What does this research mean for the field?

Integrating generative AI as a collaborative partner in high school project-based learning improves students' professional skills and practical application of AI concepts, but requires instructional scaffolding to address technological disparities and ethical tensions regarding AI use. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how African American secondary students engage with and apply artificial intelligence concepts during an authentic, collaborative mobile app design project supported by generative AI.

August 30, 2026Discover EducationOpen Access

Cultivating AI literacy among high school students through generative AI as a collaborative partner

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To examine how African American secondary students engage with and apply artificial intelligence concepts during an authentic, collaborative mobile app design project supported by generative AI.
Conducted a mixed-methods investigation combining foundational AI instruction with a four-month project-based mobile application design curriculum.
Engaged African American high school students using generative AI as a collaborative design partner.
Collected qualitative data (focus groups, design artifacts, presentations, field notes) alongside quantitative data (pre- and post-AI literacy assessments and surveys).
Student design artifacts demonstrated emerging AI comprehension through proposals of AI features like chatbots, recommendation systems, and information verification tools.
Surveys indicated self-reported improvements in collaboration, communication, and problem-solving skills, whereas knowledge assessments revealed modest, non-significant changes in conceptual AI knowledge with individual variation.
Analysis identified key instructional challenges, including wide gaps in technological readiness and behavioral tensions ranging from overreliance to avoidance of AI tools due to fear of academic penalties.

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Implication

Mixed-methods study demonstrates emerging technical and professional skills in African American high school students, highlighting the need for structured instructional scaffolding.

Cite This Study

Hur et al. (2026) studied this question.

synapsesocial.com/papers/6a93f1396c1a8fb52e79dff5 https://doi.org/10.1007/s44217-026-02092-7

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Implication

Mixed-methods study demonstrates emerging technical and professional skills in African American high school students, highlighting the need for structured instructional scaffolding.

Cultivating AI literacy among high school students through generative AI as a collaborative partner

Key Points

Discussion

Implication

Cite This Study

Cultivating AI literacy among high school students through generative AI as a collaborative partner

Key Points

Discussion

Implication

Cite This Study

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