Artificial Intelligence (AI) literacy in early childhood education: An intervention study in Hong Kong

Jiahong SU, Weipeng YANG

Research output: Contribution to journalArticlespeer-review

7 Citations (Scopus)

Abstract

The issue of Artificial Intelligence (AI) literacy is gaining popularity in the field of education. Most research on AI literacy has focused on primary, secondary, and higher education, and there has been limited examination of AI literacy programs in early childhood education. This study aimed to evaluate the impact of an eight-week AI literacy program on young children’s AI literacy, AI-related creativity, and their perceptions of the AI4KG program. A total of 26 young children (average age of 4 years) enrolled in the program at a kindergarten in Hong Kong were the subjects of the study. The results indicated that (1) young children were capable of learning basic AI concepts and knowledge; (2) in terms of AI-related creativity, younger children were able to design a chatting robot via imagination, while older children created an AI robot to assist people in their drawings; (3) in regards to the children's perceptions of the AI4KG program, older children who enjoyed the activity were able to train AI, while younger children preferred to draw the future AI city and participate in the AI story activity. This study highlights the positive benefits of AI literacy education in preparing young children for an AI-driven future. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
JournalInteractive Learning Environments
Early online dateJun 2023
DOIs
Publication statusE-pub ahead of print - Jun 2023

Citation

Su, J., & Yang, W. (2023). Artificial Intelligence (AI) literacy in early childhood education: An intervention study in Hong Kong. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2023.2217864

Keywords

  • AI
  • AI literacy
  • Early childhood education
  • Curriculum

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