Abstract
Generative artificial intelligence (GenAI) is penetrating in various social sectors, motivating a strong need for teaching AI literacy in younger generations. While substantial efforts have been made to teach AI literacy and to use AI to facilitate learning, few studies have provided empirical accounts of students’ nuanced processes of using GenAI for learning. In this study, we engaged a group of high school students in leveraging ChatGPT to support their knowledge building efforts. Following the teacher’s pedagogical design, students used ChatGPT for a range of distinct purposes. Student interviews showed detailed processes of using ChatGPT for knowledge building and students’ emerging AI literacy in multiple dimensions. This study offers practical implications on integrating GenAI in K-12 education and urges educators to create spaces and scaffolds for students to mindfully engage with GenAI in the classroom.
Professor at George Washington University
I am a Professor with Human-Technology Collaboration and Educational Technology programs at George Washington University in Washington DC. I have written 12 books and more than 100 articles, and I co-host of the Parsing Science podcast where scientists tell the stories behind their research. I am also the developer of the WeShareScience.com online platform for sharing research videos, and SciencePods.com where researchers can create free podcasts about their science. My research interests include human interactions with intelligent machines, needs, needs assessments, and instructional design.
Latest posts by Ryan Watkins (see all)
- Navigating the Ethical Landscape of Multimodal Learning Analytics: A Guiding Framework - April 30, 2024
- Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education - April 29, 2024
- Legal Aspects for Software Developers Interested in Generative AI Applications - April 28, 2024