The DOI matches its Crossref record; 51 of the 51 references it cites were found in a registry or an index.
Evaluating artificial intelligence literacy courses for fostering conceptual learning, literacy and empowerment in university students: Refocusing to conceptual building
Open accessAbstract
Artificial intelligence (AI) applications have become prevalent in all walks of life, but efforts to promote AI literacy to educated citizens from diverse study backgrounds are limited. There is a research gap in refocussing AI literacy courses from combining conceptual learning with mathematical formulae and programming codes to emphasising conceptual building from the beginning. This study fills the knowledge gap by evaluating AI literacy courses that aim to build conceptual understanding among university students from diverse study backgrounds. Eighty-two volunteers completed two AI literacy courses comprising 7 h of machine learning and 9 h of deep learning. The results of their pre- and post-course conceptual tests, surveys and self-reflective writing tasks indicated that the courses successfully equipped the participants with a conceptual understanding of AI. The participants felt empowered by the significant gains in their literacy and conceptual understanding of AI. The AI literacy courses successfully lower the barrier to entry for AI literacy and address a public need. The courses will be expanded to incorporate the development of AI applications together with discussion of ethical issues regarding the wide use of AI in society. This study can be used to guide future research on fostering AI literacy among educated citizens from diverse study backgrounds.
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“Educators with higher AI literacy are more likely to appreciate the potential enhancements that AI can bring to educational environments, thus fostering a more receptive attitude towards accepting these technologies [48].”
From Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust (2024) · cites this paper as [48]
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“This suggests that AI literacy is a key component in equipping teachers with the necessary skills and knowledge to integrate GenAI effectively into their teaching [45,48].”
From Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust (2024) · cites this paper as [48]
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“AI literacy improves understanding of GenAI's advantages and functions, which encourages a favorable view of its acceptance and use in educational contexts [3,47,48,64].”
From Modeling teachers’ acceptance of generative artificial intelligence use in higher education: the role of AI literacy, intelligent TPACK, and perceived trust (2024) · cites this paper as [48]
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Artificial Intelligence (AI) Literacy in Early Childhood Education: The Challenges and Opportunities
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2023.100124 · Cited by 489
Ng, D. T. K., Wu, W., Leung, J. K. L., Chiu, T. K. F., & Chu, S. K. W. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13411 · Cited by 390
Almatrafi, O., Johri, A., & Lee, H. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100173 · Cited by 341
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Artificial intelligence (AI) literacy education in secondary schools: a review
Ng, D. T. K., Su, J., Leung, J. K. L., & Chu, S. K. W. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2255228 · Cited by 326
Metadata
- Authors
- Kong, S.-C., Cheung, W. M.-Y., & Zhang, G.
- Affiliations
- Education University of Hong Kong (HK)
- Corresponding author
- Kong, Siu-Cheung
- Venue
- Computers in Human Behavior Reports
- Publisher
- Elsevier BV
- Published
- 2022-08
- Volume
- 7
- Pages
- 100223
- ISSN
- 2451-9588 (ISSN-L)
- OpenAlex
- W4288988278
- Cited by
- 135
- References
- 50
- Citations by year
- 2026: 45 · 2025: 46 · 2024: 29 · 2023: 13 · 2022: 2
- FWCI
- 22.27
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers in Human Behavior Reports (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- University Grants Committee (EdUHK CB302)
- Research Grants Council, University Grants Committee
- Li Ka Shing Foundation
- Topics
- Social Sciences › Education › Digital literacy in education
- Social Sciences › Education › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Keywords
- AI literacy, conceptual understanding, university students, non-STEM students, empowerment, machine learning education, deep learning in education, AI ethics, public understanding of AI
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