Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning.
Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objec...
| Published in: | Journal of Computer Assisted Learning Vol. 40; no. 2; pp. 465 - 478 |
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| Main Authors: | , , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Apr2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=176012458&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 176012458 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2024 vid: 40 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 176012458 173041828 176012458 176012458 10.1111/jcal.12892 176012458 ppf: 465 ppct: 13 formats: tig: atl: Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning. aug: au: Yang, Weipeng Hu, Xinyun Yeter, Ibrahim H. Su, Jiahong Yang, Yuqin Lee, John Chi‐Kin affil: Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, China sug: subj: Artificial Intelligence Education Digital Technology Learning Methods In Infancy and Childhood Teaching Methods In Infancy and Childhood Human Computer-Assisted Instruction Schools, Elementary Hong Kong Child, Preschool Child Learning Environment Nonexperimental Studies Teachers Semi-Structured Interview Child Development Literacy Computer Literacy Curriculum Purposive Sample Vignettes Storytelling Exploratory Research Outcomes of Education Funding Source Child, Preschool: 2-5 years Child: 6-12 years ab: Background: Artificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children. Objectives: This study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period. Methods: The study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts. Results and Conclusions: The results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education. Lay Description: What is already known about this topic: Artificial Intelligence (AI) literacy is essential in today's world.Little research exists on engaging young children in learning AI literacy. What this paper adds: Technology‐enhanced embodied learning approach affords multimodality in enabling young children's learning with AI‐related agents.Project‐based learning and real‐life examples can enhance children's learning. Implications for practice and/or policy: Early exposure to AI can help children navigate the increasingly digital world.Practical approaches, such as embodied and multimodal learning, seem to be effective.Teachers can enhance children's digital learning by using pedagogical strategies like project‐based learning and real‐life examples. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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