AI literacy curriculum and its relation to children's perceptions of robots and attitudes towards engineering and science: An intervention study in early childhood education

• Published in: Journal of computer assisted learning 2024-02, Vol.40 (1), p.241-253
• Main Authors: Su, Jiahong, Yang, Weipeng
• Format: Article
• Language: English
• Subjects: AI literacy; Artificial intelligence; Attitudes; Children; Children & youth; Childrens Attitudes; Curricula; Curriculum; Digital literacy; Early Childhood Education; Education; Engineering; Feasibility; Kindergarten; Literacy programs; Parental Perception; Parents; Parents & parenting; Qualitative analysis; Robots; Science; Skills; Young Children
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12867

Background The number of artificial intelligence (AI) literacy studies in K‐12 education has recently increased, with most research focusing on primary and secondary education contexts. Little research focuses on AI literacy programs in early childhood education. Objectives The aim of this mixed‐methods study is to examine the feasibility of an AI literacy program called “AI4KG” and explore how it might affect kindergarteners' perceptions of robots and attitudes towards engineering and science. Methods A total of 26 child–parent dyads recruited from a Hong Kong kindergarten were involved in this study, consisting of 26 children (Mage = 4 years, SD = 0.28) and their parents. Quantitative and qualitative data were collected through surveys and interviews designed to explore children's perceptions of robots and attitudes towards engineering and science, and parents' perceptions of the AI4KG intervention. Results It is found that children have increased their perceptions of robots after the AI literacy program, but the AI4KG curriculum had no significant effects on kindergarten children's engineering and science attitudes. Most parents (22 out of 26) agreed that their children's AI knowledge, AI skills, and AI attitudes have been enhanced after learning through the AI4KG curriculum. Conclusions This study suggests that the AI4KG curriculum is potentially effective in promoting early AI literacy and favourable attitudes towards the technology, but further research is needed to develop age‐appropriate measures and assess its long‐term impact on children's education and career paths. Lay Description What is currently known about this topic? AI literacy is becoming important as AI transforms society, but few studies have explored AI literacy in early childhood education. Prior research found AI activities can positively influence older children's views of robots and engineering. What does this paper add? It evaluates an 8‐week AI literacy curriculum called AI4KG for kindergarteners in Hong Kong. The curriculum used tools like Teachable Machine and taught concepts through play and storytelling. It improved children's perceptions of robots but did not significantly impact engineering/science attitudes. Parents perceived improvements in children's AI knowledge, skills, and attitudes after the curriculum. Implications for practice/policy The curriculum provides an example for developing age‐appropriate AI literacy activities. More rigorous research on impacts over tim