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

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

• Kong, Siu Cheung The Education University of Hong Kong
• Zhu, Jinyu The Education University of Hong Kong
• Yang, Yin Nicole The Education University of Hong Kong

Computers and Education: Artificial Intelligence, 8, 2024

Elsevier

2024

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Artificial Intelligence Literacy Empowerment Problem-solving Scale Development Senior Secondary and University Students

• Hong Kong

• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

• View Full Text 全文連結

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. Copyright © 2025 The Authors. Published by Elsevier Ltd.

• English

Journal Articles

• 2666920X

• 10.1016/j.caeai.2024.100359

https://bibliography.lib.eduhk.hk/bibs/3c27fcdb

2025-06-16