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Autor/inn/en | Chiu, Thomas K. F.; Meng, Helen; Chai, Ching-Sing; King, Irwin; Wong, Savio; Yam, Yeung |
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Titel | Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum |
Quelle | In: IEEE Transactions on Education, 65 (2022) 1, S.30-39 (10 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Chiu, Thomas K. F.) ORCID (King, Irwin) ORCID (Yam, Yeung) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-9359 |
DOI | 10.1109/TE.2021.3085878 |
Schlagwörter | Curriculum Development; Curriculum Evaluation; Artificial Intelligence; Foreign Countries; Secondary School Students; Student Attitudes; Student Motivation; Competence; Hong Kong |
Abstract | Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students' perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners--CUHK's Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers' perspectives on the co-creation process. Paired t-tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: (1) students perceived greater competence and developed a more positive attitude to learn AI; and (2) the co-creation process enhanced teachers' knowledge in AI, as well as fostered teachers' autonomy in bringing the subject matter into their classrooms. (As Provided). |
Anmerkungen | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |