AI Literacy for 21st-Century Learners: A Framework for Assessment and Validation
Subject Areas : Multimedia Processing, Communications Systems, Intelligent Systems
1 - PhD Student, Educational Technology, Allameh Tabataba'i University, Tehran, Iran
Keywords: Artificial Intelligence, AI literacy, Psychometrics, University students,
Abstract :
Introduction: With the application of AI in various sectors such as education, medicine, engineering, and finance, the demand for AI literacy - which includes critical evaluation, effective collaboration, and understanding the concepts and ethical implications of AI - has intensified. In higher education, AI literacy is recognized as a fundamental pillar encompassing the knowledge and skills required to effectively perform practical tasks expected of both instructors and students in AI-enhanced learning environments. AI literacy is now at the forefront of educational agendas to develop the knowledge, skills, attitudes, and values of 21st-century learners. However, there are few validated research tools for educational evaluators to assess how students develop and understand their learning outcomes. The aim of this research was AI Literacy for 21st-Century Learners: A Framework for Assessment and Validation. The research method was a descriptive-survey.
Method: The research method was descriptive survey. The statistical population consisted of 150 undergraduate students of Educational Sciences at Payame Noor University of Kerman, who were selected using an available sampling method. The research data collection tool was a 32-item AI literacy questionnaire developed by Ng and colleagues (2023).
Results: Data analyzed using confirmatory factor analysis .Findings indicated that the AI literacy model exhibited a good fit (RMSEA=0.06, NFI=0.94, CFI=0.92), suggesting that the questionnaire possessed sound construct validity.
Discussion: The study concludes that achieving AI literacy in today's world requires more than just knowing how to use AI and having a basic understanding of it. Students must also acquire socio-emotional, metacognitive, and higher-order thinking skills. A critical ethical mindset is essential for students' use of AI. AI literacy necessitates that students possess not only technical knowledge and skills but also emotional, behavioral, and ethical knowledge and abilities.
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[1] Chiu TK. “The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney”. Interactive Learning Environments. 2023 Sep 2:1-7.
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[3] Banele, S. D. “The students' cognitive discrepancies in artificial intelligences utilization: A case of higher learning institutions”. SocioEdu: Sociological Education, 4(2), 2023; 53-61.
[4] Ng DT, Chu SK. “Motivating Students to Learn AI Through Social Networking Sites: A Case Study in Hong Kong”. Online Learning. 2021 Mar;25(1):195-208.
[5] Kong SC, Cheung WM, Zhang G. “Evaluation of an artificial intelligence literacy course for university students with diverse study backgrounds”. Computers and Education: Artificial Intelligence. 2021 Jan 1;2:100026.
[6] Southworth J, Migliaccio K, Glover J, Reed D, McCarty C, Brendemuhl J, Thomas A. “Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy”. Computers and Education: Artificial Intelligence. 2023 Jan 1;4:100127.
[7] Chu HC, Hwang GH, Tu YF, Yang KH. “Roles and research trends of artificial intelligence in higher education: A systematic review of the top 50 most-cited articles”. Australasian Journal of Educational Technology. 2022 Apr 19;38(3):22-42.
[8] Crompton H, Burke D. “Artificial intelligence in higher education: the state of the field”. International Journal of Educational Technology in Higher Education. 2023 Apr 24;20(1):22.
[9] Laupichler MC, Aster A, Schirch J, Raupach T. “Artificial intelligence literacy in higher and adult education: A scoping literature review”. Computers and Education: Artificial Intelligence. 2022 Jan 1;3:100101.
[10] Long D, Magerko B. “What is AI literacy? Competencies and design considerations”. InProceedings of the 2020 CHI conference on human factors in computing systems 2020 Apr 21 (pp. 1-16).
[11] Markauskaite L, Marrone R, Poquet O, Knight S, Martinez-Maldonado R, Howard S, Tondeur J, De Laat M, Shum SB, Gašević D, Siemens G. “Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI?”. Computers and Education: Artificial Intelligence. 2022 Jan 1;3:100056.
[12] Tenório K, Olari V, Chikobava M, Romeike R. “Artificial intelligence literacy research field: a bibliometric analysis from 1989 to 2021”. InProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 2023 Mar 2 (pp. 1083-1089).
[13] Kshetri N, Hughes L, louise Slade E, Jeyaraj A, kumar Kar A, Koohang A, Raghavan V, Ahuja M, Albanna H, ahmad Albashrawi M, Balakrishnan J. “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management. 2023 Aug 1;71:102642.
[14] Lo CK. “What is the impact of ChatGPT on education? A rapid review of the literature”. Education Sciences. 2023 Apr 18;13(4):410.
[15] Lo LS. “The CLEAR path: A framework for enhancing information literacy through prompt engineering”. The Journal of Academic Librarianship. 2023 Jul 1;49(4):102720.
[16] Carolus A, Koch MJ, Straka S, Latoschik ME, Wienrich C. “MAILS-Meta AI literacy scale: Development and testing of an AI literacy questionnaire based on well-founded competency models and psychological change-and meta-competencies”. Computers in Human Behavior: Artificial Humans. 2023 Aug 1;1(2):100014.
[17] Jin KY, Reichert F, Cagasan Jr LP, de La Torre J, Law N. “Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences”. Computers & Education. 2020 Nov 1;157:103968.
[18] Law, N., Woo, D., de la Torre, J., & Wong, G. A global framework of reference on digital literacy skills for indicator 4.4.2. UNESCO Institute of Statistics. 2018.
[19] Çelebi, C., Demir, U., & Karakuş, F. “Artificial intelligence literacy: A systematic review”. Journal of Necmettin Erbakan University Ereğli Faculty of Education, 2023; 5(2), 536-560.
[20] Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. “AI literacy: Definition, teaching, evaluation and ethical issues”. Proceedings of the Association for Information Science and Technology, 2021a; 58(1), 504–509.
[21] Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. “Conceptualizing AI literacy: An exploratory review”. Computers and Education: Artificial Intelligence, 2021b; 2, 100041
[22] Su, J., & Yang, W. “AI literacy curriculum and its relation to children's perceptions of robots and attitudes towards engineering and science: An intervention study in early childhood education”. Journal of Computer Assisted Learning, 2024; 40(1), 241–253.
[23] Stolpe K, Hallström J. “Artificial intelligence literacy for technology education”. Computers and Education Open. 2024 Jun 1;6:100159.
[24] Bozkurt A, Sharma RC. “Challenging the status quo and exploring the new boundaries in the age of algorithms: Reimagining the role of generative AI in distance education and online learning”. Asian Journal of Distance Education. 2023 Mar 21;18(1).
[25] Yi Y. “Establishing the concept of AI literacy”. Jahr–European Journal of Bioethics. 2021;12(2):353-68.
[26] Tinmaz H, Lee YT, Fanea-Ivanovici M, Baber H. “A systematic review on digital literacy”. Smart Learning Environments. 2022 Jun 8;9(1):21.
[27] Wang B, Rau PL, Yuan T. “Measuring user competence in using artificial intelligence: validity and reliability of artificial intelligence literacy scale”. Behaviour & information technology. 2023 Jul 4;42(9):1324-37.
[28] Ng DT, Su J, Chu SK. “Fostering secondary school students’ AI literacy through making AI-driven recycling bins”. Education and Information Technologies. 2024 Jun;29(8):9715-46.
[29] Rogaten J, Rienties B, Sharpe R, Cross S, Whitelock D, Lygo-Baker S, Littlejohn A. “Reviewing affective, behavioural and cognitive learning gains in higher education”. Assessment & Evaluation in Higher Education. 2019 Apr 3;44(3):321-37.
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