Cheng, Tzu-Shan
School of Teacher Education, National Taiwan Normal University, Adjunct Assistant Professor
E-mail：ferragamogift@gmail.com
Chang, Rong-Chun
Tainan Municipal Anding Elementary School, Director of Academic Affair
E-mail：rongchun1030@gmail.com
Chan, Yu-Chih
College of Humanities & Social Sciences Master of Education Administration, Graduate Student
E-mail：lawrence.chan@adps.tn.edu.tw
Chang, Yi-Chen
Department Of Mechatronic Engineering, National Taiwan Normal University Student
E-mail：41273114h@gapps.ntnu.edu.tw
Abstract
This study aimed to examine the effects of an AI literacy-oriented course on students. Through a robot design course with an AI literacy orientation, this study explored its effects on students’ AI knowledge, attitudes toward AI, and AI use motives. A questionnaire survey was used, and all fifth-grade students at an elementary school in southern Taiwan were invited to participate. Paired-samples t test was conducted to compare students’ differences in AI knowledge, attitudes toward AI, and AI use motives before and after the course, so as to examine the effects of the course on students.
The results showed that the AI literacy-oriented course led to a significant and positive improvement in students’ AI knowledge. Significant differences were also found in different dimensions of attitudes toward AI. In addition, significant differences were found in the expectancy and attainment dimensions of AI use motives. Overall, this study confirmed that the AI literacy-oriented course had some effects on students’ AI literacy-related AI knowledge, attitudes toward AI, and AI use motives. The dimensions that did not show significant improvement may provide useful directions for the future development of AI literacy-oriented course.
Keywords：AI Literacy, Attitudes Toward AI, AI Use Motives, Robot Design, Robot Course