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

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Keywords:
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Area of Science:

  • Educational Technology
  • Artificial Intelligence in Education
  • Cognitive Science

Background:

  • AI applications are transforming society, impacting high school students' engagement.
  • Understanding the interplay between AI literacy and computational thinking is crucial for this demographic.

Purpose of the Study:

  • To investigate the relationship between student background, AI literacy, and computational thinking levels in high school students.
  • To explore the interactive mechanisms and influencing factors between these variables.

Main Methods:

  • Quantitative study involving a questionnaire survey of hundreds of high school students.
  • Statistical analyses using SPSS (descriptive statistics, ANOVA, correlation) and SEM with AMOS software.

Main Results:

  • Parental education and AI tool usage significantly influence AI knowledge and skills.
  • Gender and family location affect creativity, algorithmic, and critical thinking.
  • AI literacy shows a moderate positive correlation with certain computational thinking dimensions.

Conclusions:

  • Empirical evidence supports integrating AI literacy and computational thinking in basic education.
  • Findings inform the design of AI courses and teaching practices to enhance student skills.