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.
Artificial Intelligence (AI) will profoundly alter our lives in ways we cannot yet predict, with numerous applications in health, education, culture, security, defense, and other fields, affecting every aspect of our lives (UNESCO, 2018). AI has evolved from a concept of science fiction to an indispensable part of modern society. With technological advancements, AI has demonstrated its revolutionary potential across various domains, from altering business operations to shaping everyday human life. AI facilitates the extraction and application of data through a "data-driven" approach and is considered capable of addressing key challenges the world faces in critical areas such as health, finance, housing, transportation, and education (Nemorin et al., 2023). Particularly in education, AI is set to thoroughly revolutionize the sector, from teaching tools to learning methodologies to knowledge acquisition and the professional development of teachers, every element will undergo significant changes (UNESCO, 2018). AI has unlocked unprecedented possibilities and offered new pathways for learning and educational innovation.
A report from the University of London has shown that AI tools centered around teachers are widely used in courses for automated data analysis and information organization (Chaudhry and Kazim, 2022). This detailed analysis of student performance enhances work efficiency and saves time, optimizing online teaching to reduce teacher workload (Ahmad et al., 2022). Furthermore, the application of AI in education also brought numerous positive impacts for students. AI technologies, through intelligent algorithms and data analysis, can offer personalized learning experiences (Huang et al., 2023), adapting to the unique needs and learning paces of each student. This customized approach helps increase student engagement and learning efficiency (Huang et al., 2023; Hwang et al., 2020) and can identify and address specific challenges faced by students, thus providing more comprehensive educational support. This demonstrates that these tools not only enrich learning resources but also make learning more flexible and accessible. However, the application of AI technology in education also introduces certain risks, such as security, protective measures, and privacy issues (Limna et al., 2022). Additionally, the accuracy of subsequent categorizations and recommendations by AI tools relies on the depth and scope of the training data (Gupta et al., 2022). Therefore, any imbalance or flaw in the data can lead to systemic biases related to gender or race (Berendt et al., 2020). These issues serve as a reminder that when applying AI technology in education, it is crucial to handle data sources cautiously and protect student information to maximize the positive impacts of technology while effectively controlling its negative effects.
With the rapid development of AI technology, literacy in AI and computer science will become as essential as classical literacy (reading/writing) (Kandlhofer et al., 2016). AI has become a new skill that everyone should learn. In recent years, the teaching of AI from kindergarten to high school (K-12) classrooms has attracted the attention of scholars and teachers (Su, Guo, et al., 2023; Su, Ng, et al., 2023; Touretzky, Gardner-McCune, Breazeal, et al., 2019; Touretzky, Gardner-McCune, Martin, et al., 2019). Against this backdrop, how to integrate the basic concepts and skills of AI and computer science into early education is a question all scholars are facing. This is not only about learning the technical skills of AI but more importantly, cultivating children's in-depth understanding and critical thinking abilities regarding these technologies (Goksel and Bozkurt, 2019). Moreover, AI education is of significant importance in promoting children's interest in Science, Technology, Engineering, Arts, and Mathematics (STEAM) subjects (Xie and Zhang, 2023). By incorporating AI and computer science into teaching, children can experience the joy and challenges of these fields from an early age, which helps to inspire their long-term interest in these subjects and may promote their choice of related career paths in the future. Many organizations in Europe and America have developed and implemented a series of AI education programs aimed at comprehensively enhancing students' AI knowledge and skills. Platforms such as the International Society for Technology in Education (https://iste.org/ai), Day of AI (https://dayofai.org/), Code.org® (https://code.org/), AI4T (https://www.ai4t.eu/), and AI+ (https://aiplus.udc.es/) offer a rich array of teaching resources and curriculum modules. They offer comprehensive educational resources and curriculum modules that cater to various educational levels, spanning from basic programming to advanced machine learning. However, in recent years, Asia has begun to actively integrate AI into education, with governments proactively establishing policies and guidelines (UNESCO, 2023). For instance, Korean scholars Kim et al. (2021) highlighted the importance of cultivating AI literacy in elementary students, emphasizing AI knowledge, skills, and attitudes. Similarly, Su and Zhong (2022) from Hong Kong developed an AI curriculum framework suitable for early childhood education, which includes components of AI knowledge, skills, and attitudes. These efforts reflect the progress Asia is making in the field of AI education and demonstrate educators' commitment to integrating AI into early educational stages, preparing students to navigate a technologically advanced future effectively.
As AI technology continues to evolve rapidly, schools must adjust their educational strategies to accommodate these changes and provide suitable educational programs (Benvenuti et al., 2023). This includes developing up-to-date curricula that ensure educational content not only reflects current technological trends but also anticipates future developments. Consequently, creating adaptive AI education content and curricula tailored for Taiwanese children becomes particularly crucial, providing them with a robust learning environment to thrive in a future technology-driven society. This involves a thorough exploration of how AI courses can enhance children's capabilities across various aspects, as well as their digital literacy and adaptability to technology. Against this backdrop, the primary goal of this research is to design AI courses for children in Taiwan that not only investigate and evaluate the impact on children's learning but also specifically aim to impart a deep understanding and mastery of generative AI technologies from a user perspective. These courses are designed to equip children with the knowledge necessary to navigate and excel in a technologically driven future.
Based on the purpose of the study, this study has designed an AI curriculum tailored for children aged 9 to 12. Consequently, we have formulated three research questions:
RQ1: What content should be included in an AI curriculum designed for children aged 9-12 in Taiwan?
RQ2: How does participation in the AI curriculum affect the AI knowledge and skills of children aged 9-12 in Taiwan?
RQ3: How does participation in the AI curriculum influence the attitudes of children aged 9-12 in Taiwan towards AI technology?