The need for artificial intelligence (AI) education is increasing; however, the literature includes few studies related to the learning effectiveness of AI education for K-12 students. In the present study, we developed analytic rubrics to examine the learning effects of AI education for K-12 students and evaluated the rubrics' reliability through an AI educational workshop. The results of the study suggest that, although the rubric was internally consistent, inter-rater reliability was problematic. The aforementioned results indicate that a more specifically modified rubric and an appropriate method of measuring learning outcomes are needed.
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Kobara et al. (2024) studied this question.
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