Analyzing the Effects of a Novel Engineering-Based AI Education Program: A Case Study of a Fourth-Grade Class

This study aims to examine the effects of a Novel Engineering (NE)-based AI education program on elementary school students’ computational thinking and learning engagement. A 12-session instructional program was developed and implemented in a fourth-grade classroom at an elementary school. A mixed-methods research design was employed, incorporating both quantitative and qualitative data. Pre- and post-tests were administered to assess changes in students' computational thinking and learning engagement. In addition, qualitative data was collected through instructional materials and in-depth interviews. Interview participants were selected based on high, medium, and low levels of performance in computational thinking and learning engagement. The interviews focused on how students demonstrated competencies in analysis/design and implementation/inference throughout the learning process. The results indicated that the NE-based AI education program had a statistically significant positive impact on both computational thinking and learning engagement with the students. The students actively engaged in problem-solving activities and found the tasks stimulating, which contributed to the enhancement of their computational thinking skills. Furthermore, the appropriate level of task difficulty, opportunities for autonomous participation, and active communication were identified as factors that fostered greater learning engagement. This study demonstrates the potential for developing and applying effective AI education programs to enhance elementary students’ computational thinking and learning engagement, offering valuable implications for future educational practices.