Improving AI Literacy Through a Structured Chatbot-Based Learning Interventions
Author(s)
Zhu, Jiangyue
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Abstract
AI literacy is important in this digital era, while little research has been done on raising AI literacy in higher education. The goal for this study is to design an interactive AI chatbot tutor and evaluate the effectiveness of the tool. 20 undergraduate students from Georgia Institute of Technology participated in the study, which included pre- and post-intervention AI literacy questionnaires, AI interactive intervention, and post-intervention content knowledge assessment. The result of our AI literacy questionnaires showed that participants ' understanding of the capabilities and limitations of generative AI tools, as well as their ability to evaluate AI-generated outputs and apply these tools to solve problems, significantly improved. The results of the content knowledge assessment further supported the effectiveness of the instructional intervention. In the future, we could explore the long-term impact of this chatbot-based learning on AI literacy.
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Date
2026-05
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Text
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Undergraduate Thesis