The purpose of this study was to develop a curriculum aimed at enhancing AI literacy among first-year university students and to derive pedagogical implications by implementing it in a pre-university program. For this purpose, the researchers developed a flipped-learning course comprising 15 sessions, considering three dimensions of AI literacy: attitude, skills, and knowledge. The course took place in a pre-university program with 31 first-year students. After the course, the researchers conducted surveys on students’ perceived needs for AI literacy and their satisfaction with the course. To identify students’ needs, the researchers conducted an Importance-Performance Analysis (IPA) based on students' perceived performance and importance levels. The researchers measured educational satisfaction by evaluating satisfaction with online sessions, offline sessions, and overall satisfaction. Results showed that the sub-dimensions of critical appraisal and practical application were classified as “keep-up-the-good-work” areas in the IPA matrix. Additionally, satisfaction with offline sessions was higher compared to online sessions. Based on these findings, implications for developing and implementing courses aimed at fostering AI literacy among first-year university students were discussed.
Lee et al. (Mon,) studied this question.