Knowledge of and Competence in Artificial Intelligence: Perspectives of Vietnamese Digital-Native Students

Chao, Pei‐Ju; Hsu, Tsu-Hsuan; Liu, Tsai-Pei; Cheng, Yu-Huei

doi:10.1109/access.2021.3081749

Cited by 19 publications

(14 citation statements)

References 26 publications

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“…There is a consensus in the literature that robots with AI will not directly replace nurses in the near future (Booth, 2016;Pepito & Locsin, 2019;Robert, 2019). In several studies, medical and health science students stated these concerns, which supports our study results (Chao et al, 2021;Yılmaz et al, 2021).…”

Section: Discussionsupporting

confidence: 86%

Artificial intelligence and robot nurses: From nurse managers' perspective: A descriptive cross‐sectional study

Ergın

Şahan

Yücel

2022

J Nursing Management

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Aim This research was planned to identify nurse managers' opinions on artificial intelligence and robot nurses. Background As the concepts of artificial intelligence and robot nurses are becoming widespread in Turkey, nurse managers are expected to guide and cooperate with nurses in the future in regard to these technologies. Methods The sample of the study consisted of 326 manager nurses, who were reached via the online questionnaire during the period of September to November 2021. A Nurse Managers Information Form and a Question Form on Artificial Intelligence and Robot Nurses were used to collect data. Data in this cross‐sectional descriptive study were collected between September 2021 and November 2021 by the online survey method. The descriptive statistics of the data were analysed with numbers and percentages. The difference between the knowledge of artificial intelligence and robot nurses and demographic characteristics was analysed with the chi‐square test. Results According to the findings, 66.9% of the nurse managers reported having heard the concepts of artificial intelligence and robot nurses previously. 67.2% stated that they thought that robot nurses would benefit the nursing profession, but 86.2% voiced disbelief that robots would replace nurses. Conclusions The majority of the participating nurse managers reported that artificial intelligence and robot nurses would not replace nurses but would be beneficial for nurses and would reduce their workload. Implications for Nursing Management It should be ensured that the nurse managers plan the areas in the hospital where artificial intelligence and robot nurses will be used and determine the possible risks. Awareness should be increased with in‐service trainings, and patient safety and ethical problems regarding the use of artificial intelligence and robot nurses should be identified.

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Section: Discussionsupporting

confidence: 86%

Artificial intelligence and robot nurses: From nurse managers' perspective: A descriptive cross‐sectional study

Ergın

Şahan

Yücel

2022

J Nursing Management

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“…A further noteworthy consideration is the addressee of the courses. Prensky [23] differentiates between digital natives (i.e., people born after 1980 who grew up using technologies such as computers, smartphones, and videogames daily) and digital immigrants (i.e., people born before 1980, prior to the digital revolution, who have adopted such technologies for work purposes) [24]. Indeed, different attitudes and behaviors can be observed between different generations when dealing with technologies and the digital environment.…”

Section: Learning Strategies In the Current Technical Landscapementioning

confidence: 99%

Learning-by-Doing Safety and Maintenance Practices: A Pilot Course

et al. 2022

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This paper presents an educational approach for teaching Industry 4.0 concepts to maintenance and safety operators involved in industrial processes. A Learning-by-doing approach was introduced to assess the impact of learning by doing and knowledge sharing on designing maintenance and safety solutions based on Industry 4.0 concepts to build experience and improve decision-making skills. To this end, we proposed a pilot course to train industrial operators in the field of new technologies so that they could continue their work effectively. Specifically, the development of the course began with a needs assessment of the perspective participants, followed by an outline of the objectives and course structure. The course was adapted to the different educational and technical backgrounds of the participants (i.e., experienced operators who were digital immigrants and non-experienced operators who were digital natives). The results of the course were assessed through a survey, which allowed us to evaluate the operators’ perception of the learning approach and the contribution to improving the operators’ competencies and abilities. The results highlighted that the educational approach facilitated the teaching of maintenance and safety principles, promoting operators’ attention and participation. The difference in the learning level that we observed between the younger and older operators was also highlighted by the survey results. A dichotomy was revealed between the younger operators, who showed a greater understanding of the explained technologies, and the older operators, who required longer learning times. In this way, both types of participant could benefit from mutual collaboration and teamwork to improve their respective weaknesses.

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“…According to Liang and Lee (2017), 26% of respondents (N = 1541) expressed fear toward AI and autonomous robots. However, 54% of the respondents in Cave et al (2020) ranked increased ease of life as a likely future scenario to impact them personally during their lifetime, which signals a positive stance toward AI (see also Chao et al, 2021;Zhang & Dafoe, 2019). Similarly, 63.5% of Australian adults (N = 2019) reported positive attitudes toward AI (Selwyn et al, 2020).…”

Section: Peoples' Conceptions Of Aimentioning

confidence: 99%

“…There is also emerging evidence that peoples' conceptions of AI are shaped by public representations of AI and verbal descriptions surrounding it (Bao et al, 2022;Cave et al, 2020;Chao et al, 2021;Kerr et al, 2020;Liang & Lee, 2017;Sulmont et al, 2019). In public discussions, the lines between the different stages of AI are blurred (Slotte Dufva & Mertala, 2021).…”

Section: Peoples' Conceptions Of Aimentioning

confidence: 99%

“…Even though the importance of paying attention to (pre)conceptions people have about AI is widely recognized and accepted (e.g., Kim et al, 2021;Long & Magerko, 2020;Vartiainen et al, 2021) specific research on peoples' conceptions of AI is still in an emerging stage. Most of the related research has focused on attitudes toward AI (e.g., Bao et al, 2022;Dang & Liu, 2021;Gonzales et al, 2022;Li & Sung, 2021;Maier et al, 2019;Selwyn et al, 2020;Zhang & Dafoe, 2019) and the few existing conception-themed studies have concentrated on adults (e.g., Cave et al, 2020;Chao et al, 2021;Kerr et al, 2020;Sulmont et al, 2019;Zhang & Dafoe, 2019). Children's initial conceptions of AI has been touched upon only in short conference proceedings with small samples (N=10-12 in qualitative studies; N=60 in quantitative studies) and no data excerpts that would shed light on children's rationales (Kim et al, 2021;Kreinsen & Schultz, 2021;Ottenbreit-Leftwhich et al, 2021).…”

mentioning

confidence: 99%

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Finnish 5th and 6th grade students’ pre-instructional conceptions of Artificial Intelligence (AI) and their implications for AI literacy education

Mertala¹,

Fagerlund²,

Calderón³

2022

Preprint

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There is a common agreement that teaching children about AI should be an integral part of contemporary education. However, not much is known about children’s pre-instructional conceptions of AI, which means that the design of relevant curricula has less than solid footing. The present paper contributes to filling this gap in knowledge by reporting the findings of a qualitative survey study that investigated 195 Finnish 5th and 6th grade students’ conceptions of 1) AI as a technology, 2) where AI is used, and 3) why AI is used. The students conceptualized AI in varying forms, such as robots, devices with sensors, and voice assistants, which, in terms of level of concreteness, varied from high (e.g., sensory technology) to low (e.g., dangerous technology). AI was conceptualized as situated in a variety of locales between home and work environments and everyday and non-everyday contexts, and even ubiquitously. Third, ranging between micro (everyday life) and macro (global policies) levels, AI was perceived as making things easier, providing efficiency, and gaining power over others. Pedagogical implications are discussed.

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Knowledge of and Competence in Artificial Intelligence: Perspectives of Vietnamese Digital-Native Students

Cited by 19 publications

References 26 publications

Artificial intelligence and robot nurses: From nurse managers' perspective: A descriptive cross‐sectional study

Artificial intelligence and robot nurses: From nurse managers' perspective: A descriptive cross‐sectional study

Learning-by-Doing Safety and Maintenance Practices: A Pilot Course

Finnish 5th and 6th grade students’ pre-instructional conceptions of Artificial Intelligence (AI) and their implications for AI literacy education

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