導入探究與實作精神的人工智慧及其應用課程效果研究

Learning Effects of the Inquiry-Based and Hands-on Course "Artificial Intelligence and its Applications"

10.6251/BEP.202409_56(1).0001

謝麗紅(Lih-Horng Hsieh)；陳亭妍(Ting-Yan Chen)；張瑋珊(Wei-Shan Chang)；陳雪均(Viola Hsueh-Chun Chen)

人工智慧及其應用 ； 通識課程 ； 人工智慧素養 ； 探究與實作教學 ； 行動研究 ； artificial intelligence and its application ； general education curriculum ； artificial intelligence literacy ； inquiry teaching and hands-on experience ； action research

教育心理學報

56卷1期（2024 / 09 / 01）

1 - 24

繁體中文;英文

本研究目的在於探討「導入探究與實作精神的人工智慧及其應用通識課程」對諮商領域學生人工智慧素養之影響。本研究參與者為諮商相關學系大學部一年級學生，在導入探究與實作教學過程中，讓非科技相關科系學生有機會透過人工智慧概念的學習與實作課程的體驗，學習人工智慧的內涵，以提升其人工智慧的素養、好奇，並探究人工智慧如何運用在諮商及輔導領域。本研究採行動研究法，在課程前與課程學習後，以陳璽宇（2020）所編製的「AI素養測驗」為研究評量工具、「課程後書寫的課程學習心得與省思札記」作為評量與資料分析工具，了解課程的訓練效果，並於學習成績送出後，邀請其同意進行焦點團體訪談，作為本研究質性分析資料的依據。研究發現探究與實作之教學方法有助於非科技領域學生學習人工智慧與應用，而大一學生在修習一學期之「人工智慧及其運用」通識課程後，在人工智慧素養之「認知」與「技能」方面，於量化、質性資料皆呈現明顯之進步與學習，「態度」層面於前後測雖無顯著差異，在質性資料則呈現正向、從抗拒到感興趣、覺察人工智慧素養學習上的困難之處。最後本研究亦呈現此次研究結果反思與建議，作為調整與修正人工智慧及其應用課程之依據。

This study investigated the effects of the general education curriculum of the course "Artificial Intelligence and its Application" on the artificial intelligence (AI) literacy of students in the field of counseling. Participants in this study were first-year undergraduate students from the relevant counseling departments. We incorporated inquiry and hands-on experiences into the curriculum of "Artificial Intelligence and its Application" to provide an opportunity for students not majoring in information technology to learn the concepts of AI and to gain hands-on experience for improving their AI literacy. Our strategy involved promoting students' interest for exploring how AI can be used in the field of counseling and guidance. This study adopted the action research method. The teaching effects of the course were evaluated, and the data were analyzed using the AI Attitudes, Knowledge, and Skills Scale compiled by Chen (2020) and the Course Learning Experience and Thinking Note Written after the Course tool. Moreover, students were invited for a focus group interview, and their final grades served as qualitative data that were analyzed in this study. The quantitative analysis results revealed that the students' AI literacy increased after they were taught using the general education curriculum of the course. Moreover, their pretest scores were significantly higher than the post-test scores for the AI knowledge and ability subscale. The above results reached a significant level (p < .001), indicating that the students' AI knowledge and skills were markedly enhanced after one semester of the course. Most of the subscales and total scores related to AI attitude were higher in the post-test than in the pretest, but the difference was nonsignificant. To verify the reliability of the pretest and post-test quantitative results, this study conducted a correlation analysis between AI literacy subscale and students' final grades. The correlation coefficient was between .059 and .515. Moreover, the scores of the decision-making component in the AI attitude scale and AI knowledge and skills subscale were significantly positively correlated with the students' final grades (p < .01 and p < .05, respectively). The qualitative analysis results were divided into three major themes and eight categories. The first theme pertained to the influence of the AI course design, which incorporated inquiry and practice, on students' learning; the learning outcomes included increasing their awareness and reflection on AI through theoretical courses. First, the theoretical courses in this study employed diverse instructional modes, including film appreciation, listening to lectures, and teaching by professors. Second, through practical courses, students gained experience in the use of AI, including machine learning, deep learning, algorithms, and programming, and they learned through practice. During the course, students believed interacting with AI to be a novel and interesting experience. However, few students reported negative experiences because they found the programming aspect to be challenging. Finally, by exploring the theme and creating a report on the theme, students learned to integrate multifaceted abilities, such as positive feelings about classmates' reports, students' abilities to prepare and complete the report, and students' reflections on AI that were triggered by the theme report. The second theme pertained to the AI literacy developed and possessed by students during the learning process. Students gained an increased understanding of the basic concepts of AI and uncertainties, and they learned to apply AI in consulting fields, as well as other cross-field applications in life. Closely linked with this theme was the students' attitude toward AI. For example, students may have a positive attitude toward AI courses incorporating inquiry and practice, a tolerant attitude toward the continued development of AI technology, worries and doubts regarding learning about AI through courses, and negative attitudes toward AI courses. Through the course in this study, The two clauses in this sentence sound contradictory to me. As a reader, my doubt is whether the authors observed a change in the attitude towards AI from negative to positive or did they n ot observe any significant change? Please clarify this sentence. Finally, this theme focused on the skills of AI, such as learning applications related to AI, implementing initial research ideas into executable research plans through teamwork, and practicing interactions with the Kebbi robot to cultivate empathy and interview skills. The third theme pertained to the students' expectations from the design of AI courses and the teaching methods used. If teachers possess professional knowledge of AI, they must combine it with the field of counseling and consultation. Teachers were also expected to provide more guidance on the final report, and they were expected to be the sole person responsible for the implementation of courses. Thus, few teaching assistants were involved in the course. Regarding the course design, students expected to understand the current development status of AI technology and the operating principles of AI. Moreover, at the end of the course, they should be able to integrate AI into the field of counseling and consultation. The findings indicate that inquiry-based and hands-on teaching methods can help students with nontechnical majors to learn the concepts and applications of AI. Students' awareness of the inquiry topic can be increased by teaching them theoretical concepts, followed by practical courses with diversified content. Overall, this teaching approach can enhance students' motivation for active learning. The idea, design, and implementation of thematic reports represent the core spirit of inquiry and practice. Therefore, inquiry and practice teaching can overcome the shortcomings of one-way narrative teaching and are valuable approaches for teaching students with nontechnical majors. In this course, students in the field of counseling learned the concepts and applications of AI. After completing a semester of the general education curriculum of the course "Artificial Intelligence and Its Applications," first-year students demonstrated significant progress and learning in terms of both the cognition and skills aspects of AI literacy, as evidenced by the quantitative and qualitative data. Although their attitudes did not differ significantly between the pretest and post-test, the qualitative data revealed a positive shift from resistance to interest and awareness of the difficulty of learning AI literacy. Finally, based on the results, adjustments and revisions to the curriculum on AI and its applications are suggested. For inquiry and practical teaching methods, basic knowledge learning must first be strengthened in theoretical curricula. When delivering the course, equal equipment and environment must be provided to every student to ensure a fair learning chance. In schools, compulsory general curricula should be designed to be more closely related to the corresponding undergraduate departments. For integrating AI literacy with counseling literacy, the curriculum arrangement should be adjusted from freshman year to the second semester of sophomore year or the first semester of junior year, so that students can learn another subject while being equipped with a basic understanding of counseling and consultation. Basic professional knowledge provides the foundation for cross-field integrated learning. Both teachers and teaching assistants must have basic knowledge and literacy in cross-fields, rather than just focusing on a single field. Regarding the course design, teachers can first implement lessons from previous courses. Through inquiry and practical teaching, students' basic understanding of AI and counseling can be developed. In subsequent classes, course content on the cross-field connection between AI and counseling can be delivered. Finally, students create a theme report. The ability to learn step-by-step and integrate new learnings with previous learnings at the end of the course will empower students to ideate about cross-field applications.