Designing an Inclusive Artificial Intelligence (AI) Curriculum for Elementary Students to Address Gender Differences With Collaborative and Tangible Approaches

Abstract

This study presents an inclusive K-12 AI curriculum for elementary schools, focusing on six design principles to address gender disparities. The curriculum, designed by the researchers and an elementary teacher, uses tangible tools, and emphasizes collaboration in solving daily problems. The MANOVA results revealed initial gender differences in AI knowledge. Following MANCOVA analysis showed significant improvements in AI knowledge, as well as perceptions and behavioral intentions toward AI, effectively bridging the observed knowledge gaps without any significant differences attributed to gender or initial knowledge levels. This evidence underscores the success of tangible and collaborative AI interventions in uniformly enhancing AI knowledge and positively changing perceptions and behavioral intentions among all participants, regardless of gender. Both female and non-binary students felt increased engagement and reduced anxiety toward AI, with improved comprehension and a preference for collaborative learning. This study contributes to the design of inclusive AI interventions, highlighting gender differences and including non-binary students as an essential part of the analysis.