Investigating Factors in Artificial Intelligence Literacy for Korean Elementary School Students

Abstract

In recent years, Artificial Intelligence (AI) has rapidly evolved due to significant improvements in computing performance, increased utilization of large datasets, and algorithm advancements, leading to widespread societal changes. These developments promise innovative applications of AI across various fields but highlight the necessity of ethical use and deep understanding of AI, underscoring the importance of AI literacy. While current research on AI literacy primarily focuses on secondary and higher education, the need for education that impacts cognitive and social development at the elementary level is increasingly emphasized. Furthermore, understanding the factors influencing AI literacy is crucial for educators and policymakers in designing and implementing effective AI education programs. This study investigated how gender, grade level, experiences related to AI, interest in AI, and programming language experience affect AI literacy among elementary students, revealing that these factors significantly impact AI literacy levels. Male students showed higher AI literacy than female students, and AI literacy improved with higher grade levels. Direct and indirect experiences related to AI positively influenced literacy improvement, and high interest in AI and experience with programming languages played essential roles. These findings provide evidence for developing effective AI education strategies for elementary students, emphasizing the importance of educational programs that meet students' diverse backgrounds and needs. These factors in AI education can enhance students' literacy levels and contribute to nurturing talents equipped with the necessary technical, ethical, and problem-solving skills for future society.