Mátyás Turós
Biographic Data
| ID | 1608574 |
|---|---|
| NAME | Mátyás Turós |
| GIVEN NAMES | Mátyás |
| FAMILY NAME | Turós |
| SIGNATURE | TURÓS M |
| AFFILIATIONS | Eszterhazy Karoly Catholic University |
| ORCID | 0000-0002-4710-550X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Does the Thesis Still Make Sense? A Comparative Analysis of Scientific Essays Generated by Humans and Generative Artificial Intelligence
Although prior research indicates that expert reviewers identify AI-generated academic texts with low accuracy, the quantitative analysis presented in this paper has revealed marked, measurable differences between human-authored and AI-generated works. We investigate this duality in the context of Hungarian as an under-represented training language: on one hand, we perform a quantitative text analysis of the lexical, syntactic, and stylistic feat…
A multi-dimensional study of primary school children’s drawings of God
This study provides a quantitative analysis of drawings of God by 12–14-year-old students ( N = 764) from Hungarian Catholic primary schools, both with and without art education programmes. The colours of the drawings were analysed using computer vision; furthermore, we examined the anthropomorphic nature of the representations, their gender attributes, stereotypical elements, Christian motifs, the degree to which the figure of God filled the dra…
Colour analysis of children's drawings of gods using computer vision
The analysis of children's drawings is an important part of the educational and psychological research toolbox, and in drawing analysis the colours of representation are valuable psychological variables. In our experimental study, we use computer vision to identify the colours of drawings of God in Catholic school children ( N = 360) and compare the process and results of analysis using K-means clustering and a classification approach. Our result…
A Toulmin Model Analysis of Student Argumentation on Artificial Intelligence
This study examines the structure of student argumentation on artificial intelligence (AI) within the framework of the Toulmin model. We analyzed essays on AI written by 452 Hungarian secondary school students, coding for the presence of the six Toulmin components (claim, data, warrant, backing, qualifier, rebuttal). The results show that students frequently use fundamental argumentation components such as claim, data, and rebuttal. However, elem…
Beyond Utility
The social integration of artificial intelligence (AI) poses fundamental challenges to value-driven domains such as education, where the adoption of new technologies raises not merely technical but also deeply rooted ethical and identity-related questions. While dominant technology acceptance models (e.g., TAM and UTAUT) primarily focus on cognitive-rational factors (e.g., perceived usefulness), they often overlook the cultural and value-based el…
Comparative analysis of the views of Montessori and Waldorf teacher trainers
In our study we investigate the differences between the views of Waldorf and Montessori teacher trainers (N Waldorf = 8, N Montessori = 8) on the basis of structured interviews. The narrower, national relevance of our study is the Hungarian higher education accreditation efforts of the two school models, while the more general relevance is that we empirically test the theoretical distance between the two school concepts on a Hungarian sample. The…
The impact of public, Catholic and Waldorf schools on pupils’ moral judgement
Our study examines the impact of public, Catholic and Waldorf schools on students’ (N = 1367) moral judgements in Hungary. Although the main focus of the research is on the extent to which parenting style, different demographic characteristics and school model influence students’ moral judgements, the analysis also addresses the reasons for parents’ (N = 1228) school choice. The comparability of schools is supported by a complex sampling algorith…
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The impact of public, Catholic and Waldorf schools on pupils’ moral judgement
Our study examines the impact of public, Catholic and Waldorf schools on students’ (N = 1367) moral judgements in Hungary. Although the main focus of the research is on the extent to which parenting style, different demographic characteristics and school model influence students’ moral judgements, the analysis also addresses the reasons for parents’ (N = 1228) school choice. The comparability of schools is supported by a complex sampling algorith…
Comparative analysis of the views of Montessori and Waldorf teacher trainers
In our study we investigate the differences between the views of Waldorf and Montessori teacher trainers (N Waldorf = 8, N Montessori = 8) on the basis of structured interviews. The narrower, national relevance of our study is the Hungarian higher education accreditation efforts of the two school models, while the more general relevance is that we empirically test the theoretical distance between the two school concepts on a Hungarian sample. The…
Colour analysis of children's drawings of gods using computer vision
The analysis of children's drawings is an important part of the educational and psychological research toolbox, and in drawing analysis the colours of representation are valuable psychological variables. In our experimental study, we use computer vision to identify the colours of drawings of God in Catholic school children ( N = 360) and compare the process and results of analysis using K-means clustering and a classification approach. Our result…
A Toulmin Model Analysis of Student Argumentation on Artificial Intelligence
This study examines the structure of student argumentation on artificial intelligence (AI) within the framework of the Toulmin model. We analyzed essays on AI written by 452 Hungarian secondary school students, coding for the presence of the six Toulmin components (claim, data, warrant, backing, qualifier, rebuttal). The results show that students frequently use fundamental argumentation components such as claim, data, and rebuttal. However, elem…
Beyond Utility
The social integration of artificial intelligence (AI) poses fundamental challenges to value-driven domains such as education, where the adoption of new technologies raises not merely technical but also deeply rooted ethical and identity-related questions. While dominant technology acceptance models (e.g., TAM and UTAUT) primarily focus on cognitive-rational factors (e.g., perceived usefulness), they often overlook the cultural and value-based el…
Does the Thesis Still Make Sense? A Comparative Analysis of Scientific Essays Generated by Humans and Generative Artificial Intelligence
Although prior research indicates that expert reviewers identify AI-generated academic texts with low accuracy, the quantitative analysis presented in this paper has revealed marked, measurable differences between human-authored and AI-generated works. We investigate this duality in the context of Hungarian as an under-represented training language: on one hand, we perform a quantitative text analysis of the lexical, syntactic, and stylistic feat…
A multi-dimensional study of primary school children’s drawings of God
This study provides a quantitative analysis of drawings of God by 12–14-year-old students ( N = 764) from Hungarian Catholic primary schools, both with and without art education programmes. The colours of the drawings were analysed using computer vision; furthermore, we examined the anthropomorphic nature of the representations, their gender attributes, stereotypical elements, Christian motifs, the degree to which the figure of God filled the dra…
Psychology (3 works) · Color perception and design (2 works) · Education Methods and Practices (2 works) · Educational Strategies and Epistemologies (2 works) · Political science (2 works) · Religiosity (2 works) · Social Psychology (2 works) · Aesthetic Perception and Analysis (1 work) · Argumentation theory (1 work) · Art (1 work)