AI literacy predicts computational thinking through multidimensional interactions among Chinese high school students

With the promotion of AI applications, people have undergone various changes, especially high school students who have a strong sense of engagement in AI-related activities. In order to explore the interactive mechanism and influencing factors between AI literacy and computing thinking level of high school students in H city, this study focuses on the relationship between student background, AI literacy, and computational thinking. By conducting a questionnaire survey of hundreds of high school students and using SPSS for descriptive statistics, analysis of variance, and correlation analysis, the focus is on exploring the impact and interrelationships between the three dimensions of AI literacy and the five dimensions of computational thinking. A structural equation model (SEM) was constructed by using AMOS software to further explore its internal complex correlation relationship. The results show that parental education and daily use of AI tools significantly affect students' AI knowledge and skills, while factors such as gender and family location have different degrees of positive or negative effects on creativity, algorithmic thinking, and critical thinking. In addition, artificial intelligence literacy is moderately positively correlated with some dimensions of computational thinking. This study provides empirical support for the rational planning of AI courses in the basic education stage, strengthening the cultivation of students' computational thinking and optimizing teaching practice.