Integrating Artificial Intelligence (AI) into learning activities is an essential opportunity to develop students' varied thinking skills. On the other hand, design-based learning (DBL) can more effectively foster creative design processes with AI technologies to overcome real-world challenges. In this context, AI-supported DBL activities have a significant potential for teaching and developing thinking skills. However, there is a lack of experimental interventions in the literature examining the effects of integrating AI into learner-centered methods on active engagement and thinking skills. The current study aims to explore the effectiveness of AI integration as a guidance and collaboration tool in a DBL process. In this context, the effect of the experimental application on the participants’ design thinking mindset, creative self-efficacy (CSE), and reflective thinking (RT) self-efficacy levels and the relationship between them were examined. The participants used ChatGPT and Midjourney in the digital story development process as part of the experimental treatment. The only difference between the control and experimental groups in the digital storytelling process is the AI applications used in the experimental treatment (ChatGPT and Midjourney). In this quasi-experimental method study, participants were randomly assigned to treatment, an AI integration intervention, at the departmental level. 87 participants (undergraduate students) in the experimental group and 99 (undergraduate students) in the control group. The implementation process lasted five weeks. Partial Least Squares (PLS), Structural Equation Modeling (SEM), and Multi-Group Analysis (MGA) were made according to the measurements made at the T0 point before the experiment and at the T1 point after the experiment. According to the research result, the intervention in both groups contributed to the creative self-efficacy, critical reflection, and reflection development of the participants. On the other hand, the design thinking mindset levels of both groups did not show a significant difference in the comparison of the T0 point and the T1 point.

The purpose of this study is to analyze effects of blended learning environment on middle school student's’ engagement and academic achivement. Pretest-posttest control group quasi experimental design was utilized. The study was conducted with 52 students in experimental group and 55 students in control group. According to the results of this study in blended learning environment had meaningful increase in average academic achievement when compared to students in face-to-face learning environment. In addition, blended learning has a medium level effect size on students' levels of academic achievement. No meaningful statistical differences were detected for students’ engagement between both groups. However, in blended learning approach, average development of student engagement showed a meaningful rise when compared to face-to-face learning approach.