Assessing the assessments: toward a multidimensional approach to AI literacy

Abstract

This scoping review explores the field of artificial intelligence (AI) literacy, focusing on the tools available for evaluating individuals’ self-perception of their AI literacy. In an era where AI technologies increasingly infiltrate various aspect of daily life, from healthcare diagnostics to personalized digital platforms, the need for a comprehensive understanding of AI literacy has never been more critical. This literacy extends beyond mere technical competence to include ethical considerations, critical thinking, and socio-emotional skills, reflecting the complex interplay between AI technologies and societal norms. The review synthesizes findings from diverse studies, highlighting the development and validation processes of several key instruments designed to measure AI literacy across different dimensions. These tools – ranging from the Artificial Intelligence Literacy Questionnaire (AILQ) to the General Attitudes towards Artificial Intelligence Scale (GAAIS) – embody the nature of AI literacy, encompassing affective, behavioral, cognitive, and ethical components. Each instrument offers unique insights into how individuals perceive their abilities to understand, engage with, and ethically apply AI technologies. By examining these assessment tools, the review sheds light on the current landscape of AI literacy measurement, underscoring the importance of self-perception in educational strategies, personal growth, and ethical decision-making. The findings suggest a critical need for educational interventions and policy formulations that address the gaps between perceived and actual AI literacy, promoting a more inclusive, critically aware, and competent engagement with AI technologies.