Abstract:

Artificial Intelligence (AI) has become increasingly present in everyday life, influencing decisions, systems, and processes across different areas of society. Despite this growing presence, many students still have limited understanding of how AI systems work, as well as their limitations and social implications. In this context, it is essential to develop educational approaches that promote AI literacy in a critical, creative, and contextualized way from basic education onward.

This study presents a pedagogical approach based on the use of educational gamebooks to teach concepts related to Artificial Intelligence, integrating AI Thinking, the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics), and Scientific Literacy. Gamebooks are interactive narratives in which readers assume the role of the protagonist and make decisions that influence the course of the story. By combining literary elements with game mechanics such as challenges, branching choices, and multiple narrative paths, this format encourages active participation, engagement, and problem-solving.

The proposal consists of a set of five books organized as a fascicle designed to present AI learning progressively through conceptual layers. Through a science fiction narrative accessible to middle and high school students, the books explore topics such as data, sensors, pattern recognition, machine learning, and ethical implications of technology. Each volume introduces challenges connected to STEAM areas, linking technological concepts to narrative situations and investigative problem-solving. The final fascicle expands this experience by proposing interdisciplinary challenges aligned with the STEAM approach, encouraging students to apply AI concepts to real-world and collaborative contexts.

The materials incorporate game-based learning principles, including progressive challenges, decision-making, immediate feedback, and narrative resource management. This structure supports the development of competencies such as critical thinking, creativity, problem-solving, and reflection on the social impacts of digital technologies.

The set of gamebooks has been developed and implemented in educational activities with students from the final years of elementary school, allowing the evaluation of its pedagogical potential in real learning contexts. The results indicate high levels of student engagement, strong interest in AI-related topics, and the potential of interactive narratives as a strategy for making complex concepts more accessible.

By integrating interactive storytelling, game-based learning, and Artificial Intelligence education, this proposal contributes to the development of innovative pedagogical practices aimed at preparing students to critically and responsibly interact with intelligent systems in contemporary society.

Keywords:

Artificial Intelligence Education, AI Literacy, Game-Based Learning, STEAM Education, Educational Gamebooks, Innovative Pedagogies.