Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning

Abstract

BackgroundArtificial Intelligence (AI) literacy is a crucial part of digital literacy that all individuals should possess in today's technologically advanced world. Despite the potential benefits that AI education offers, little research has been done on how to teach AI literacy to children.ObjectivesThis study aimed to fill that gap by investigating how children were engaged in AI literacy activities that are supported by intelligent agents. These activities were implemented in a Hong Kong kindergarten with a class of six 5‐year‐olds (Mage = 62.83 months, SD = 2.91) over a 6‐week period.MethodsThe study gathered data from multiple sources, including classroom observations, teacher interviews, and documents/artefacts.Results and ConclusionsThe results showed that children could learn about AI through interaction with intelligent agents in embodied learning contexts. The findings of this study have implications for the broader field of digital technology education, particularly in the context of early childhood education.

Roles and Effect of Digital Technology on Young Children’s STEM Education: A Scoping Review of Empirical Studies

“…However, there have been valuable research outcomes in recent years, such as developing and implementing APPs in the STEM project in Australia [79], which showed evidence of connecting digital and non-digital technology in meaningful learning tasks, as well as a comparative study about the Internet of Toys (IoToys) showing the new research focuses of involving technologies and children's agency [80]. The further research agenda aims to incorporate evidence-based data to understand the post-pandemic period and also notice the new trends of emerging technologies, such as AI, in the STEM learning context [81].…”