Abstract:

This research explores the role of Artificial Intelligence literacies (Long & Magerko, 2020) in educational contexts. It explores how students at Nanyang Technological University (NTU) in Singapore develop such literacies both within and beyond formal learning environments.

Employing a qualitative approach, we conducted two focus group discussions (FGDs) with six participants each to delve into the variety of AI literacies exhibited by students. In-school practices highlighted the utilisation of Generative AI as a writing buddy, learning assistant, task handler, and artwork generator, each requiring distinct AI literacies. However, challenges were identified in the creation of final products, research, assessments, and writing tasks, suggesting a need to enhance specific AI literacies.

Out-of-school applications of AI included entertainment, social media content creation, collaboration, creativity stimulation, and everyday living tasks. Interestingly, older students expressed more enthusiasm towards the use of AI, challenging the concept of ‘digital natives’ and suggesting that AI literacies are not exclusively tied to age (White & Le Cornu, 2011).

The emotional response towards Generative AI, a mixture of fear and excitement, indicates the complexity of AI literacies. Fears included losing 'human-ness', inability to keep pace with AI advancements, and decreased employment opportunities. Conversely, excitement was associated with improved employment opportunities and advancements in human knowledge.

Our research suggests that developing a curriculum that incorporates industry-related AI literacies, prompt engineering, and AI ethics and law could be beneficial. These elements of the AI literacy repertoire, along with regular curriculum reviews, modelling the use of AI for learning, and prioritising the learning process over output, could foster a more comprehensive and robust understanding of AI.

The findings underscore the need for a balanced approach to AI education, acknowledging both the opportunities and challenges presented by this rapidly-evolving technology (Crompton & Burke, 2023).

Keywords:

AI Literacies, Generative AI.