Demystifying AI literacy education : fostering secondary school students' AI literacy

Abstract

Artificial Intelligence (AI) is at the top of the agenda for education leaders, scientists, technologists and policy makers today in educating the next generation across the globe. Researchers and educators have begun discussing the cultivation of AI literacy among young learners, particularly at the primary and secondary levels. However, the understanding of how to teach and learn AI, as well as the frameworks of AI literacy, remains underexplored, presenting challenges for effective AI education.

To address this, this dissertation aims to conducted a design-based research approach in a secondary school in Hong Kong over 1.5 years. The study aimed to establish a foundation for future research on AI literacy by defining the concept, exploring instructional approaches, and addressing ethical concerns. Drawing inspiration from Bloom's taxonomy and the technological, pedagogical, and content knowledge (TPACK) framework, the study proposed an initial AI literacy learning framework that encompassed content knowledge, pedagogy, and teaching tools. This framework mapped AI concepts to cognitive domains, presented four pedagogical approaches including the current teaching mode, gamification, collaborative project-based learning (CPjBL), and collaborative design-based learning, and suggested the incorporation of various pedagogical beliefs and teaching tools into the curriculum and learning platform.

The AI literacy learning program was evaluated through four iterative cycles. The first cycle assessed the suitability of the AI curriculum and learning resources through experiential learning, while the second cycle explored the importance of game elements compared to the existing approach. The third cycle investigated the effectiveness of CPjBL in a gamified flipped classroom, and the fourth cycle introduced design thinking elements for students to create real AI-driven products. Throughout these cycles, students' learning outcomes in affective, behavioral, cognitive, and ethical domains were examined, contributing to the development of conceptual frameworks for AI literacy education. The results demonstrated that students made positive learning gains through the AI learning program. While the initial playful experiential learning approach had a moderate effect on fostering AI literacy, the introduction of game elements enhanced students' affective learning and knowledge development. CPjBL proved to have a significant positive impact on AI literacy, and the inclusion of design thinking further enhanced the authenticity of the learning experience. The insights gained from each research cycle informed the refinement of the AI learning curriculum and pedagogical approaches.

The study also helped contribute to the literature on AI literacy education by introducing five refined frameworks: ABCE perspectives, AI thinking, deeper-and-authentic learning model, and the Partnership for 21st Century Skills, and Five P's design principles. These frameworks provide valuable guidance for further development in the field, and understand students’ AI literacy development. The study provides a basis for instructional and curriculum design, supporting the development of essential AI competencies among secondary students. It highlights the importance of continuously refining and enhancing AI literacy curricula, frameworks, and resources to meet the needs of young learners and foster essential competencies in the field of AI. Recommendations were offered to inform educators, policymakers, and researchers about pedagogies, curriculum development, and meaningful learning experiences.