.org/10.33902/JPSP.202641122
REFERENCES
  • Ajani, O. A., Gamede, B., & Matiyenga, T. C. (2025). Leveraging artificial intelligence to enhance teaching and learning in higher education: Promoting quality education and critical engagement. Journal of Pedagogical Sociology and Psychology, 7(1), 54–69. https://doi.org/10.33902/jpsp.202528400
  • Al-khresheh, M. H., & Al Basheer Ben Ali, R. (2023). A mixed method study on the metacognitive awareness of reading strategies used by Saudi EFL students. Journal of Pedagogical Research, 7(4), 30-47. https://doi.org/10.33902/JPR.202321535
  • Ali, J. K. M., Shamsan, M. A. A., Hezam, T. A., & Mohammed, A. A. (2023). The impact of ChatGPT on learning motivation: Voices from teachers and students. Journal of English Studies in Arabia Felix, 2(1), 41-49. https://doi.org/10.56540/jesaf.v2i1.51
  • Almusaed, A., Almssad, A., Yitmen, I., & Homod, R. Z. (2023). Enhancing student engagement: Harnessing “AIED”’s power in hybrid education—A review analysis. Education Sciences, 13(7), 632. https://doi.org/10.3390/educsci13070632
  • Alneyadi, S., Wardat, Y., Alshannag, Q., & Abu-Al-Aish, Ahmad. (2023). The effect of using an intelligent e-learning app on the academic achievement of eighth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), 22-48. https://doi.org/10.29333/ejmste/13067
  • Arslan, A., Koç, C. (2017). Academic self-efficacy perceptions and metacognitive awareness of reading strategies of secondary school students. YYU Journal of Education Faculty, 14(1), 745-778.
  • Ateş, B., Kaya, M. (2023). The impact of children's literary works on reading motivation, reading attitude and reader self-perception of the 6th graders. Journal of Mother Tongue Education, 11(4), 1018-1036. https://doi.org/10.16916/aded.1333107
  • Baki, A., & Gökçek, T. (2012). A general overview of mixed method researches. Electronic Journal of Social Sciences, 11(42), 1-21.
  • Bettayeb, A. M., Abu Talib M., Sobhe Altayasinah, A. Z. & Dakalbab, F. (2024). Exploring the impact of ChatGPT: Conversational AI in education. Frontiers in Education, 9, 1-16. https://doi.org/10.3389/feduc.2024.1379796
  • Biçer, N., & Duruhan, E. (2014). The Relationship between learning styles and attitudes towards reading of students. Journal of National Education, 44(204), 199-213.
  • Brown, S. (2016). Young learners’ transactions with interactive digital texts using e-readers. Journal of Research in Childhood Education, 30(1), 42-56. https://doi.org/10.1080/02568543.2015.1105887
  • Chande, A., Sharma, A., Gupta, S., & Verma, R. (2024). Navigating the digital landscape: A study on management students’ reading behaviour. E3S Web of Conferences, 556, 01046. https://doi.org/10.1051/e3sconf/202455601046
  • Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial intelligence trends in education: A narrative overview. Procedia Computer Science, 136, 16-24. https://doi.org/10.1016/j.procs.2018.08.233
  • Chen, X., Xie, H., & Hwang, G.-J. (2020). A multi-perspective study on artificial intelligence in education: Grants, conferences, journals, software tools, institutions, and researchers. Computers and Education: Artificial Intelligence, 1(3), 1-11. https://doi.org/10.1016/j.caeai.2020.100005
  • Cheung, A. C., & Slavin, R. E. (2013). Effects of educational technology applications on reading outcomes for struggling readers: A best‐evidence synthesis. Reading Research Quarterly, 48(3), 277-299. https://doi.org/10.1002/rrq.50
  • Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. https://doi.org/10.3102/00346543053004445
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field settings. Houghton Mifflin.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
  • Doğan, Y., & Talan, T. (2025). Artificial intelligence in foreign language learning: A bibliometric analysis. Journal of Pedagogical Research, 9(2), 206–230. https://doi.org/10.33902/JPR.202427734
  • Duman, M., & Arsal, Z. (2015). The effectiveness of teaching metacognitive reading strategies. Journal of National Education, 206, 5-15.
  • Duran, E., & Topbaşoğlu, N. (2015). The effect of digital and interactive texts on reading comprehension. Electronic Turkish Studies, 10(11), 519-532. https://doi.org/10.7827/TurkishStudies.8550
  • Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023). Analyzing the role of ChatGPT in improving student productivity in higher education. Journal on Education, 5(4), 14886–14891. https://doi.org/10.31004/joe.v5i4.2563
  • Fitriati, S. W., & Williyan, A. (2025). AI-enhanced self-regulated learning: EFL learners’ prioritization and utilization in presentation skills development. Journal of Pedagogical Research, 9(2), 22–37. https://doi.org/10.33902/JPR.202530647
  • Gravetter, F., Forzano, L. A., & Rakow, T. (2021). Research methods for the behavioural sciences. Cengage Learning.
  • Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research. Longman.
  • Gül Özdil, B., & Demir, S. (2020). Development of the reading attitude and habits scale: reliability and validity study. Journal of Bayburt Education Faculty, 15(30), 528-547. https://doi.org/10.35675/befdergi.666071
  • Hakiki, M., Fadli, R., Samala, A. D., Fricticarani, A., Dayurni, P., Rahmadani, K., Astiti A. D., & Sabir, A. (2023). Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment. Advances in Mobile Learning Educational Research, 3(2), 859-872. https://doi.org/10.25082/AMLER.2023.02.013
  • Houser, R. (2015). Counseling and educational research: Evaluation and application. Sage.
  • Imaniah, I. & Zakky, A. (2021). Reading habits and attitude in digital age: A study of Indonesıan college students. In I. Imaniah, & F. Oktaviana (Eds.), Unlocking Indonesia’s digital opportunity (p.189-219). Media Madani.
  • Jauhiainen, J. S., & Guerra, A. G. (2023). Generative AI and ChatGPT in school children’s education: evidence from a school lesson. Sustainability, 15(18), 1-22. https://doi.org/10.3390/su151814025
  • Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
  • Kaşkaya, A., & Ateş, Ş. N. (2025). The effect of artificial intelligence-supported visualization applications on students’ writing disposition in the creative writing process. Journal of Pedagogical Research, 9(2), 5–21. https://doi.org/10.33902/JPR.202531916
  • Khan, U. A., Kauttonen, J., Aunimo, L., & Alamäki, A. (2024). A system to ensure information trustworthiness in artificial intelligence enhanced higher education. Journal of Information Technology Education: Research, 23, Article 13. https://doi.org/10.28945/5295
  • Kim, N. (2019). A study on the use of artificial ıntelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8), 37–46.
  • Kostka, I., & Toncelli, R. (2023). Exploring applications of ChatGPT to English language teaching: Opportunities, challenges, and recommendations. TESL-EJ, 27(3), 1-19. https://doi.org/10.55593/ej.27107int
  • Kurnaz, H. (2024). The effects of metacognitive reading strategies knowledge, reading enjoyment and reader self-perception on PISA 2018 reading achievement: A cross-country comparison. Research in Reading and Writing Instruction, 12(2), 164-181. https://doi.org/10.35233/oyea.1462891
  • Liu, B. (2023). Chinese university students' attitudes and perceptions in learning English using ChatGPT. International Journal of Education and Humanities, 3(2), 132-140. https://doi.org/10.58557/(ijeh).v3i2.145
  • Liu, C.C., Liao, M.G., Chang, C.H., & Lin, H.M. (2022). An analysis of children's interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 1-16. https://doi.org/10.1016/j.compedu.2022.104576
  • Lysenko, L. V., & Abrami, P. C. (2014). Promoting reading comprehension with the use of technology. Computers & Education, 75, 162-172. https://doi.org/10.1016/j.compedu.2014.01.010
  • Malik, N. & Dahiya, M. (2024). Interacting with ChatGPT: Impact on students and teaching-learning. Sigma Journal of Engineering and Natural Sciences, 42(6), 2-16.
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Ng, D. T. K., Luo, W., Chan, H. M. Y., & Chu, S. K. W. (2022). Using digital story writing as a pedagogy to develop AI literacy among primary students. Computers and Education: Artificial Intelligence, 3, 1-14. https://doi.org/10.1016/j.caeai.2022.100054
  • Nguyen, A., Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S. (2024). Enhancing student engagement through artificial intelligence (AI): Understanding the basics, opportunities, and challenges. Journal of University Teaching and Learning Practice, 21, 1-13. https://doi.org/10.53761/caraaq92
  • Odabaş, H., Odabaş, Z. Y. & Binici, K. (2020). The effects of digital information sources and media on the reading behavior of university students. Journal of National Education, 49(227), 89-116.
  • Pala, Ş. M., & Başıbüyük, A. (2020). The investigation of digital literacy of fifth grade secondary school students. Cumhuriyet International Journal of Education, 9(3), 897-921. http://dx.doi.org/10.30703/cije.672882
  • Pane, J. F., Steiner, E. D., Baird, M. D., & Hamilton, L. S. (2017). Informing progress: insights on personalized learning implementation and effects. RAND Corporation. https://doi.org/10.7249/RR2042
  • Ponce, H. R., Mayer, R. E., & Lopez, M. J. (2013). A computer-based spatial learning strategy approach that improves reading comprehension and writing. Educational Technology Research and Development, 61, 819-840. https://doi.org/10.1007/s11423-013-9310-9
  • Rafiq, M., Asim, A., Khan, M. Y., & Arif, M. (2019). The effects of social media on reading habits. Pakistan Journal of Information Management & Libraries, 21, 46–65. https://doi.org/10.47657/2019211248
  • Rodríguez, M. E., Guerrero-Roldán, A. E., Baneres, D., & Karadeniz, A. (2022). An intelligent nudging system to guide online learners. International Review of Research in Open and Distributed Learning, 23(1), 41-62. https://doi.org/10.19173/irrodl.v22i4.5407
  • Saine, N. L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2011). Computer‐assisted remedial reading intervention for school beginners at risk for reading disability. Child Development, 82(3), 1013-1028. https://doi.org/10.1111/j.1467-8624.2011.01580.x
  • Şenyaman, G. (2023). The future of artificial intelligence in Arabic as a foreign language teaching: the example of ChatGPT. RumeliDE Journal of Language and Literature Studies, 33, 1057-1070. https://doi.org/10.29000/rumelide.1285940
  • Shrivastava, A., Suji Prasad, S. J., Yeruva, A. R., Mani, P., Nagpal, P., & Chaturvedi, A. (2025). IoT Based RFID Attendance Monitoring System of Students using Arduino ESP8266 & Adafruit.io on Defined Area. Cybernetics and Systems, 56(1), 21–32. https://doi.org/10.1080/01969722.2023.2166243
  • Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 1-11. https://doi.org/10.1016/j.compedu.2020.103862
  • Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
  • Spjeldnæs, K., & Karlsen, F. (2024). How digital devices transform literary reading: The impact of e-books, audiobooks, and online life on reading habits. New Media & Society, 26(8), 4808-4824. https://doi.org/10.1177/14614448221126168
  • Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
  • Ünsal, G. (2014). The reading performance, which is a voluntary activity, has different. Language Journal, 164, 52-66. https://doi.org/10.1501/Dilder_0000000211
  • Urfalı Dadandı, P., Ungan, S. (2022). Development of reading self-efficacy scale for secondary school students. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 22(1), 173-190. https://dx.doi.org/10.17240/aibuefd.2022..-878130
  • Ustabulut, M. Y. (2021). As a predictor of attitude towards reading habit: Curiosity and exploration. International Journal of Education Technology and Scientific Researches, 6(15), 1123-1148. https://doi.org/10.35826/ijetsar.360
  • Wagner, S. (2002). The reading habits of teams status of reading habits and interests among secondary school children in Sri Lanka. Journal of Reading Today, 46(3-4), 122-123.
  • Wickström, G., & Bendix, T. (2000). The “Hawthorne effect”—What did the original Hawthorne studies actually show? Scandinavian Journal of Work, Environment & Health, 26(4), 363–367. https://doi.org/10.5271/sjweh.555
  • Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. https://doi.org/10.1037/0022-0663.89.3.420
  • Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns: Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059. https://doi.org/10.1016/j.compedu.2020.104059
  • Xu, Z., Wijekumar, K., Ramirez, G., Hu, X., & Irey, R. (2019). The effectiveness of intelligent tutoring systems on K-12 students' reading comprehension: A meta-analysis. British Journal of Educational Technology, 50(6), 3119–3137. https://doi.org/10.1111/bjet.12758
  • Yaylı, D. (2010). A think-aloud study: Cognitive and metacognitive reading strategies of ELT department students. Eurasian Journal of Educational Research, 10(38), 234-251.
  • Zhang, Y., Wu, M., Tian, G. Y., Zhang, G., & Lu, J. (2021). Ethics and privacy of artificial intelligence: Understandings from bibliometrics. Knowledge-Based Systems, 222, 1–14. https://doi.org/10.1016/j.knosys.2021.106994
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.