Abstract
This paper reports on a mixed-method pilot study that designed and evaluated an Attention-Engagement-Error-Reflection (AEER) approach to enhance primary school students’ artificial intelligence (AI) literacy and learning-to-learn skills. A total of 35 Grade six primary school students in Hong Kong were involved. Both quantitative and qualitative data were collected and analyzed. Data collection included (1) pre-, post-, and delayed post-AI concepts tests, (2) pre- and post-questionnaires on learning-to-learn skills, and (3) six focus group interviews. The results demonstrated the positive impact of the proposed AEER approach on students’ AI conceptual understanding and learning-to-learn skills. Students’ motivation in the learning process was analyzed. Finally, limitations and future directions were discussed. Copyright © 2023 Asia-Pacific Society for Computers in Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of 31st International Conference on Computers in Education, ICCE 2023 |
| Place of Publication | Taiwan |
| Publisher | Asia-Pacific Society for Computers in Education |
| Pages | 394-399 |
| Volume | II |
| ISBN (Electronic) | 9786269689026 |
| Publication status | Published - 2023 |
Citation
Kong, S.-C., & Yang, Y. (2023). Impact of augmented reality app on EFL young learners’ vocabulary learning engagement in a seamless learning environment. In Proceedings of 31st International Conference on Computers in Education, ICCE 2023 (Vol. II, pp. 394-399). Asia-Pacific Society for Computers in Education.Keywords
- Innovative pedagogical design
- Artificial intelligence literacy
- Learning-to-learn skills
- Motivation
