Creation and evaluation of a pretertiary Artificial Intelligence (AI) curriculum

Creation and evaluation of a pretertiary Artificial Intelligence (AI) curriculum

• Chiu, Thomas K. F. The Chinese University of Hong Kong
• Meng, Helen The Chinese University of Hong Kong
• Chai, Ching Sing The Chinese University of Hong Kong
• King, Irwin The Chinese University of Hong Kong
• Wong, Savio The Chinese University of Hong Kong
• Yam, Yeung The Chinese University of Hong Kong

IEEE Transactions on Education, 65(1), 30-39, 2022

The Institute of Electrical and Electronics Engineers, Inc. (IEEE)

2022

• D 課程
  • DB 課程發展與評鑑

Artificial Intelligence (AI) Education Co-creationPprocess Curriculum Design Pretertiary Education Teacher Education

• Hong Kong

• 1997.7 onwards

• 中學教育

• View Full Text 全文連結

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired [Formula Omitted]-tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms. Copyright © 2022 The Institute of Electrical and Electronics Engineers, Inc. (IEEE).

• 英文

期刊論文

• 00189359

• 10.1109/TE.2021.3085878

https://bibliography.lib.eduhk.hk/tc/bibs/641ab40d

2023-04-11