4.3 Article

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

期刊

IEEE TRANSACTIONS ON EDUCATION
卷 65, 期 1, 页码 30-39

出版社

IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/TE.2021.3085878

关键词

Artificial intelligence; Education; Ethics; Industries; Robots; Collaboration; Bibliographies; Artificial intelligence (AI) education; co-creation process; curriculum design; pretertiary education; teacher education

资金

  1. Hong Kong Jockey Club Charities Trust [6905143]

向作者/读者索取更多资源

The study co-created the first pretertiary AI curriculum at the secondary school level in Hong Kong and evaluated its efficacy through a preposttest multifactors evaluation about students' perceptions of AI learning. The co-creation process not only enhanced teachers' knowledge but also fostered their autonomy in bringing the subject matter into their classrooms.
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.

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