2020/09/22 by Xiaofei Zhou, Zhou, Xiaofei, Jessica Van Brummelen +3 · 1 voice · 1 citation
Computer Science · Psychology · #A.1 #Artificial Intelligence (cs.AI) #Computers and Society (cs.CY) #Educational Games and Gamification #FOS: Computer and information sciences #I.2 #K.3.2 #Online Learning and Analytics #Teaching and Learning Programming #cs.AI #cs.CY
paper · pdf · doi:10.48550/arxiv.2009.10228
openalex publication_date 2020/09/22 · arxiv published 2020/09/22 · arxiv updated 2020/09/22 · openalex created_date 2020/10/01 · openalex updated_date 2026/07/28
Artificial intelligence (AI) literacy is a rapidly growing research area and a critical addition to K-12 education. However, support for designing tools and curriculum to teach K-12 AI literacy is still limited. There is a need for additional interdisciplinary human-computer interaction and education research investigating (1) how general AI literacy is currently implemented in learning experiences and (2) what additional guidelines are required to teach AI literacy in specifically K-12 learning contexts. In this paper, we analyze a collection of K-12 AI and education literature to show how core competencies of AI literacy are applied successfully and organize them into an educator-friendly chart to enable educators to efficiently find appropriate resources for their classrooms. We also identify future opportunities and K-12 specific design guidelines, which we synthesized into a conceptual framework to support researchers, designers, and educators in creating K-12 AI learning experiences.