Empirical analysis showed significant effects of computational thinking and digital literacy on AI competency, suggesting implications for curriculum design.
This study empirically analyzed the effects of computational thinking and digital literacy on artificial intelligence competency among participants in logistics robot competitions. Using structural equation modeling, the relationships between variables were analyzed with 324 university students who participated in the WCRC logistics robot competitions in 2024 and 2025. The results showed that computational thinking had a significant positive effect on AI competency (β=.452, p<.001), and digital literacy also had a significant positive effect on AI competency (β=.318, p<.001). Additionally, participation experience in logistics robot competitions partially mediated the relationships between the two competencies and AI competency. These findings suggest that practice-based education is effective in converting theoretical knowledge into practical competencies, providing important implications for curriculum design for cultivating convergent talents.
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Jihoon Cho (2025) studied this question.
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