Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

Autor/inn/en	Chiu, Thomas K. F.; Meng, Helen; Chai, Ching-Sing; King, Irwin; Wong, Savio; Yam, Yeung
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 PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Künstliche Intelligenz; Ausland; Sekundarschüler; Schülerverhalten; Schulische Motivation; Kompetenz; Hongkong
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