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AI literacy predicts computational thinking through multidimensional interactions among Chinese high school students.
Yurong Guan1, Chunqu Zhang2, Huili He3
1School of Computer, Huanggang Normal University, Huanggang, 438000, Hubei, China.
High school students
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.
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