Developing and validating a scale of empowerment in using artificial intelligence for problem-solving for senior secondary and university students

Abstract

Empowerment enables students to be psychologically and affectively ready to leverage the benefits of artificial intelligence (AI). However, a theory-driven scale to extend empowerment into the use of AI for problem-solving is lacking. This study developed and validated an 11-item scale of empowerment in using AI for problem-solving (EUAIPS) based on a proposed conceptual framework that synthesises empowerment and AI-related literature. The EUAIPS scale encompasses impact, self-efficacy, and meaningfulness in using AI for problem-solving. We collected data from a diverse sample of Hong Kong senior secondary and university students before (N = 477) and after the course (N = 409). Results demonstrated that the EUAIPS scale with a three-factor structure had good reliability and validity. Students also felt significantly more empowered to use AI for problem-solving after a 14-h course using AI for problem-solving. These findings empirically support the affective dimension of AI literacy and show that psychological control/competence is particularly important for students to harness AI to solve problems at the affective level. This study presents a valid instrument for researchers and practitioners to measure empowerment in using AI for problem-solving and informs AI literacy curriculum designers about including learning activities to help students realise its impact, self-efficacy, and meaningfulness.