{"title":"A systematic review on how educators teach AI in K-12 education","authors":"","doi":"10.1016/j.edurev.2024.100642","DOIUrl":null,"url":null,"abstract":"<div><div>Developing Artificial Intelligence (AI) education in K-12 contexts, i.e., teaching students about AI, is critical to promote students' AI literacy. However, the state-of-the-art of AI education is not clear enough. To this end, this study reviewed 45 high-quality empirical studies on K-12 AI education over the past decade from both research and instruction perspectives. Regarding the research design, this study revealed the relationship between publication year, sample size, learning stage, educational setting, research method, research focus and duration. Regarding the instruction design, this study revealed the relationship between learning stage, pedagogical strategy, learning tool, learning activity, learning content, assessment method and learning effect. Besides, this study also derived recommendations for research (i.e., time allocation, samples selection, longitudinal design, rigorous methodology and technical democracy) and instruction (i.e., group learning, authentic context, teacher involvement, triangular evidence and learning scaffolding). Overall, the main findings indicate that K-12 AI education has the potential to develop students’ AI literacy, which contains AI knowledge, AI affectivity, and AI thinking. However, deficiencies in research and instructional design still remain, including short durations, small sample sizes, non-standardized research methods, lack of long-term and cross-age AI curriculum, etc. This study also discussed several critical topics for future research and instruction.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X24000514","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Developing Artificial Intelligence (AI) education in K-12 contexts, i.e., teaching students about AI, is critical to promote students' AI literacy. However, the state-of-the-art of AI education is not clear enough. To this end, this study reviewed 45 high-quality empirical studies on K-12 AI education over the past decade from both research and instruction perspectives. Regarding the research design, this study revealed the relationship between publication year, sample size, learning stage, educational setting, research method, research focus and duration. Regarding the instruction design, this study revealed the relationship between learning stage, pedagogical strategy, learning tool, learning activity, learning content, assessment method and learning effect. Besides, this study also derived recommendations for research (i.e., time allocation, samples selection, longitudinal design, rigorous methodology and technical democracy) and instruction (i.e., group learning, authentic context, teacher involvement, triangular evidence and learning scaffolding). Overall, the main findings indicate that K-12 AI education has the potential to develop students’ AI literacy, which contains AI knowledge, AI affectivity, and AI thinking. However, deficiencies in research and instructional design still remain, including short durations, small sample sizes, non-standardized research methods, lack of long-term and cross-age AI curriculum, etc. This study also discussed several critical topics for future research and instruction.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.