Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills
Jiahong Su, Weipeng Yang, Iris Heung Yue Yim, Hui Li, Xiao Hu
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引用次数: 0
Abstract
BackgroundWhile the integration of robot‐based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning.ObjectivesThe study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills.MethodsAn experiment was conducted with 90 kindergarteners (ages 5–6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group.ResultsResults show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self‐regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self‐regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group.ConclusionThese findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.
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
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