Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-05-16 DOI:10.1111/jcal.13009

Davy Tsz Kit Ng, Chen Xinyu, Jac Ka Lok Leung, Samuel Kai Wah Chu

{"title":"Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement","authors":"Davy Tsz Kit Ng, Chen Xinyu, Jac Ka Lok Leung, Samuel Kai Wah Chu","doi":"10.1111/jcal.13009","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI.</p>\n </section>\n \n <section>\n \n <h3> Objectives</h3>\n \n <p>This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 5","pages":"2049-2064"},"PeriodicalIF":5.1000,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13009","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13009","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game-based approaches to fostering secondary school students' AI literacy and motivation to learn AI.

Objectives

This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.

Methods

A quasi-experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post-test, focus group interviews were also conducted.

Results

The platform was effective in improving students' motivation, self-efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project-based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.

Conclusions

This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy.

Abstract Image

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

通过教育游戏培养学生的人工智能素养：人工智能知识、情感和认知参与

随着人工智能（AI）重要性的不断提高，需要为新手学习者提供有效的支架和支持。教育工作者在有效地为初学者提供人工智能概念的支架和适当的动力支持方面遇到了挑战。本研究开发了一个在线平台 TreasureIsland，将电子书游戏化，并调查了学生玩这个平台是否以及如何有效提高他们的人工智能素养。本研究旨在为人工智能素养教育提供实证和理论依据，并促进游戏化在其他学校的广泛应用。为了评估所建议的游戏化方法的效果，本研究进行了一项准实验，其中包括使用具有游戏资源的电子书的对照组。该平台有效地提高了学生的学习动机、自我效能感、职业兴趣以及对人工智能概念和伦理的理解，但并没有增强他们使用人工智能的信心以及对应用、评估和创造人工智能的高度认知。除了应用、评估和创建人工智能的能力之外，宝藏岛玩家在所有情感和认知领域都有显著提高。访谈显示，游戏化方法可以通过遵守以下准则促进学生的人工智能素养：（1）通过游戏机制创造一个竞争性和激励性的学习环境；（2）提供脚手架模块和反馈；（3）通过模拟将复杂的人工智能概念可视化。从研究中收集到的反馈意见建议在今后的研究中加入翻转课堂和基于项目的学习等教学元素，以改进教学设计，使学生达到更高的认知水平。本研究的结论是，游戏化的使用可以为培养学习者的人工智能素养提供情感和认知支持以及愉悦的体验，有助于教学设计者和教师丰富与游戏化平台和人工智能素养相关的教学知识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope