Mapping Students' AI Literacy Framing and Learning through Reflective Journals

TL;DR

This study explores undergraduate students' self-reflections on AI, revealing their awareness, ethical concerns, and perceived roles, to inform better AI literacy education strategies.

Contribution

It provides insights into students' AI learning processes through reflective journals, highlighting their perceptions, ethical considerations, and self-identified learning needs.

Findings

Students are aware of AI and its applications.

Participants express ethical concerns about AI use.

Students see themselves as knowledge intermediaries.

Abstract

This research paper presents a study of undergraduate technology students' self-reflective learning about artificial intelligence (AI). Research on AI literacy proposes that learners must develop five competencies associated with AI: awareness, knowledge, application, evaluation, and development. It is important to understand what, how, and why students learn about AI so formal instruction can better support their learning. We conducted a reflective journal study where students described their interactions with AI each week. Data was collected over six weeks and analyzed using an emergent interpretive process. We found that the participants were aware of AI, expressed opinions on their future use of AI skills, and conveyed conflicted feelings about developing deep AI expertise. They also described ethical concerns with AI use and saw themselves as intermediaries of knowledge for friends and family. We present the implications of this study and propose ideas for future work in this area.