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
Open accessAbstract
Background: The number of artificial intelligence (AI) literacy studies in K‐12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives: The aim of this mixed‐methods study is to examine the feasibility of an AI literacy program called “AI4KG” and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science. Methods: A total of 26 child–parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children ( M age = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention. Results: It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum. Conclusions: This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age‐appropriate measures and assess its long‐term impact on children's education and career paths.
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AI literacy programmes improve students' AI knowledge, skills, and attitudes.
“For example, Su and Yang [62] noted improvements in students’ AI knowledge, skills, and attitudes from AI literacy programmes”
From ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy (2024) · cites this paper as [62]
Their ability to leverage the tool efficiently contributes to their perception of the AI tool as highly useful.
“Their ability to leverage the tool efficiently contributes to their perception of the AI tool as highly useful [22,58,62].”
From ChatGPT in Learning: Assessing Students’ Use Intentions through the Lens of Perceived Value and the Influence of AI Literacy (2024) · cites this paper as [62]
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- Authors
- Su, J., & Yang, W.
- Affiliations
- University of Hong Kong (HK)
- Education University of Hong Kong (HK)
- Corresponding author
- Su, Jiahong
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2023-09-24
- Volume
- 40
- Issue
- 1
- Pages
- 241-253
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W4387023611
- Cited by
- 116
- References
- 34
- Citations by year
- 2026: 52 · 2025: 42 · 2024: 21 · 2023: 1
- FWCI
- 26.36
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Computer Assisted Learning (publishedVersion, cc-by-nc-nd)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Educational Robotics and Engineering
- Keywords
- AI literacy, early childhood education, kindergarten children, attitudes toward science, parental attitudes, AI literacy curriculum
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