Research Article
Roza Sh. Akhmadieva, Regina G. Sakhieva, Maria A. Khvatova, Natalya S. Erokhova, Zhanna M. Sizova, Natalya N. Shindryaeva
CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep644
ABSTRACT
This study aims to examine the relationship between university students’ attitudes towards artificial intelligence (AI) and AI literacy levels. A quantitative research method was used using the relational survey model to determine whether students’ attitudes of AI, both positive and negative, were related to their understanding and application (literacy) of AI concepts. The data were collected with the AI attitude scale and the AI literacy scale. The data were analyzed using descriptive statistics, comparative analyses, correlation analysis, and multinominal logistic regression analysis to determine the strength and nature of the relationship between AI attitudes and literacy. The results of the research determined that the students generally had a moderate level of AI literacy, their positive attitudes were high and their negative attitudes were moderate. It was determined that male students and upper-grade students had higher AI literacy and positive attitudes, while engineering and social sciences students had more positive perspectives among disciplines. Correlation analyses show that there are significant positive relationships between AI literacy and positive attitude, and negative relationships between negative attitudes. The model explains the AI literacy level with a rate of 38.6%. According to the findings of the research, it is recommended that university administrations offer course contents, workshops and certificate programs that will increase AI literacy by considering discipline-based differences. It is recommended to disseminate informative and guiding activities, especially in areas where negative attitudes are high, such as health sciences. On the other hand students should make individual efforts to learn not only the user level, but also the technical, ethical and social dimensions of AI. It is important for them to evaluate technology in line with the principles of critical thinking, ethical awareness and digital responsibility.
Keywords: artificial intelligence, AI literacy, attitudes, university students, technology in education, digital competency
Research Article
Lu Ding, Sohee Kim, R. Allan Allday
CONT ED TECHNOLOGY, Volume 16, Issue 3, Article No: ep512
ABSTRACT
With the exponential development and vast interest in artificial intelligence (AI), the global economic impact of AI is expected to reach $15.7 trillion by 2030. While AI has infiltrated everyday life, a lack of knowledge of what AI is and how AI works is ubiquitous across all ages and professions. Teaching AI literacy to non-technical individuals has become imperative and requires immediate attention, however, assessing AI literacy has heavily relied on subjective measurements such as qualitative assessment and self-reported surveys, which may lead to biased results. This study contributes to the field by developing and validating an assessment created based on a well-established AI literacy framework. A total of 196 responses were collected from pre-and in-service teachers in the United States, and 186 responses were included in the analysis to validate the assessment. The final assessment comprises 25 objective-based items reduced from an originally 31-item assessment. Both experts’ insights were sought, and statistical methodology was employed to ensure the validity of the assessment. The results indicate that pre-and in-service teachers have a moderate level of AI literacy and in-service teachers performed slightly better than pre-service teachers on our assessment. Inconsistent answers across various AI concepts indicate that teachers may possess an even more ambiguous understanding of certain AI concepts.
Keywords: AI literacy, assessment, non-technical, teachers, objective-based