Designing and evaluating an Attention-Engagement-Error-Reflection (AEER) approach to enhance primary school students artificial intelligence literacy and learning-to-learn skills: A pilot study

Research output: Chapter in Book/Report/Conference proceedingChapters

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 languageEnglish
Title of host publicationProceedings of 31st International Conference on Computers in Education, ICCE 2023
Place of PublicationTaiwan
PublisherAsia-Pacific Society for Computers in Education
Pages394-399
VolumeII
ISBN (Electronic)9786269689026
Publication statusPublished - 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

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