AI literacy: A systematic review of AI teaching and learning practice for children

The growth of artificial intelligence (AI) technology as a part of disruptive technology has affected human lives, especially children. The alpha generation children who have been born in and after 2010 are familiar with AI technologies. However, there is a gap between the fast development of AI technologies with the AI literacy skill that the children have. Thus, the enhancement of AI literacy skill and their awareness of the impact of AI technologies needed to be improved. Many schools' AI teaching and learning practices are part of science, technology, engineering, and mathematics (STEM). However, there are limited findings on the definition of AI literacy and the methods to improve the skill. Therefore, this systematic review aims to investigate and summarize all research literature about AI literacy teaching and learning practice in school for children from kindergarten to the primary school level. In this study, the research literature collection is from January 2010 to August 2021 publication. It is targeted at the research articles published or indexed by Scopus, Science Direct, Web of Science, IEEE, EBSCO, ACM Digital Library, and ERIC. In the process of identification, the researchers used the PRISMA method of identification and screening process. The result and discussion of the study will focus on the definition of AI literacy, the challenges in the teaching and learning process, and the method implemented to increase students’ learning achievement about and or with AI technologies. Copyright © 2021 ICLT.