Peer-reviewed article
Development of an artificial intelligence curriculum design for children in Taiwan and its impact on learning outcomes
Hong-Guang Zhao, Xinzhu Li, Xin Kang ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001Researchers in Taiwan designed and tested an artificial intelligence curriculum for elementary school children in grades 3 and 4. The study involved 30 students who completed an AI course and were assessed before and after using knowledge quizzes and attitude surveys. Students showed significant improvement in AI knowledge and developed positive attitudes toward learning about technology.
Key points
- AI knowledge scores increased by 62.75% from pre-test to post-test
- Students demonstrated enhanced interest and positive attitudes toward learning AI
- Student project outcomes showed a high level of creativity
- Students expressed willingness to participate in more AI educational courses
- The curriculum addressed a gap in systematic AI teaching resources and methods in Taiwan
Limitations
The study used only a single group with no comparison group, making it impossible to determine whether improvements were due to the curriculum or other factors. The small sample size of 30 students from grades 3 and 4 in Taiwan may not represent the broader population of children in the country.
Abstract
In the digital age, the application of Artificial Intelligence (AI) has become an irreversible trend, with its potential in the field of education being particularly noteworthy. However, there are currently few AI education programs for children in Taiwan, and there is a lack of systematic teaching resources and methods, which poses a major challenge to the promotion of AI education. To address this challenge, this study designed a tailor-made AI curriculum for children in Taiwan, aimed at enhancing their foundational knowledge in the AI field and skills in using generative AI. This study was conducted in Taiwan, involving 30 elementary school students from grades 3 and 4, employing a single-group pre-test and post-test research design. Data were collected and analyzed through pre-and post-tests on AI knowledge quizzes and AI knowledge self-assessment, as well as the expert consensual assessment technique and the pupils’ attitude toward technology survey questionnaire. Research shows that students who participated in the AI course significantly improved their test scores on AI knowledge before and after the course. The students AI knowledge increased by 62.75%, demonstrating the course’s effectiveness and showing a positive attitude towards AI technology. Additionally, the student’s project outcomes demonstrated a high level of creativity. The students exhibited an enhanced interest and positive attitude towards learning AI, expressing a willingness to participate in more AI educational courses. This work provides valuable experience and guidance for the future integration of AI technology in children’s education, offering practical guidelines for teachers and researchers on how to effectively teach AI knowledge, as well as serving as a robust reference for educational policy makers in formulating strategies to promote AI education.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Tailor-made artificial intelligence curriculum designed to enhance foundational AI knowledge and skills in using generative AI for elementary school children
- Population
- 30 elementary school students from grades 3 and 4 in Taiwan
Key finding
AI knowledge increased by 62.75% from pre-test to post-test
Zhao et al. · OpenAlex · 4 Oct 2024