TY - JOUR
T1 - Design and validation of the AI literacy questionnaire
T2 - The affective, behavioural, cognitive and ethical approach
AU - Ng, Davy Tsz Kit
AU - Wu, Wenjie
AU - Leung, Jac Ka Lok
AU - Chiu, Thomas Kin Fung
AU - Chu, Samuel Kai Wah
N1 - Publisher Copyright:
© 2023 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of British Educational Research Association.
PY - 2023
Y1 - 2023
N2 - Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notes What is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.
AB - Artificial intelligence (AI) literacy is at the top of the agenda for education today in developing learners' AI knowledge, skills, attitudes and values in the 21st century. However, there are few validated research instruments for educators to examine how secondary students develop and perceive their learning outcomes. After reviewing the literature on AI literacy questionnaires, we categorized the identified competencies in four dimensions: (1) affective learning (intrinsic motivation and self-efficacy/confidence), (2) behavioural learning (behavioural commitment and collaboration), (3) cognitive learning (know and understand; apply, evaluate and create) and (4) ethical learning. Then, a 32-item self-reported questionnaire on AI literacy (AILQ) was developed and validated to measure students' literacy development in the four dimensions. The design and validation of AILQ were examined through theoretical review, expert judgement, interview, pilot study and first- and second-order confirmatory factor analysis. This article reports the findings of a pilot study using a preliminary version of the AILQ among 363 secondary school students in Hong Kong to analyse the psychometric properties of the instrument. Results indicated a four-factor structure of the AILQ and revealed good reliability and validity. The AILQ is recommended as a reliable measurement scale for assessing how secondary students foster their AI literacy and inform better instructional design based on the proposed affective, behavioural, cognitive and ethical (ABCE) learning framework. Practitioner notes What is already known about this topic AI literacy has drawn increasing attention in recent years and has been identified as an important digital literacy. Schools and universities around the world started to incorporate AI into their curriculum to foster young learners' AI literacy. Some studies have worked to design suitable measurement tools, especially questionnaires, to examine students' learning outcomes in AI learning programmes. What this paper adds Develops an AI literacy questionnaire (AILQ) to evaluate students' literacy development in terms of affective, behavioural, cognitive and ethical (ABCE) dimensions. Proposes a parsimonious model based on the ABCE framework and addresses a skill set of AI literacy. Implications for practice and/or policy Researchers are able to use the AILQ as a guide to measure students' AI literacy. Practitioners are able to use the AILQ to assess students' AI literacy development.
KW - AI education
KW - AI literacy
KW - AI literacy questionnaire (AILQ)
KW - artificial intelligence
KW - questionnaire validation
UR - http://www.scopus.com/inward/record.url?scp=85179315222&partnerID=8YFLogxK
U2 - 10.1111/bjet.13411
DO - 10.1111/bjet.13411
M3 - Article
AN - SCOPUS:85179315222
SN - 0007-1013
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
ER -