Abstract
The need to learn emerging technologies such as artificial intelligence is increasingly important not only for technical people but also for non-technical people. Previous studies showed the effectiveness of a story-based teaching method for both technical and non-technical people who want to learn emerging technologies. However, the difference between the story-building methods for technical people and non-technical people is not revealed. The purpose of this research is to pro-pose perspectives that reveal the differences in the stories used for emerging technology education and identify the effective story features suited for non-technical adult learners by comparing the different story-building methods used for technical people and non-technical people. In this study, we classified the story types into two perspectives: "past to present" and "present to future" and compared the two story-building methods in these perspectives. The novelty of this research is that the proposal of perspectives that reveal the differences in the stories used for emerging technology education and that we have identified the features of one of the effective stories suited for non-technical adult learners. We al-so examined the possibility of leveraging such differences in solving the issues that a class of non-technical people called conversational programmers is facing.
Highlights
Emerging technologies such as artificial intelligence penetrate rapidly into our lives [1], and it is urgently necessary to foster specialists who can cope with those technologies and provide the basics of such technologies for non-technical adults who graduated from school many years ago
Recent studies revealed the existence of conversational programmers [2], [3] who are willing to learn programming to make themselves knowledgeable enough to participate in technical conversations even though they do not write programs by themselves in their job role
The purpose of this research is to propose perspectives that reveal the differences in the stories used for emerging technology education and identify the effective story features suited for non-technical adult learners by comparing the different story-building methods used for technical people and non-technical people
Summary
Emerging technologies such as artificial intelligence penetrate rapidly into our lives [1], and it is urgently necessary to foster specialists who can cope with those technologies and provide the basics of such technologies for non-technical adults who graduated from school many years ago. Recent studies revealed the existence of conversational programmers [2], [3] who are willing to learn programming to make themselves knowledgeable enough to participate in technical conversations even though they do not write programs by themselves in their job role. Focus is to teach enough about artificial intelligence for the learners to navigate a business and they don’t provide some level of programming experience to the learners. Under such circumstances, in emerging technology education where it is necessary to learn multiple technologies in a complex manner, the effectiveness of the story-based teaching method for both technical and non-technical people is confirmed [8], [9].
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