Using digital story writing as a pedagogy to develop AI literacy among primary students

Using digital story writing as a pedagogy to develop AI literacy among primary students

• Ng, Tsz Kit The University of Hong Kong
• Luo, Wanying The University of Hong Kong
• Chan, Helen Man Yi The University of Hong Kong
• Chu, Samuel Kai Wah The University of Hong Kong

Computers and Education: Artificial Intelligence, 3, 2022

Elsevier

2022

• G 課程與教學:個別教學範疇
  • GB 英文
    • GBE 寫作之教學方法與效果
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

Artificial Intelligence (AI) AI Literacy Digital Story Writing AI Education AI Ethics Inquiry-based Learning

• Hong Kong

• 1997.7 onwards

• 小學教育

• View Full Text 全文連結

Artificial intelligence (AI) literacy is widely recognized as a new set of competencies that people use AI effectively and ethically in everyday life. In K-12 education, educators have started to employ different pedagogical strategies to foster students' AI literacy. Using digital story writing (DSW) in the classroom is an effective inquiry-based pedagogical approach to address literacy development by improving language and technological abilities across disciplines. This study recruited 82 primary students in Hong Kong to attend a three-month DSW journey to learn AI and completed a knowledge test at the end of the program. Among the students, 16 best-achieving students were further invited to participate in artefact-based interviews, and we further analysed their work to understand how they formulate AI understandings. It is found that the participating students were able to propose an authentic scenario, apply their new knowledge of AI and think up meaningful AI-driven solutions in their digital stories. Furthermore, we examined students' DSW process in terms of inquiry-based pedagogical cycle (orientation, conceptualization, investigation, conclusion, discussion) to demonstrate how they learn AI. Overall, DSW as an inquiry could effectively foster students' AI literacy in using and applying AI knowledge to solve real-life problems, far beyond merely knowing and understanding related concepts. We suggest that using DSW as a pedagogy has the potential to support students to scaffold students’ AI understanding, particularly for young children. Copyright © 2022 The Authors. Published by Elsevier Ltd.

• 英文

期刊論文

• 2666920X

• 10.1016/j.caeai.2022.100054

https://bibliography.lib.eduhk.hk/tc/bibs/163277d1

2025-05-12